PARENT AND FAMILY ENGAGEMENT | Policy Manual

2111 – PARENT AND FAMILY ENGAGEMENT

The Governing Board recognizes and values parents and families as children’s first teachers and decision-makers in education. The Governing Board believes that student learning is more likely to occur when there is an effective partnership between the school and the student’s parents and family. Such a partnership between the home and school and greater involvement of parents and family members in the education of their children generally result in higher academic achievement, improved student behavior, and reduced absenteeism. This policy shall serve as the Governing Board’s policy, as well as the Parent and Family Engagement policy for each school/program/activity in the ESC.

The Elementary and Secondary Education Act (“ESEA”), as amended by the Every Student Succeeds Act of 2015 (“ESSA”), defines the term “parent” to include a legal guardian or other person standing in loco parentis (such as a grandparent or stepparent with whom the child lives, or a person who is legally responsible for the child’s welfare).

In accordance with statute and the State Board of Education Parent and Family Involvement policy, the term “family” is used in order to include a child’s primary caregivers, who are not the biological parents, such as foster caregivers, grandparents, and other family members and responsible adults who play significant roles in providing for the well-being of the child.

Family-School Partnership in Student Learning

In cultivating a partnership with parents, families, and communities, the Governing Board establishes the following expectations and objectives for meaningful parent and family engagement:

working with parents and families to establish learning goals for their children with the purpose of developing responsible, adult members of society;
working with parents and families to develop and implement appropriate strategies for helping their children accomplish the learning goals;
establishing and supporting a consistent and shared approach to child guidance and discipline in collaboration with parents and families;
providing information to parents and families to support the proper health, safety, and well-being of their children;
providing information related to school policies, procedures, programs, and activities to parents and families in a language and format that is understandable, to the extent practicable;
providing information and involving parents and families in monitoring student progress in a manner that is meaningful and understandable;
helping parents and families to provide a school and home environment which encourages learning and extends, at home, the learning experiences provided by the school; and
“providing parents and families with timely and meaningful information regarding Ohio’s academic standards; State and local assessments; and pertinent legal provision (such as Title I, Section 1118, parents participation rights under IDEIA, gifted student identification and programming, etc.) to assist them in making informed decisions about their children’s academic future.

Family-School Partnership for Quality Schools

In cultivating a partnership with parents, families, and communities. The Governing Board is committed to the following:

providing a range of meaningful opportunities for parents and families to volunteer in and support their children’s school activities;
providing engagement activities respective of various cultures, languages, practices, and customs that support relationships among parents, families, and schools that bridge economic and cultural barriers;
promoting regular and open communication between school personnel and students’ parents and family members;and
cultivating school environments that are welcoming, supportive, and children-centered.

Parent and Family Responsibilities

It is parents and families who have the ultimate responsibility for their children’s education, health, well-being, and behavior.

Parents and families have a responsibility to encourage and support their children’s education by:

supporting the schools in requiring their children observe all school rules and regulations;
sending their children to school with proper attention to their health, personal cleanliness, and dress;
maintaining an active interest in their children’s daily work and checking on their children’s progress regularly;
providing a quiet place and suitable conditions for study;
reading all communications from the school, signing, and returning them promptly when required;
attending conferences when practicable or making alternative arrangements to discuss their children’s progress; and
working with their children’s teachers to find school or community-based academic and behavioral interventions and enrichment supports.