In support of strengthening student academic achievement, Mundy Mill Arts Academy receives Title I, Part A funds and therefore must jointly develop with, agree on with, and distribute to parents and family members of participating children a written parent and family engagement policy that contains information required by section 1116(b) and (c) of the Every Student Succeeds Act (ESSA).  The policy establishes the school’s expectations for parent and family engagement and describes how the school will implement a number of specific parent and family engagement activities, and it is incorporated into the school’s plan submitted to the local educational agency (LEA).

Mundy Mill Arts Academy agrees to implement the following requirements as outlined by Section 1116:

● Involve parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of programs under Title I, Part A, including the planning, review, and improvement of the school parent and family engagement policy and the joint development of the schoolwide program plan under Section 1114(b) of the Every Student Succeeds Act (ESSA).

●  Update the school parent and family engagement policy periodically to meet the changing needs of parents and the school, distribute it to the parents of participating children, and make the parent and family engagement policy available to the local community.

●  Provide full opportunities, to the extent practicable, for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under Section 1111 of the ESSA in an understandable and uniform format and including alternative formats upon request and, to the extent practicable, in a language parents understand.

● If the schoolwide program plan under Section 1114(b) of the ESSA is not satisfactory to the parents of participating children, submit any parent comments on the plan when the school makes the plan available to the local educational agency.

●  Be governed by the following statutory definition of parent and family engagement and will carry out programs, activities, and procedures in accordance with this definition:

Parent and Family Engagement means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring:

(A) Parents play an integral role in assisting their child’s learning

(B) Parents are encouraged to be actively involved in their child’s education at school

(C) Parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child

(D) Other activities are carried out, such as those described in Section 1116 of the ESSA

JOINTLY DEVELOPED

Mundy Mill Arts Academy will take the following actions to involve parents in an organized, ongoing, and timely manner in the planning, review, and improvement of Title I programs, including opportunities for regular meetings, if requested by parents, to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their child and respond to any such suggestions as soon as practicably possible:

●       Conduct an annual parent meeting in the Spring of each year with the School Governance Council, the School Leadership Team, and others interested to discuss ways to plan, review, and improve programs as well as solicit input from parents on the programs they would like to see and how the funds should be spent

●       Share the plan with the community via school website and social media

●       Forward comments of any parents who do not find this plan satisfactory to the district office.

ANNUAL TITLE I MEETING

Mundy Mill Arts Academy will take the following actions to conduct an annual meeting, at a convenient time, and encourage and invite all parents of participating children to attend to inform them about the school’s Title I program, the nature of the Title I program, the parents’ requirements, the school parent and family engagement policy, the schoolwide plan, and the school-parent compact:

●       An Open House is conducted at the beginning of each school year where teachers provide a copy of this plan and the Parent Compact.

●       During September, an annual meeting will be held in the morning and evening to accommodate parents, students, and community stakeholders’ schedules. If a meeting is held via Zoom, the meeting will be recorded and made available on the school’s website.

COMMUNICATIONS

Mundy Mill Arts Academy will take the following actions to provide parents of participating children the following:

● Timely information about the Title I programs

●  Meetings will be held in the morning and evening to increase parent participation. If a meeting is held via Zoom, the meeting will be recorded and made available on the school’s website.

●  Information related to the school and parent programs, meetings, and other activities, will be sent home in an understandable and uniform format, including alternative formats upon request and, to the extent practicable, in a language the parents can understand.

●  Childcare will be provided at all evening meetings.

●  At times, transportation will be provided. Contact the school for more information.

SCHOOL-PARENT COMPACT

Mundy Mill Arts Academy will take the following actions to jointly develop with parents of participating children a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the state’s high standards.

●  Parent meetings will be held each spring with a group of teachers, the parent liaison, counselor, students, and administrators to jointly develop the parent compact to determine how they will all work together to share the responsibility for improved student academic achievement.

RESERVATION OF FUNDS

Mundy Mill Arts Academy will take the following actions to involve the parents of children served in Title I, Part A schools in decisions about how the 1 percent of Title I, Part A funds reserved for parent and family engagement is spent by:

●   Meet with the School Governance Council to review the budget and to determine areas of need regarding Parent Resource Room purchases and the purchase of materials to aid parents when working with students at home.

●    Meet with parents and families during the annual Spring Input meeting to gather input on ways to use the funds.

COORDINATION OF SERVICES

The Gainesville City School System will integrate Parent and Family Engagement programs in Part A with parent and family engagement strategies under the following programs: Pre-K, Homeless, Neglected and Delinquent, Special Education, Migrant, and other district programs by:

● Offering preschool at Mundy Mill Arts Academy and providing preschool for students with special needs.

●  Providing resources needed for school to host Parent and Family Engagement sessions so parents and family members learn ways to support their child at home.

●   Provide materials to parents and families for at-home use through the Parent Resource center.

●   GCSS Migrant staff members provide tutorial services in the home for preschool aged children, as well as, provide materials to help parents prepare children for school.

●   Offer resources housed at The Hub for college, career, workforce planning, mental and behavioral health, and basic needs.

●   Provide tutoring services for students registered with the Boys and Girls Club of Lanier.

BUILDING CAPACITY OF PARENTS

Mundy Mill Arts Academy will build the parents’ capacity for strong parent and family engagement to ensure effective involvement of parents and to support a partnership among the school and the community to improve student academic achievement through the following:     

●   Providing parents with a description and explanation of the curriculum in use at the school, the forms of academic assessments used to measure student progress, and the achievement levels of the challenging State academic standards

●   Materials and training to help parents to work with their child to improve their child’s achievement, such as literacy training and using technology         

●    Providing assistance to parents of participating children, as appropriate, in understanding topics such as the following:

The challenging State’s academic standards, state and local academic assessments including alternate assessments, requirements of Title I, Part A, how to monitor their child’s progress, how to work with educators to improve the achievement of their child

●   Send home quarterly progress reports and report cards

●   Provide parent information and resources on the school’s website

●   Utilize automated calls and text messages to inform families of school information

●   Provide a student handbook and agenda to each student

●   Utilize translator/interpreter for school events

BUILDING CAPACITY OF SCHOOL STAFF

Mundy Mill Arts Academy will provide training to educate teachers, specialized instructional support personnel, principals, and other school leaders, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school by:

●   Meet monthly with our School Governance Council to garner feedback for topics of improvement

●   Conduct weekly Professional Learning Community meetings with teachers

●   Monitoring and effectively notifying parents of student attendance

●   Conducting curriculum nights to build ties between home and school

●   Send information home in the child’s home language

BUILDING CAPACITY FOR INVOLVEMENT

Mundy Mill Arts Academy will provide other reasonable support for parent and family engagement activities under Section 1116 as parents may request by:

●   Provide parents with access to our Parent Center, Parent Liaison, and resources.

●   Provide parents with a survey asking for suggestions on  necessary subjects to discuss  for the upcoming school year.

●   Elicit School Governance Council for feedback concerning needs for further parental involvement.

DISCRETIONARY SCHOOL PARENT AND FAMILY ENGAGEMENT POLICY COMPONENTS

 Mundy Mill Arts Academy will:

●   Provide literacy training for parents from Title I, Part A funds if the school has exhausted all other reasonably available sources of funding for that training.

●   Pay reasonable and necessary expenses associated with local parent and family engagement activities, including transportation and child care costs, to enable parents to participate in school-related meetings and training sessions.

●    Provide flexible hours for our parent meetings to maximize parents’ ability to attend meetings.

 

Dear Parent/Guardian,

Mundy Mill Arts Academy, students participating in the Title I, Part A program, and their families, agree that this compact outlines how the parents, entire school staff, and the students will share the responsibility for improved student academic achievement as well as describes how the school and parents will build and develop a partnership that will help children achieve the State’s high standards.

JOINTLY DEVELOPED

The parents, students, and staff of Mundy Mill Arts Academy partnered together to develop this school-parent compact for achievement. Teachers suggested home learning strategies, parents added input about the forms of communication they prefer and the need for parent classes on how to better help their children succeed in school, and students told us what would help them learn. Parents are encouraged to attend annual revision meetings held in the spring each year to provide suggestions for improvement and/or to provide suggestions via the Title I parent survey.

To understand how working together can benefit your child, it is first important to understand the district’s and school’s goals for student academic achievement.

GAINESVILLE CITY DISTRICT GOALS:

Goal #1: By June 2023, we will increase academic achievement on state assessments in the area of ELA by 3 percentage points. 

Goal #2: By June 2023, we will decrease the percentage of students in Tiers 2 and 3 by 2 percentage points. 

MUNDY MILL ARTS ACADEMY’S GOALS:

Goal #1: By June 2023, we will increase academic achievement on state assessments in the area of ELA by 3 percentage points by utilizing evidence-based instructional models to ensure quality delivery of Georgia Standards of Excellence and promote a positive learning environment. This will be measured by administrative observations, data from universal screeners, data from state assessments, and data from teacher-made formative assessments.  

#2: By June 2023, we will decrease the percentage of students in Tiers 2 and 3 by 2 percentage points by utilizing evidence-based instructional models to ensure quality delivery of Georgia Standards of Excellence and promote a positive learning environment. This will be measured by administrative observations and through the use of Multi-Tiered System of Support.  

To help your child meet the district and school goals, the school, you and your child will work together to:

SCHOOL/TEACHER RESPONSIBILITIES:

Mundy Mill Arts Academy will:

●        send home a quarterly newsletter that will contain helpful ideas on how parents can help their child in the areas of reading and math.

●        provide a list of educational websites that can help students in the areas of reading and math.

●        provide at least three parent sessions that will help parents learn ways to support their child at home in the areas of reading, math, and/or social-emotional development.

●        will maintain the Parent Center which contains reading and math instructional tools and books that parents can check out and use at home with their child.

●        teach your child PBIS expectations and rules to include the 4 Rs: Ready, Respectful, Responsible, Role Model.

PARENT RESPONSIBILITIES:

We, as parents and families, will:

●        read the school newsletters and utilize the tips for reading and math.

●        use the resources provided in parent sessions.

●        get our children to school on time and avoid unnecessary absences.

●        find out how our child is progressing by attending conferences and/or calling the school with questions.

STUDENT RESPONSIBILITIES:

We, as students, will:

●        take home the school newsletter featuring reading and math strategies.

●        come to class prepared to work and will complete all assignments to the best of my ability.

●        discuss with our families what I learned in school.

●        use the classroom, school, or online library at least once a week.

●        adhere to our PBIS goals to include the 4R’s: Ready, Respectful, Responsible, Role Model.

COMMUNICATION ABOUT STUDENT LEARNING:

Mundy Mill Arts Academy is committed to frequent two-way communication with families about children’s learning. Some of the ways you can expect us to reach you are:

●        class and school newsletters to parents

●        parent portal

●        phone calls

●        Parent-Teacher conferences

●        Student agendas

●        Emails to parents about student progress

●        Parents can call the school at 770-287-2016 to leave a message for their child’s teacher. The teacher will return the call.

ACTIVITIES TO BUILD PARTNERSHIPS:

Mundy Mill Arts Academy offers ongoing events and programs to build partnerships with families.

●        Parent Teacher conferences

●        Curriculum Nights

●        Parent Workshops

●        Parent Resource Center

Right to Know Professional Qualifications of Teachers and Paraprofessionals

 August 3, 2023

Dear Parents,

In compliance with the requirements of the Every Students Succeeds Act, Mundy Mill Arts Academy would like to inform you that you may request information about the professional qualifications of your student’s teacher(s) and/ or paraprofessional(s). The following information may be requested:

·        Whether the student’s teacher—

o   has met State qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction;

o   is teaching under emergency or other provisional status through which State qualification or licensing criteria have been waived; and

o   is teaching in the field of discipline of the certification of the teacher.

·        Whether the child is provided services by paraprofessionals and, if so, their qualifications.

If you wish to request information concerning your child’s teacher’s and/ or paraprofessional’s qualifications, please contact Dr. Brown, principal, at 770-287-2016

Sincerely,

Crystal Brown, Ed.D.

Principal

Year: 2022- 2023	Name of School: Mundy Mill Arts Academy
Comprehensive Needs Assessment: A needs assessment takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing or are at-risk of failing. Describe the process/es and data sources used in conducting the school’s comprehensive needs assessment: A thorough review of data was conducted regularly throughout the 2021 - 2022 school year in order to create a comprehensive needs assessment. This needs assessment took into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing or are at-risk of failing. Data sources that were analyzed included universal screeners, state assessments, behavioral information from Educators’ Handbook, grades, attendance logs, surveys, and other feedback from faculty, students, parents, and community stakeholders. The needs of the following groups were considered: students from economically disadvantaged backgrounds, English Learners, migratory students and families, students with disabilities, immigrant students, and students from a variety of demographic subgroups. The professional learning needs of staff members in order to help support the needs of these students and families were also considered. This comprehensive needs assessment process culminated in a two-day district re
List identified needs: Included in our plan are reform strategies for addressing identified needs. Identified needs include the following: ● A focus on literacy ● Additional support for English Learners, Students with Disabilities, and Migrant Students ● Additional academic support for McKinney-Vento students ● Professional development for teachers on implementation of quality instructional strategies, particularly those that are effective with English Learners, and restitution practices to better serve students with behavior concerns ● Student involvement in extracurricular activities to promote engagement and social-emotional learning
Schoolwide Plan Development: The schoolwide plan has been developed during a 1-year period. It was developed with the involvement of parents, teachers, school and district administrators, paraprofessionals, the school counselor, and members of the school Leadership team. The plan will remain in effect for the 2022-2023 school year and will be monitored quarterly during Principal meetings, Consolidated Funds Quarterly Review, and School Governance Council meetings. The plan will be revised as necessary in order to ensure that all students are provided the opportunity to meet the challenging State academic standards. The simplified format of the schoolwide reform strategies, as detailed in the following section, is designed to be available and clearly understandable to a variety of stakeholders.
Goal #1 By June 2023, increase achievement on state assessments in the area of ELA by 3 percentage points.
Goal #2                                                                                                                                                                                By June 2023, increase percentage of students on track to graduate by 2% points at the high school level and decrease the percentage of student in Tiers 2 and 3 by 2 percentage points.

OBJECTIVE, STRATEGY OR ACTIVITY	ASSESSMENTS, RESOURCES AND MATERIALS	TIMELINE	METHOD(S) OF EVALUATION	FUNDING SOURCE(S)	PERSON(S) RESPONSIBLE
Engage parents and students in after school/ in school/ supplemental/ extracurricular learning opportunities (Literacy Nights, Parent Workshops, preschool transition, 5th grade to middle school transition, etc.), particularly those designed to increase language nutrition and access to text (books and ebooks) while promoting a positive learning environment.	Translators for parent engagement events creating healthier school/home partnerships (2100:199); Supplies for various inschool and after-school clubs and instructional supports correlating with STEAM integration, Arts integration, and PBIS implementation for increased engagement with ED, EL, immigrant, migrant, and SWD students and families (1000:610); Language Line (2100:530); Supplies, books/bilingual readers across a broad range of topics and levels including preschool, (2220:642); Administrative Supplies (2400:610); Administrative Expendable Equipment (2400:615): Curriculum-based and Arts-related Consolidated Administration Academic Coach Parent Liaison instructional Field Trips for real world experiences connecting learning (2700:180)	August-May	Agendas, Sign-in sheets, Student data, Attendance rosters, Lesson Plans	Consolidated	Administration Academic Coach Parent Liaison
Increase access to texts (books and ebooks) for students, including preschool, and families at the school level that are aligned with student and family interests.	Books and bilingual readers added to school library for students in grades Pre-K through 5th grade to check-out increasing engagement (2220:642); media supplies (2220:610)	July-April	Media Center Order, check-out reports	Consolidated Funds	Administration Media Specialist Parent Liaison
Use prescribed assessments as detailed in CLIP and applications.	DIBELS, Ready Reading, Ready Math, WIDA K Screener (1000:610)	3 times per year (August, December, March)	Assessment results	Local, CF	System Testing Coordinator
Utilize evidence-based instructional models to ensure quality delivery of GSE and promote a positive learning environment.	Paraprofessional to assist with instruction (1000:140); Other salaries and compensation for after school/supplemental instruction promoting wellrounded students in ED, EL, immigrant, migrant, and SWD subgroups (1000:199); Supplies for various in-school and after-school clubs and instructional supports correlating with STEAM integration, Arts integration, Employability Skills, traumainformed classroom practices, and PBIS implementation for increased engagement with students and families (1000:610); Supplies for students to support instruction (1000:610); Software to support instruction (1000:612); Utilize technology to identify at-risk students and track interventions; Panorama SEL surveys; Equipment to promote movement and social/emotional growth (1000:615); Dues and Fees (1000:810); Expendable Equipment (1000:615); Substitutes for certified staff to learn about, implement, and plan best practices to include incorporating technology, the Literacy framework, and MTSS framework (2213:113); Mentor teachers providing ongoing professional learning to mentees to assist with creating positive learning environments (2213:116); Travel (2213:580); Dues and Fees for professional learning registrations aligned with evidence-based instructional models and frameworks such as STEAM, Arts, Ready Math, Trauma Informed Classroom Practices, and Social Emotional Learning(2213:810)	August-May	Agendas, Sign-in sheets, monthly budget reports, MTSS documents	Consolidated Funds	Administration Grade Level Chairpersons
Improve access to the curriculum for English Learners through professional development, coaching, and evidencebased programs.	ESOL Lead (2210:191); Other salaries and compensation for after school/supplemental instruction promoting wellrounded EL, migrant, and immigrant students (1000:199); Supplies for various in-school and after-school clubs and instructional supports correlating with STEAM integration, Arts integration, Ready Math, Literacy framework, Trauma-Informed Classroom Practices, Social Emotional Learning, and PBIS implementation for increased engagement with students and families (1000:610); Supplies to support student instruction (1000:610); Software to support instruction correlating with STEAM integration and Arts integration (1000:612); Technology-related supplies for EL and immigrant accessibility to curriculum (2210:611); Equipment (1000:615); Dues and Fees (1000:810); Expendable Equipment (1000:615); Substitutes for certified staff (2213:113); Mentor teachers providing ongoing professional learning to mentees to assist with creating positive learning environments (2213:116); Travel (2213:580); Dues and Fees for professional learning registrations aligned with evidence-based instructional models and frameworks such as STEAM, Arts, and PBIS (2213:810); Professional texts on Academic Language Builders for EL book study (2213:642)	August-June	Agendas, Sign-in sheets, monthly budget reports, Coaching conversation notes	Consolidated Funds	Administration, Academic Coach, Director of Elementary Programs

ESSA Requirements: The school will use and implement effective parent and family engagement strategies under Section 1116, Section 1112 (b)(7), and Section 1112E(3)(C) by:
● Involving parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of programs under Title I, Part A, including the planning,
review, and improvement of the school parent and family engagement policy and the joint development of the schoolwide program plan.
● Updating the school parent and family engagement policy periodically to meet the changing needs of parents and the school, distribute it to the parents of participating children, and make the parent and family engagement policy available to the local community.
● Providing full opportunities, to the extent practicable, for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under Section 1111 of the ESSA in an understandable and uniform format, including alternative formats upon request and, to the extent practicable, in a language parents understand.
● Being governed by the following statutory definition of parent and family engagement and by carrying out programs, activities, and procedures in accordance with this definition:
    Parent and Family Engagement means the participation of parents in regular, two-way, and meaningful                           communication involving student academic learning and other school activities, including ensuring:
   (A) Parents play an integral role in assisting their child’s learning
   (B) Parents are encouraged to be actively involved in their child’s education at school
   (C) Parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child
   (D) Other activities are carried out, such as those described in Section 1116 of the ESSA

The schoolwide plan is aligned to the District CLIP, school-based Intent and Purpose, and Fund 150 budget and is monitored quarterly. During this quarterly monitoring, revisions to the plan, intent and purpose, and Fund 150 budget are to be made based on data-driven needs.