Federal Programs

The Petal School District (PSD) is comprised of five schools consisting of approximately 4,400 students. The ethnic diversity of the school district is as follows:

• 71.1% White;
• 19.6% African American;
• 8.1% Hispanic;
• 15% Pacific Islander; and
• 0.9% Asian.

There are currently 199 English Learner students enrolled in the district with 13 languages other than English represented. 136 of these EL students are currently served and 60 are monitored.

Mission: The mission of the Petal School District is to empower all students with the attitude, knowledge and life-long learning skills essential to thrive as responsible citizens in an ever-changing global society.

Purpose of the EL Program: To ensure that all EL students are provided quality instructional programs throughout the district and are provided with the educational opportunities to succeed academically.

Goals of the EL Program: The overall goal of the EL program is the successful integration of our students into the mainstream curriculum. The following individual goals will be followed to ensure the overall goal is met.

1. Provide each student with the English skills necessary for him/her to function successfully in both an academic and social setting. PSD does not deny students participation in any program based on limited language proficiency.
2. Provide high-quality professional development to all teachers, principals, administrators and personnel from other schools or community-based organizations that serve EL students.
3. Encourage and facilitate EL parental involvement.

English Learner (EL): An EL student is defined as an individual who is aged three-21; who is enrolled or preparing to enroll in an elementary or secondary school; who was not born in the United States or whose native language is a language other than English; whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual the ability to meet the state’s proficient level of achievement on state assessments or the ability to successfully achieve in classrooms where the language of instruction is English. 

English as a Second Language Services: At Petal Primary School (PPS), push-in services are utilized to best serve students. Petal Elementary School (PES) uses a pull-out and push-in instructional approach. Students are pulled out of their regular classrooms for a portion of the day to receive instruction in the English language. Petal Upper Elementary School (PUES), Petal Middle School (PMS) and Petal High School (PHS) classes are assigned to provide content-based ESL instruction. Services are provided by traditional and certified EL teachers. The EL services offered meet the requirements of the Mississippi Department of Education (MDE) and the United States Office of Civil Rights. Instruction is content-based, in which English is learned via thematic units that allow for the assimilation of language learning and academic content at the same time as stated by Anna Uhl Chamot’s Cognitive Academic Language Learning Approach (CALL). Technology-based programs enhance and accelerate learning. Utilization of the Imagine Learning software allows students to facilitate their learning.

As stated previously, PSD serves EL students through both pull-out and push-in instructional approaches. Students are pulled out of their regular classrooms for a portion of the day to receive instruction in English language development either individually or in small groups. Services are provided by three certified EL teachers. The instruction is content-based, in which English is learned via thematic units that allow for the assimilation of language learning and academic content at the same time as stated by CALL. Students also use the Imagine Learning computer software to enhance their English skills.

Students are expected to master subject matter and achievement at 65% or above, the district-wide standard. Students are evaluated and monitored throughout the school term via progress reports every nine weeks. The reports consist of four parts: accommodations, teacher input, student grades and teacher suggestions. They are also evaluated through performance in the regular classroom.

A Language Service Plan (LSP) is developed for each EL student. The EL teacher communicates closely with each student’s teacher(s) and parents to monitor progress in general classes and ensure the student is receiving the appropriate accommodations. The LSP gives information to teachers to aid in communicating with EL students and allows a more active level of participation, communication and academic performance. The success of the EL program is evaluated by the ELPT (LAS Links) test.

PSD is aware of the different cultures/subgroups within our population who speak numerous different languages. 

PSD offers EL services through either one-to-one or small group classes. The EL services offered meet the requirements of the MDE and the United States Office of Civil Rights. Students at PPS and PES are served through a “pull out” instructional approach each week depending on their proficiency levels and general needs. Students at PUES, PMS, and PHS have a content-based EL class. EL teachers are available for communication with parents when necessary.

PSD believes “a person’s potential to learn is limitless”. Therefore, most material used takes into consideration Krashen’s i+1(1982) approach, meaning students should be challenged one step above their current level of knowledge to ensure their success in the language learning process (Brown, 2000; Shrum & Glisan, 2005). The overall goal is the successful integration of our students into the mainstream Mississippi College and Career Readiness Standards. Hence our instruction is content-based. English is learned through thematic units that allow the assimilation of language learning and academic content at the same time as stated by CALL (Richard-Amato & Snow, 2005).

At PHS, Longman’s Shining Star series is used to prepare students for the academic demands of the school setting, while enhancing their language knowledge necessary to perform well in society. Newcomers in our district are exposed to the basics of the English language through the Keys to Learning Series (Pearson Longman, 2013). We also use the Treasure Chest program by McGraw-Hill at PUES.

To provide appropriate service to ELs, the PSD follows the MDE and federal guidelines to identify ELs, provide their initial assessments, notify the parents/guardians and place the students in the corresponding program if needed. The district follows the necessary steps to identify ELs that assure them access to an equitable, quality education.

• A. Home Language Survey (HLS)
  • The tool used by the PSD to identify ELs is the Home Language Survey (HLS). An HLS must be completed by all students at initial registration into PSD, not into each school. This HLS is kept in the student's permanent record while in the district.
  • The surveys collected are reviewed by the MSIS Coordinator at each school to identify if a language other than English is spoken by any individual in the household. If any response on the HLS indicates the use of a language other than English in the home during the registration process, school personnel are responsible for immediately notifying the school’s assigned ESL teacher. The presence of a language other than English does not automatically signify that the student is not a competent and proficient speaker of English, but the ESL teacher must follow up with additional interviews and determine if an assessment should be conducted to determine the student’s English language proficiency level.
• B. Initial Assessment of Language Proficiency
  • Students whose HLS indicates the presence of a language other than English are assessed for English-language proficiency within thirty days of enrollment. Students who register after the beginning of the school year are assessed within two (2) weeks of enrollment to comply with state law.
  • The MDE has adopted the LAS Links Placement Test to determine eligibility for placement in the EL instruction educational program. LAS Links Placement Test is an assessment tool used to measure English language proficiency. This screening tool is used to determine if a child is eligible for EL instructional services. Each test assesses students' abilities in all four language domains (listening, speaking, writing and reading), and evaluates social and academic English. LAS Links Placement Test provides an overall composite score to determine eligibility for the program. The results from the LAS Links Placement Test are placed in the student’s EL program file and their cumulative record.
• C. Determining Eligibility for the English Language Program
  • The PSD adheres to the following guidelines in determining eligibility for placement of a student in the ELP:
  • All students whose survey indicates a home language other than or in addition to English are recommended for further screening. The EL teacher will review student records for evidence of English proficiency screening or previous EL enrollment. Students who were enrolled in an EL program at the time of withdrawal from a Mississippi school will be automatically enrolled in the EL program. Students whose HLS indicates a language other than English and who were previously identified in a state or school that did not use the LAS Links Placement Test will also be screened. Students who score below “proficient” will be recommended for participation in the EL Program.
• D. Parental Notification
  • Before the initial placement of any student in the EL Program, the school-assigned EL teacher notifies the student’s parents/guardians of the results from the assessment and the support provided by the program. If parents do not respond to the notification, the district enrolls the student in the EL Program. The decision to waive EL services is honored once the refusal of services is returned. When parents refuse services through the EL program the schools may provide services through interventions to make sure that the student’s academic needs are met. A copy of the signed parental notification should be filed in the student’s EL program files at the assigned school when available. If the notification is not returned, the EL teacher should document in the same file the date when the notification was sent.
• E. Program Placement
  • Students identified as ELs from the language proficiency assessment are placed in the EL Program, in addition to general classes. PSD offers EL services through either one-to-one or small group classes of English as a Second Language with certified EL teachers. The EL services offered meet the requirements of the MDE and the United States Office of Civil Rights. Students at PPS and PES are served through a “pull out” instructional approach each week depending on their current proficiency levels and the general needs of the students. Students at PUES, PMS and PHS have a regular EL class assigned.
  • No more than thirty days or two weeks (if the student registers after the beginning of the year) should pass from the date of enrollment of the student to the date of the program placement of a student.

I. Assessment of ELs

The students of the EL program are assessed using the ELPT LAS Links test. Also, the student’s success will be measured through their performance in their general classrooms; each EL student is given continual support throughout the year with either "push in" or "pull out" services.

II. Programs and Services

PSD offers EL services through either one-to-one or small group classes of English as a Second Language with certified EL teachers. The EL services offered meet the requirements of the MDE and the United States Office of Civil Rights. Students at PPS and PES are served through both "push in" and "pull out" instructional approaches, depending on their proficiency levels and general needs. Students at PUES, PMS and PHS are assigned a period to attend a content-based EL class. At PPS, PES, and PUES, students use the computer-based language learning program Imagine Learning.

By using the content-based language approach, EL students in PSD are learning a language, as well as material relevant to their general classes. All EL students in the PSD are in general classes, in addition to their EL services. Because of this, each EL student in the program has a Language Service Plan (LSP), which outlines their background and proficiency level, as well as providing a list of all accommodations they must receive in their general education classes. A LSP is created at the beginning of each school year and reviewed with the student’s teachers and parents. Accommodations and modifications are required to be implemented by all teachers. These accommodations assist teachers in creating differentiated instructional activities and assessments, as well as helping students fully participate in their classes.

Also, at the beginning of each year, the EL teachers hold a general meeting with teachers who have EL students to review the students’ LSP, proficiency levels in English, teaching strategies and procedures for setting up conferences with parents. For EL teachers to stay involved with how students are doing in their content classes, teachers are required to submit an “EL Progress Report” to the EL teacher at the end of each reporting period, outlining what accommodations are being used, the student’s grades and any information of the students’ progress the teacher deems necessary. EL teachers use these progress reports to monitor students, in addition to their regular EL services, to ensure that each student is receiving the best assistance possible.

An LSP will be developed for each student. Once the plan is developed, the EL teacher will communicate closely with teachers and parents to monitor how the EL student is working in general education classes and is receiving the required accommodation. Through these formal means, teachers will be able to communicate the student’s level of participation, communication, and academic performance to both the teacher and the parent.

Cooperation Among Teachers

Cooperative work among teachers, counselors, parents, principals and students is essential to ensure an EL student’s academic success. A team meets to review the LSP for each EL student and determine each person’s role in the student’s success. Once the plan is developed, the EL teacher will communicate closely with teachers and parents to monitor how well the EL student is working in general education classes and that he/she is receiving the appropriate accommodations as required according to the plan.

All general education teachers are asked to use the “EL Student Progress Report” to monitor the student’s language and academic progress during each reporting period (every nine weeks). The report has four main parts: accommodations in the teacher’s class; the teacher’s input concerning the student’s participation; the student’s grade(s) obtained for each grading period; and input from the teacher on areas related to language learning or communication problems. General education teachers also complete a summary of progress at the end of the year to reflect on student progress and to make recommendations for the next academic year.

EL teachers schedule, attend, and present at parent meetings, open houses, and other activities involving EL students to help with translating and answering questions. EL teachers should assist with phone calls and translating information about these activities to encourage parental participation.

III.Parental Notification and Parental/Community Participation

The EL program in the PSD will assist in translating for Spanish-speaking parents. The EL teachers are bilingual and responsible for translating during parent-teacher conferences, phone calls, letters and correspondence to parents, and registration documents. When a student registers, the parents must fill out an HLS to identify the students who require testing for EL services. After a student is tested the parents are notified through a letter if services are needed. Students must be tested for EL services within 30 days of registering at the beginning of the year and 14 days after registering if the student registers later. Parents are to be notified of the results immediately following testing and can waive services.

Cooperative work among teachers, counselors, parents, principals and students is essential to ensure academic success. A team meets to review the EL plan of action for each EL student and determine each person’s role in his/her success. Once the plan is developed, the EL teacher will communicate closely with teachers and parents to monitor how well the student is working in general education classes and that he/she is receiving accommodations according to the plan.

IV. Staffing and Resources

The PSD offers EL services through either one-to-one or small group classes of English as a Second Language with certified ESL teachers. The EL services offered meet the requirements of the MDE and the United States Office of Civil Rights. PPS students are served via a “push in” instructional approach while PES students are served through a “pull out” instructional approach each week depending on their current proficiency levels and the general needs of the students. Students at PUES, PMS and PHS have a regular EL class content-based assigned to their schedule. In addition to teaching, EL teachers are available for communication with parents when needed.

PSD has three EL-certified, bilingual teachers. At each school, the EL teachers work with students to improve their English proficiency to a level that allows them to understand instructions and perform well in class. The rest of the time they will be in general education classes. The EL teachers provide training to classroom teachers and administrators throughout the year and other school or community-based organizational personnel as needed.

EL teachers attend professional development provided by the state and may attend the Teachers of English to Speakers of Other Languages (TESOL) conference for professional development. This training assists the teachers in acquiring up-to-date knowledge on the advancement of the EL teaching field. This information is then conveyed to the other teachers of EL students. EL teachers also attend relevant training throughout the school year.

The PSD advertises EL positions via the district website. PSD also supports area universities in the training of EL students by allowing them to gain knowledge and experience in each school.

EL students are provided services via a wide spectrum. EL teachers instruct students individually and in small group settings, provide the latest EL books and software. The Imagine Learning software program allows students to work at their own pace while enhancing learning.

Methods for determining that translators/translations used are effective in communicating with parents of limited-English proficient students (i.e., checklists, observations, etc.)

EL teachers set up, attend and present at parent meetings, open houses, and other activities involving EL students to translate and answer questions. EL teachers translate information about these activities to help encourage parental participation. General education teachers and PSD also provide information to families through translated messages on School Status or other resources. One of the EL teachers employed by PSD is a native speaker of Spanish and the others are fluent in the language. Parent feedback on the EL program is solicited throughout the year.

Language line, a phone system that can be called to help with an array of different languages, is recommended for use in the school system if the EL teacher is not available.

V. Transitioning ELs to Monitoring

Procedures for transitioning and/or exiting students from the EL instruction educational program and for monitoring their progress for at least four years.

To exit the EL program, students must score proficient or higher (Level four or five) on the LAS Links test in the categories of reading, writing and overall. Students who meet these MDE requirements are placed on a monitoring stage for the mandatory four-year period. During this time, their performance in general classes is monitored through quarterly review forms to verify they can perform at the same level as native English speakers. After four years of monitoring, students will exit the program, unless there are concerns about lack of success that can be attributed to language.

VI. EL Students Participation in Other Programs Within the District

EL students in the PSD are provided with equal opportunities to participate in all programs offered. Within the district, there are EL students who participate in programs such as gifted programs, athletics, fine arts, and special education. Each EL student is informed of the programs available, and many actively participate. Parents are made aware of the options available through letters and the PSD website. This material can be translated if needed.

VII. Program Evaluation

Accountability for Meeting Proficiency

The success of the EL program this year will be assessed using the LAS Links test. Students’ success will be measured through their performance in their general classes.

All general education teachers are asked to use the “EL Student Progress Report” to monitor the student’s language and academic progress during each reporting period. In addition, the progress of EL students on state benchmarks is monitored in the regular classroom on an ongoing basis. Every EL student is expected to master the state benchmarks they are tested on during the state assessment and other subject-area state tests.

Each school has a shared decision-making council that provides input on, reviews and receives updates on all programs at the school level. Each school also has a school improvement committee to analyze and evaluate the effectiveness of programs. Each of these includes parents, teachers, community members, and students. EL teachers conduct surveys of parents regarding the effectiveness of the EL program. EL teachers meet with parents to explain programs and gather input. In addition, for each EL student, the general education teacher, EL teacher, school administrators and parents sign a Language Service Plan for the student.

Collection of Data by MDE Requirements

All teachers use the “EL Student Progress Report” to monitor student’s progress during each reporting period. The students who meet the MDE requirements to exit the program are monitored over four years. During this time, their performance in the general classes is monitored through quarterly review forms to verify they perform at the same level as native English speakers. Once students have been monitored for four years and have shown success in their classes and state testing, they will exit the program. The number of ELs served and monitored by the EL Program of the PSD is reported to the MDE via SAMS and MSIS.

Staffing and other resources will be provided to limited-English proficient students under the LEA’s English language instruction educational program.

PSD employs three certified, bilingual EL teachers. At each school, the EL personnel works with the students through "push in" and "pull out" or EL classes to improve their English proficiency to a level of understanding instructions for class performance. The rest of the time students are in general education classes.

All general education teachers use the “EL Student Progress Report” to monitor student’s progress during each reporting period. The students who meet the MDE requirements to exit the program are placed on a monitoring stage for a mandatory four-year period. During this time, their performance in general education classes is monitored to verify they perform at the same level as native English speakers. Once students have been monitored for four years and have shown they have been successful in classes and state testing, they will be able to exit the program upon the teacher’s recommendation and notification to the parents. The number of ELs served and monitored by the EL Program of the PSD is reported to the MDE via SAMS and MSIS.

Students who meet any one or more of the following criteria shall be identified as being limited in English proficiency. A student who:

1. was not born in the United States or whose native language is a language other than English and comes from an environment where a language other than English is dominant; or
2. is a Native American or Alaskan Native or who is a native resident of the outlying areas and comes from an environment where a language other than English has had a significant impact on the student's level of English language proficiency; or
3. is migratory and whose native language is other than English and comes from an environment where a language other than English is dominant; and
4. who has sufficient difficulty speaking, reading, writing or understanding the English language and whose difficulties may deny such individual the opportunity to learn successfully in classrooms where the language of instruction is English or to participate fully in our society.

If this district receives federal funding for Limited English Proficient (LEP) Programs, the following will be provided:

1. Parents will be notified of their student's placement in a language program and the options associated with that placement. Notification will include the reasons for identifying the child as LEP and the reasons for placing the child in the specified program.
2. Students will participate in regular assessments in a manner that will yield an accurate assessment. Test waivers may be granted on a case-by-case basis for LEP students who demonstrate unusual and unique circumstances; however, students who have been educated in the United States for three years are required to participate in reading/language arts assessment in English.
3. Certification that teachers in the program are fluent in English as well as other languages used in instruction (if the district receives subgrants.)
4. Evaluation of the program and the academic success and language achievement of the students in the program.  Parents will be notified of:
   1. Their child's level of English proficiency and how such a level was assessed.
   2. The status of their child's academic achievement.
   3. The method of instruction used in the program in which the child is placed, and the methods of instruction used in other available programs.
   4. Information as to how the program will meet their child's educational strengths, assist him/her in learning English and meet age-appropriate academic achievement standards.
   5. Exit requirements for the program.
   6. If the child has a disability, a statement as to how the LEP will meet the objectives of the child's IEP.

Consequences of inadequate yearly progress include notification of parents, development of improvement plans, and restructuring of programs or the district will lose federal funds. For non-English speaking parents, the district will arrange to provide translations of this information in their native language.

Every public school in the United States is required to provide a free and equitable education to all school-age children who live within the boundaries of the Local Educational Agency (LEA), regardless of immigration status. Several laws protect the rights of English Learners (ELs) and their families, particularly during the enrollment process. When enrolling students, LEAs may not request information from students or their parents or guardians to deny access to public schools based on race, color or national origin.

Parent(s) or legal guardian(s) must be present when enrolling the child. A child will not be enrolled if a parent or legal guardian is not present at the time of enrollment.

• CROSS REF.: Policies IDDF  Special Education Programs II  Testing Programs
• Last Review Date:__09/13/2022__

• PSD will put into operation programs, activities and procedures for the engagement of parents and family members in all its schools with Title I, Part A programs. These programs, activities and procedures will be planned and operated with meaningful consultation with parents and family members of participating children.
• Consistent with Section 1116, the school district will work with its schools to ensure that the required school-level parent and family engagement policies meet the requirements of Section 1116(b) of the ESSA, and each includes as a component a school-parent compact consistent with Section 1116(d) of the ESEA.
• In carrying out the Title I, Part A parent and family engagement requirements to the extent practicable, the school district and its schools will provide full opportunities for the participation of parents with limited English proficiency, limited literacy, disabilities, of migratory children, who are economically disadvantaged or are of any racial or ethnic minority background, 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.
• If the LEA plan for Title I, Part A, developed under Section 1112 of the ESEA, is not satisfactory to the parents of participating children, the school district will submit any parent comments with the plan when the school district submits the plan to MDE.
• The school district will be governed by the following definition of parental involvement and expects that its Title I schools will carry out programs, activities and procedures by this definition in Section 8101(39) of the ESSA:

The term “parental involvement” means the participation of parents in regular, two-way and meaningful communication involving student academic learning and other school activities, including ensuring –

• (A) that parents play an integral role in assisting their child’s learning;
• (B) that parents are encouraged to be actively involved in their child’s education at school;
• (C) that 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; and
• (D) the carrying out of other activities, such as those described in Section 1116.

PSD will take the following actions to involve parents and family members in jointly developing its LEA plan under Section 1112, and the development of support and improvement plans under paragraphs (1) and (2) of Section 1111(d) of the ESEA.

• Parent surveys are conducted each spring.
• Parents and community members will review and have input on the district parent and family engagement policy and the district comprehensive federal programs application during scheduled planning meetings.
• Parents will be invited to review the district policy, along with the school policy, annually during the Annual Title I Meeting.
• The Parent Involvement Plan will be posted to the district’s website for public review and comment.

The Petal School District will provide the following coordination, technical assistance and other support necessary to assist and build the capacity of all Title I, Part A schools in planning and implementing effective parent and family involvement activities to improve student academic achievement and school performance, which may include meaningful consultation with employers, business leaders and philanthropic organizations, or individuals with expertise in effectively engaging parents and family members in education.

• Annual Open House and Annual Title I Meeting
• Monthly administrative meetings
• Professional development opportunities
• Regularly scheduled PTO meetings
• Federal Programs assist in developing and monitoring school plans
• District oversight and leadership
• Maintain and support with appropriate information and training for parental volunteer opportunities
• Assist in the development of parental leadership through PTOs and other recognized groups
• Identify and publicize promising programs and practices related to parental involvement

The Petal School District will take the following actions to conduct, with the meaningful involvement of parents and family members, an annual evaluation of the content and effectiveness of this parent and family engagement policy in improving the academic quality of its Title I, Part A schools. The evaluation will include identifying barriers to greater participation by parents in activities (with particular attention to economically disadvantaged parents, who are disabled, have limited English proficiency, have limited literacy or are of any racial or ethnic minority background.)

The evaluation will also include identifying the needs of parents and family members to assist with the learning of their children, including engaging with school personnel and teachers and strategies to support successful school and family interactions. The school district will use the findings of the evaluation about its parent and family engagement policy to design evidence-based strategies for more effective parental involvement, and to revise, if necessary, its parent and family engagement policies.

• The federal programs director will release parent, family and community surveys each spring. Parents, family and community will have the opportunity to provide input on school functions and evaluate the implementation of programs.
• The superintendent, federal programs director, Title I school contacts, administrators and teachers, along with parents, family members and community members will be responsible for evaluating policy and programs on an annual basis as part of the Title I planning process.
• Parents, family members and community members will provide feedback on the content and effectiveness of the parental and family engagement policy and school plans through participation in surveys, Open House, Annual Title I Meeting, PTO and council meetings. The school administration and federal programs director will be responsible for these activities.

The Petal School District will involve the parents and family members of children served in Title I, Part A schools in decisions about how the 1% of Title I, Part A funds reserved for parent and family engagement is spent and will ensure that not less than 90% of the 1% reserved goes directly to Title I schools.

• The school district will provide parents and family members an opportunity for input on how to spend the 1% parent involvement funds through the annual spring survey, during the annual Title I parent meeting at schools and meetings throughout the school year.

The Petal School District will coordinate and integrate parent and family engagement strategies, to the extent feasible and appropriate, with other relevant Federal, State and local laws and programs: such as Head Start that encourage and support parents in more fully participating in the education of their children by:

• The district supports each school’s parent committees (Shared Decision Councils) which are composed of community members. These members provide support and resources to the school and the families.
• The district will work with Head Start and daycares to provide support and resources to parents in aiding them in participating more fully in the education of their children.

The Petal School District will, with the assistance of its Title I schools, build parents’ capacity for strong parental involvement by providing materials, and training on such topics as literacy training and using technology to help parents work with their children to improve their children’s academic achievement. Assistance will also be provided to parents in understanding the following topics:

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

In addition, the District will support the schools in parental involvement activities with both financial as well as personnel resources to meet the programming identified in school Parent and Family Engagement Plans. Assistance will be provided in areas such as the following:

1. resource materials at parent centers;
2. training opportunities during parent night activities;
3. college and career fairs; and
4. orientation activities.

The Petal School District will, with the assistance of its schools and parents, educate its teachers, specialized instructional support personnel, principals, other school leaders, and other staff on the value and utility of contributions of parents, and 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 schools by:

• Provide professional development opportunities at the beginning of school and assigned throughout the year;
• sharing relevant resource information with faculty and staff as collected;
• Provide information to parents from the district and school in a format, to the extent practicable and in a language that parents can understand.

This Petal School District Parent and Family Engagement Policy has been developed jointly and agreed on with parents and family members of children participating in Title I, Part A programs, as evidenced by planning agenda, meeting minutes and sign-in sheets.

• Julie Fondren, School Social Worker, 601.606.4941

Homeless students in the district will have access to the education and other services needed to ensure that an opportunity is available to meet the same academic achievement standards to which all students are held. The district will ensure that homeless students are not stigmatized nor segregated based on their status as homeless. A liaison for students in homeless situations will be designated by the district to carry out dues as required by law.

For more information or questions, contact:

• Julie Fondren, School Social Worker, 601.606.4941

Parents have the right to request information regarding the professional qualifications of their student's classroom teacher(s). If requested, the school will provide you with the following as soon as possible:

1. if a teacher has met state licensing requirements for the grade level and subjects in which the teacher is providing instruction;
2. if state licensing requirements have been waived for the teacher on a temporary basis;
3. the type of college degree major of the teacher and the field of discipline for any graduate degree or certificate; and
4. if your child is receiving Title 1 services from paraprofessionals and, if so, his/her qualifications

Please contact your student's school for this information.