Welcome to Barrow Elementary

1. Welcome to Barrow Elementary Tara Belote, Principal Dana West, Assistant Principal

2. Barrow ELEMENTARY SCHOOLMEET THE TEACHER &OPEN HOUSE/TITLE I MEETING and INFORMATION 2018-2019 Title 1 Parent/Student/Teacher Compact School Mission: The mission at [insert campus name] Elementary is to provide a positive school climate in which our students develop self discipline and responsibility toward working and respecting themselves, the rights of others, and their difference. It is the belief of the faculty and staff at Barrow Elementary that we will make an educational difference in the lives of our students by enabling them to acquire: -higher level thinking skills and creativity; -Self-motivation -Problem solving skills; -Goal setting and organizational skills; -Pride in achievements, self, school, and community; The experiences of students at Barrow elementary will build the foundation to become productive citizens and lifelong learners. We are committed to working together to provide a quality learning environment in which all children can  learn and develop to their maximum potential.

3. Parent/Guardian Agreement: • It is important to have my child reach his full academic potential.  I want my child to succeed; therefore, I will encourage him/her by doing the following: • See that my child attends school regularly and is punctual • Establish a time and place for homework and check it regularly • Support the school staff, and respect the cultural differences of others • Have ongoing communication with my child’s school and teacher • Monitor TV and movie viewing • Help my child in any way possible to meet his/her responsibilities

4. Student Agreement: • It is important that I do the best that I can; therefore, I will do the following: • Always try to work to the best of my ability • Come to school each day on time, with my homework completed and have the supplies that I need • Show respect for myself, my school, other students and have consideration for cultural differences • Conform to the rules of conduct at my school • Believe that I can learn and I will learn

5. Teacher Agreement: • Students must be given the opportunity to succeed.  Therefore, I will do the following: • Provide an environment conducive to learning • Have high expectations for myself, my students and the school • Maintain open lines of effective communication with my student and their parents, in order to support student learning • Seek ways to involve parents in the classroom for observation or participation in classroom activities • Respect the students, their parents and the diverse cultures of the school • Provide instruction in a way that will motivate and encourage my students

6. 2018-2019 Title I Parent Involvement Policy STATEMENT OF PURPOSE: • Barrow, West Columbia and Wild Peach Elementary Schools are dedicated to providing quality education for every student in our district.  To accomplish this objective, the schools will develop and maintain partnerships with parents/caregivers, patrons and community members.  Each student will benefit from supportive, active involvement of all members of the population.  By establishing and maintaining open lines of communication, we will expand and enhance learning opportunities for every child. • Grade level learning objectives and goals are available at each campus or can be viewed on the Texas Education website.  All students will be expected to work toward mastering these objectives.  Extra assistance for students is available through Title I and other educational programs and services.

7. PARENT INVOLVEMENT IN POLICY DEVELOPMENT The Campus-Based Decision-Making Committee (CBDMC) at each campus is comprised of parents, members of the community, educators and the campus principal.  This committee will discuss the design and implementation of the Parent Involvement Policy. Each campus welcomes volunteers and parent participation from a diverse parent population.

8. MEETINGS FOR PARENTS AT TITLE I CAMPUSES The Title I campus will hold two regular meetings for parents during each school year.  Parents will be provided information about Title I and the Parent Involvement Policy.  Parents will be encouraged to visit the school to gain information, actively volunteer in the life of the school, and attend other meetings and events.  In addition, the school will welcome their ideas and suggestions.

9. SCHOOL-PARENT COMPACTS In accordance with Title I regulations, each campus has a school-parent-student compact.  The compact outlines how parents, staff and students share responsibility for promoting high student achievement.  The district requires the parent and student sign an acknowledgement of receipt and parents are encouraged to discuss the content of the compact with their child. Members of the CBDM committee are consulted in the design of this compact.

10. PARENTAL INVOLVEMENT OPPORTUNITIES The campus will support many varied ways of parental involvement as it strives to develop and maintain an optimum learning environment for all students.  Parents may contribute through the creation of a supportive home environment and through volunteer programs at school.  The community may participate through an array of activities that promote student success.

11. MATCHING PARENTAL INVOLVEMENT PROGRAMS TO THE NEEDS OF OUR COMMUNITY The campus will seek ideas and suggestions from community-based organizations and community representatives on the SBDM and coordinate parent involvement opportunities with such programs and events.  Parents will be notified about the opportunities available to participate and become involved through campus correspondence.

12. STAFF/PARENT COMMUNICATION The campus will utilize a variety of methods to communicate positive events and concerns with parents throughout the year.  Examples include:  newsletters, open houses, conferences, personal contacts, written notices, calls, digital correspondence and the campus website.  Parents are encouraged to contact their child’s teacher when they are concerned about a problem. Parents have the right to ask for the qualifications of staff working with their child.

13. EVALUATION The SBDM committee will annually review and evaluate all aspects of the Parent Involvement program for effectiveness.  An evaluation will be distributed to parents to determine interest in parental participation and will be used to guide revisions. Your signature on the signature packet indicates you agree to the Parent Compact and Parent Involvement Policy reviewed annually.

14. PARENTAL INVOLVEMENT Working Together • Both experience and research tell us that a child’s education succeeds best when there is a strong partnership between home and school, a partnership that thrives on communication.   • Your involvement in this partnership include: • Encourage your child to put a high priority on education and working with your child on a daily basis to make the most of the educational opportunities the school provides. • Ensure that your child completes all homework assignments and special projects. • Be sure your child comes to school each day prepared, rested, and ready to learn. • Become familiar with all of your child’s school activities and with the academic programs, including special programs, offered in the district.   • Discuss with the counselor or principal any questions you may have about the options and opportunities available to your child. • Monitor your child’s academic progress and contact teachers as needed. • Attend scheduled conferences and requesting additional conferences as needed.  To schedule a telephone or in-person conference with a teacher, counselor, or principal, please calls the school office for an appointment.  The teacher will usually return your call or meet with you during his or her conference period or before or after school.   • Become a school volunteer.  [For further information, see policy GKG and contact the school.] • Participate in campus parent organizations.  Parent organizations include:  PTO • Offer to serve as a parent representative on the district-level or campus-level planning committees assisting in the development of educational goals and plans to improve student achievement.   • Offer to serve on the School Health Advisory Council, assisting the district in ensuring local community values are reflected in health education instruction.  [See policies BDF, EHAA, FFA and School Health Advisory Council ] • Attend school board meetings to learn more about district operations.  [See policies BE and BED for more information.]

15. Obtaining Information and Protecting Student Rights • Your child will not be required to participate without parental consent in any survey, analysis, or evaluation—funded in whole or in part by the U.S. Department of Education—that concerns: • Political affiliations or beliefs of the student or the student’s parent; mental or psychological problems of the student or the student’s family; sexual behavior or attitudes; illegal, antisocial; self-incriminating  or demeaning behavior; critical appraisals of individuals with whom the student has a close family relationship;  relationships privileged under law, such as relationships with lawyers, physicians, and minister; religious practices, affiliations, or beliefs of the student or parents; • income, except when the information is required by law and will be used to determine the student’s eligibility to participate in a special program or to receive financial assistance under such a program. • You will be able to inspect the survey or other instrument and any instructional materials used in connection with such a survey, analysis, or evaluation.  [For further information, see policy EF]

16. “Opting Out” of Surveys and Activities As a parent, you also have a right to receive notice of and deny permission for your child’s participation in: Any survey concerning the private information listed above, regardless of funding. School activities involving the collection, disclosure, or use of personal information gathered from your child for the purpose of marketing or selling that information. Any nonemergency, invasive physical examination or screening required as a condition of attendance, administered and scheduled by the school in advance and not necessary to protect the immediate health and safety of the student.  Exceptions are hearing, vision, or scoliosis screenings, or any physical exam or screening permitted or required under state law.  [See policies EF and FFAA]

17. Display of your child’s artwork, projects, and other special work products As a parent, if you choose that your child’s artwork, special projects, photographs, and the like not be displayed to the community on the district’s Web site, in printed material, by video, or by any other method of communication, you must notify the principal in writing.

18. As a parent, you also have a right: • To request information regarding the professional qualifications of your child’s teachers, including whether the teacher has met Highly Qualified status, state qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction; whether the teacher has an emergency permit or other provisional status for which state requirements have been waived; and undergraduate and graduate degree majors, graduate certifications, and the field of study of the certification or degree.  You also have the right to request information about the qualifications of any paraprofessional who may provide services to your child. • To review teaching materials, textbooks, and other teaching aids and instructional materials used in the curriculum and to examine tests that has been administered to your child. • To inspect a survey created by a third party before the survey is administered or distributed to your child. • To review your child’s student records when needed.  These records include: Attendance records, test scores, grades, disciplinary records, counseling records, psychological records, applications for admissions, health and immunization information, other medical records, teacher and counselor evaluations, reports of behavioral patterns, State assessment results, teaching materials and tests used in your child’s classroom. • To grant or deny any written request from the district to make a videotape or voice recording of your child.  State law, however, permits the school to make a videotape or voice recording without parental permission for the following circumstances: When it is to be used for school safety; when it relates to classroom instruction or a co-curricular or extracurricular activity; or when it relates to media coverage of the school. • To remove your child temporarily from the classroom, if an instructional activity in which your child is scheduled to participate conflicts with your religious or moral beliefs.  The removal cannot be for the purpose of avoiding a test and may not extend for an entire semester.  Further, your child must satisfy grade-level and graduation requirements as determined by the school and by the Texas Education Agency. • To request that your child be excused from participation in the daily recitation of the Pledge of Allegiance to the United States flag and the Pledge of Allegiance to the Texas flag.  The request must be in writing.  State law does not allow your child to be excused from participation in the required minute of silence or silent activity that follows.  [See Pledges of Allegiance and a Minute of Silence and policy EC]

19. To request that your child be excused from recitation of a portion of the Declaration of Independence. State law requires students in social studies classes in grades 3–12 to recite a portion of the text of the Declaration of Independence during Celebrate Freedom Week unless (1) you provide a written statement requesting that your child be excused, (2) the district determines that your child has a conscientious objection to the recitation, or (3) you are a representative of a foreign government to whom the United States government extends diplomatic immunity.  [See policy EHBK] • To request in writing to not allow corporal punishment to be administered to your child. • To request in writing, if you are a noncustodial parent, that you be provided for the remainder of the school year a copy of any written notice usually provided to a parent related to misconduct that may involve placement in a Disciplinary Alternative Education Program (DAEP) or expulsion.  See policies FL (LEGAL) and (LOCAL), FO (LEGAL), and the Student Code of Conduct. • To request the transfer of your child to another classroom or campus if your child has been determined by the [board or its designee] to have been a victim of bullying as the term is defined by Education Code 25.0341.  Transportation is not provided for a transfer to another campus.  See the [superintendent or designee] for information. [See policy FDB] • To request a meeting with district administrators if your child has been determined by the district to have engaged in bullying and the board decides to transfer your child to another classroom or campus. Transportation is not provided in this circumstance. • To request the transfer of your child to attend a safe public school in the district if your child attends school at a campus identified by TEA as persistently dangerous or if your child has been a victim of a violent criminal offense while at school or on school grounds.  [See policy FDD(LOCAL)] • To request the transfer of your child to another campus [or a neighboring district] if your child has been the victim of a sexual assault by another student on the same campus, whether that assault occurred on or off campus, and that student has been convicted of or placed on deferred adjudication for that assault.  [See policy FDD(LOCAL)]

20. As a parent, if your children are multiple birth siblings (e.g., twins, triplets, etc.) assigned to the same grade and campus, you may request that they be placed either in the same classroom or in separate classrooms.  Your written request must be submitted no later than the 14th day after the enrollment of your children.  [See FDB (LEGAL)] • If a student is receiving special education services at a campus outside his or her attendance zone, the parent may request that any other student residing in the household be transferred to the same campus if room is available [See FDB (LOCAL)] • If a student used a service animal because of a student’s disability, the parent must submit a request in writing to the principal at least 10 business days before bringing the animal on campus. • Teachers and other approved employees are permitted by the district to communicate with students through the use of electronic media within the scope of the individual’s professional responsibilities.  For example, a teacher may set up a social networking page for his or her class that has information related to class work, homework, and tests.  As a parent, you are welcome to join or become a member of such a page. An employee may also contact a student individually through electronic media to communicate about items such as homework or upcoming tests. • If you prefer that your child not receive any one-to-one electronic communications from a district employee or if you have questions related to the use of electronic media by district employees, please contact the campus principal. • Children of military families will be provided flexibility regarding certain district requirements, including: • Immunization requirements; grade level, course, or educational program placement; eligibility requirements for participation in extracurricular activities; graduation requirements. Absences related to a student visiting with his or her parent, including a stepparent or legal guardian, who has been called to active duty for, is on leave from, or is returning from a deployment of at least four months will be excused by the district.  The district will permit no more than five excused absences per year for this purpose.  For the absence to be excused, the absence must occur no earlier than the 60th day before deployment or no later than the 30th day after the parent’s return from deployment. Additional information may be found at http://www.tea.state.tx.us/index2.aspx?id=7995.

21. 2018-2019Title Programs Title I- Part A-Based on Low-Income –Student Supplemental Services All Elementary Schools Qualify 6100- Personnel Salary of: Intervention Teacher Parent Liaison Instructional Paraprofessionals Subs for training 6200- Contracted Services ESC training Contracted Trainers Software Licenses 6300- Materials Additional Materials 6400-Other Operating Costs Training for reading, math, and science Staff Training and travel

22. Columbia-Brazoria INDEPENDENT SCHOOL DISTRICT POLICY AND PROCEDURES FOR ACADEMICALLY GIFTED AND TALENTED STUDENTS

23. COLUMBIA-BRAZORIA INDEPENDENT SCHOOL DISTRICT'S DEFINITION OF GIFTED/TALENTED STUDENT Columbia-Brazoria ISD defines gifted and talented as any child or youth in grades K-12 who performs at, or shows the potential for performing at, a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who • Exhibits high performance capability in general intellectual ability; or • Excels in one or more specific academic fields: math, science, language arts, and/or social studies

24. COLUMBIA-BRAZORIA INDEPENDENT SCHOOL DISTRICT'S GOAL FOR GIFTED/TALENTED SERVICES Students who participate in services designed for gifted students will demonstrate skills in self-directed learning, thinking, research, and communication as evidenced by the development of innovative products and performances that are advanced in relation to students of similar age, experience, or environment and that reflect individuality and creativity. High school graduates who have participated in services for gifted students will produce products and performances of professional quality as part of their program services. PROGRAM GOALS FOR THE GIFTED/TALENTED SERVICES K-12 • IDENTIFICATION - Identify students in grades K-12 who demonstrated an academic need for gifted services using the criteria established by the district, approved by the board, and in compliance with the state mandates. • SELF-DIRECTED LEARNERS - Develop the students' capacities to become self-directed and to be confident in their ability to research and process information and to create and communicate their findings as they produce and present advanced-Ievel products or performances as well as products and performances of professional quality at the high school exit level. • COMPLEX THINKING SKILLS - Enhance and refine the abstract and complex thinking and reasoning of these students through more sophisticated creative and critical thinking activities as they reflect and refine their own thinking processes. • APPROPRIATE INSTRUCTIONAL STRATEGIES - Provide students with multiple opportunities to participate in learning experiences using advanced content (within the four core areas) which are defensibly differentiated in depth, complexity and range through modification to content and/or process and/or product. Students will be able to work independently, with groups of other gifted students, and with groups of non-gifted peers.

25. IDENTIFICATION PROCEDURES AND PROCESSES K-12 Columbia-Brazoria Independent School District has board approval on the identification procedures and processes of students K-12 for the services of the Gifted/Talented Program. These procedures meet state requirements (§29.121 & TAC 89.1) and have been designed to ensure the identification of any student who demonstrates educational need for the services of the program under the established guidelines. District Identification Timeline:

26. REFERRAL PROCESS Referrals can originate from teachers, parents, students or community members during the referral period. Students are nominated with a formal referral sheet which is submitted to the campus office. Written parent or guardian permission is required to screen/assess a student. If a parent does not want his/her child to be screened, this information will be documented. DOCUMENTATION Once a nomination has been submitted to a campus office, the nomination is forwarded to the school counselor. The school counselor will ensure the following steps are completed using the GT Referral Checklist: • A written nomination has been submitted and is included with the student’s portfolio. • Teachers begin collecting student work samples and analyzing the work samples using the Texas Student Portfolio Profile form located in the appendix. At least three work samples with forms must be included. • Parents are notified of their child’s nomination and Consent for Evaluation is signed by the parent. • Parent Inventory is completed. • Teacher rating scales are completed by at least two teachers. • Standardized ability testing is completed by the school counselor

27. QUALIFICATION PROCESS The student profile identifies the student’s strengths and weaknesses. The percentiles and/or scores from the assessment instruments are plotted on the student profile. Each student's profile is individually evaluated by the Gifted/Talented Committee. A student clearly qualifies for Gifted/Talented services if the majority of the evidence on the profile falls within the High and/or Superior ranges on the profile. The decision is based on the committee's observation of the preponderance of the evidence on the student's profile. The Gifted/Talented committee consists of at least three district educators. All committee members have been trained in nature and needs of gifted students. The Gifted/Talented Committee makes a professional judgment based on the recorded student profile data. As the committee evaluates the data on the students nominated, the committee has three options: • The preponderance of profile data indicates the student exhibits educational need and would benefit from the services offered in the Gifted/Talented. • There is insufficient evidence in the documentation at this time indicating the student's educational needs would best be met by the Gifted/Talented program. The preponderance of evidence indicates the student’s educational needs would best be served with the services of the regular curriculum. • Further information is requested for the committee to make a qualification decision.

28. SELECTION/NON SELECTION Once the identification process is complete, parents or guardians are notified of the Gifted/Talented Committee’s decision by mail within ten school days. Parents of all screened students may request a conference to examine their child’s assessment results. Request should be made through the student’s home campus. For students who have been qualified to participate in the G/T program and are younger than 18 years of age, the parent will also receive documentation to sign which specifically gives the student permission to participate in the program and the District permission to label the student as G/T. Upon receipt of parent permission, the school counselor will provide the appropriate documentation to the campus PEIMS specialist and the student will receive the G/T label in PEIMS. The permission slip will then be filed in the student’s G/T portfolio which will become part of the student’s official school records.

29. PROVISION OF STUDENT SERVICES CBISD offers a variety of learning experiences and opportunities for G/T students in grades K-12 which meet the mandates of the Texas Administrative Code. These services include, but are not limited to, integrating depth and complexity into the curriculum, requiring advanced level products and performances, and allowing identified Gifted/Talented students the opportunity to work with other identified students.

30. PROFESSIONAL DEVELOPMENT AND ONGOING TRAINING IN GIFTED EDUCATION CBISD is committed to providing its staff with appropriate and meaningful professional development which enables the staff to meet the unique and individual educational needs of all students including services for gifted/talented students. It is important that all staff who are responsible for formally servicing these students obtain appropriate training for educating the gifted child. The district will require at least the minimum hours of training as mandated by the state: Texas Administrative Code §89.2. Professional Development • Prior to assignment in the program, teachers who provide instruction and services that are a part of the program for gifted students have a minimum of 30 hours of staff development that includes nature and needs of gifted/talented students, assessing student needs, and curriculum and instruction for gifted students; • Teachers without training required in paragraph (1) of this section who provide instruction and services that are part of the gifted/talented program must complete the 30-hour training requirement within one semester; • Teachers who provide instruction and services that are a part of the program for gifted students receive a minimum of six hours annually of professional development in gifted education; and • Administrators and counselors who have authority for program decisions have a minimum of six hours of professional development that includes nature and needs of gifted/talented students and program options. In addition to the TAC requirements listed above, CBISD instructional staff and faculty shall receive an initial training specific to the identification procedures for CBISD’s G/T program within the first semester of employment. Trainings can be delivered in a classroom setting, faculty meeting and/or by utilizing instructional technology programs approved by the CBISD Board of Trustees. G/T program updates will be provided to staff and faculty as changes and updates within the program occur. Campus administrators shall, before the first day of instruction each school year, provide the District G/T Coordinator the names and verification of qualification for G/T instructional staff and program staff. A certificate validating completion of annual updates is appropriate verification documentation.

31. PROGRAM EVALUATION CBISD will annually evaluate the Gifted/Talented program by surveying all stakeholders including students, parents/guardians, and teachers. The evaluation data will be presented to the school board and will be used as a needs assessment to be addressed in the district/campus improvement plans.