Horace Mann/Roosevelt Elementary
The mission of Horace Mann/Roosevelt Elementary School
Dear HMR Families:
WELCOME BACK HMR FAMILIES!!! We are so excited to begin a new year with all of you! I hope the first few weeks of school has gone well and your student (s) have had a GREAT START to their new school year!! We have an open-door policy here at HMR regarding meeting with our Assistant Principal and I as well as our staff. We ask that you schedule any meetings with Missy (4600) or Yolanda (5300) so we can better serve you. We are looking forward to watching our students grow as we learn together in our safe and supportive learning environment.
Thank You – Caitlin Dahl, Sarah Gress-Winter, Ali Farstad, Elyssia Libbrecht, Dale Hudson, Erin Schnell, Logan Wiemken, and Brant Baarstad your service to our students has been second to none. Your positive attitudes and belief that ALL CHILDREN CAN ACHIEVE will certainly be missed. We wish you the very best in your new adventures and appreciate your commitment to the students, staff, and families of HMR. You will be missed!
Welcome – Nicole Reinke, Diamond Stram, Lorilee Bergin, Jessica Zurek, Toni Froysland, Rebecca Schauer, Sara Elkins, Taylor Thorvilson, Abby Rickert, Warren Mack, Dustin Schmidt, Cammy Carlson, Cole Selberg, Greta Christianson, David Lindahl, Dawn Streifel, Hannah Yexley, and Louise Helm have joined our HMR family as new teachers and teachers familiar to us in new positions. We are happy to have you all join our team and help our students grow!
A HUGE THANK YOU! – Jessica Zurek, Robert Kouba, Sam Deleon, and Rufus Jefferson for cleaning and making our schools safe! Your diligence and commitment to maintaining our buildings and ensuring that we all get to come back to clean, safe, learning environments is invaluable to our student and staff safety and growth. We are amazed at your commitment to our HMR family! Thank you! Thank you! Thank you!
HMR PTA NEEDS YOUR HELP! – Participation in our PTA last year was in need of more input and participants. We would like to increase the number of people who attended our monthly meetings. If everyone does just a little in the area of volunteerism then no one has to do a lot! Forms went home with your child(ren) last week. Please consider signing up for PTA. Our partnership together is very important to student achievement. Research shows that parent support is the single most important factor in a student achieving in the educational setting. Let’s make this the best year yet of collaboration and involvement in our communities most important assets…. your children!
School Picture Day: - School pictures will be at both campuses on Wednesday September 15th. Please have your picture envelopes turned into the classroom teacher or on or before September 15th. There is an online payment option as well. Please go to www.scherling.preorderphotos.com Access Code: P37NS9 access to this site and code will expire at 11:59PM on Wednesday September 15th.
Please note Scherling's retake policy. Any student can do retakes. We ask that the students that purchased pictures the original day return the packet of pictures and the same package will be printed with the retake picture at no charge. If students forget the packet of pictures, NO pictures will be printed until we receive the old picture packet. If this is the students first time taking their picture, have them return order envelope on retake day.
2021-2022 Fargo public schools calendar
Wednesday 25 FIRST DAY of school
Monday 6 No School/No Students: Labor Day Holiday
Monday 27 No School/No Students: Staff Professional Development
Th/M 14 & 18 Parent / Teacher Conferences
Thursday 21 No School/No Students: NDCEL Conference
Friday 22 No School/No Students: NDCEL Conference
Friday 29 End of 1st Quarter
Thursday 11 No School/No Students: Veteran’s Day Holiday
Friday 19 End of Elementary 1st Trimester Progress Marking Period
Wednesday 24 No School/No Students: Staff Professional Development
Th/F 25-26 No School/No Students: Thanksgiving Holiday Break
Thursday 23 Winter Vacation Break Begins
Monday 3 CLASSES RESUME
Friday 14 End of 2nd Quarter
Monday 17 No School/No Students: Staff Professional Development
Monday 21 No School/No Students: Staff Professional Development
Monday 28 End of Elementary 2nd Trimester Progress Marking Period
Th/M 3 & 7 Parent / Teacher Conferences
Thurs-Fri 17-18 No School/No Students: Spring Break
Wednesday 23 End of 3rd Quarter
Friday 15 No School/No Students: Vacation Day
Monday 18 Storm Make-up Day #1, if needed. Otherwise, No School/No Students: Vacation Day
Monday 16 Storm Make-up Day #2, if needed. Otherwise, No School/No Students:
Thursday 26 LAST DAY of School
Friday 27 Graduation: Woodrow Wilson
Sunday 29 Graduation: North, South, and Davies
Dates to Remember:
September 15 - Picture Day; AIMS Testing Roosevelt Campus
September 21 - AIMS Testing Horace Mann Campus
September 27 - NO SCHOOL
Written Notification of School Accountability Report
North Dakota’s Insights dashboard provides important information about K-12 districts and schools. Insights features easy-to-read reports on multiple measures of school success, including:
· Test Scores
· Graduation Rates
· English Learner Progress
· Student Engagement
· State Accountability
Transparency to the Public
North Dakota is committed to informing communities about how well our schools are doing. North Dakota’s future success depends on tapping into the potential of all students so that they graduate choice ready with the knowledge, skills, and disposition to be successful. State education departments are required to annually create an accountability report for every public school in the state. The school accountability reports outline how schools are performing on the accountability elements North Dakota selected within its ESSA plan.
How is our School Doing?
To find out more information about our School Accountability Report, visit the dashboard at https://insights.nd.gov/, select “Find My School”, and search alphabetically for our school. The school accountability report is posted under the Dashboard heading. Please note, the data made available to the public masks or hides data for groups with 10 or fewer students to protect confidential information about individual students. Therefore, if data is not available to less than 10 students, it will say “no data available”.
We have strong plans for working to improve the educational programs at our school. We would like you and your child(ren) to continue to be active participants in our educational system. Please help support our high expectations for student achievement by participating in the school educational initiatives, offering input and support in our endeavors to raise student achievement, or volunteering at the school. Meeting our school’s goals will take a united effort, and I look forward to working with our families to ensure success for each student.
All schools engage in continuous improvement for general support; therefore, our school has completed a continuous improvement plan through Cognia (formerly AdvancED). As part of the overall school improvement plan, a strategy map is generated for each school. Our strategy map, outlining our key school improvement initiatives, is available on the Insights Dashboard.
Horace Mann Roosevelt is a participating Title I school, with a student membership count of 353. Our school operates a schoolwide Title I program. Under the Elementary and Secondary Education Act, a Title I school may operate a schoolwide program if 40 percent or more of its students live in poverty, regardless of the grades it serves.
If you have any questions regarding the information in the memorandum, please contact the school at Horace Mann1025 3rd Street North or Roosevelt 1026 10th Street North. Phone numbers Horace Mann (701) 446-4600 and Roosevelt 446-5300.
Dispute Resolution Policy
Dispute Resolution Policy
Federal regulations require that each district adopt procedures for receiving and resolving disputes pertaining to Title programs.
If a parent, school personnel or any interested person wishes to file a complaint, the following process must be followed:
- The written complaint must be sent via mail or e-mail to:
(Manager of Specific Title program)
Fargo Public Schools
415 North 4th Street
Fargo, ND 58102
Fargo Public Schools Title Managers
Title I Part A (Disadvantaged Students) Jan Anderson firstname.lastname@example.org
Title II Part A (Teacher Training/Recruitment) Robert Grosz email@example.com
Missy Eidsness firstname.lastname@example.org
Title III (English Language Acquisition) David Burkman email@example.com
Title IX (Discrimination/Sexual Harassment) Brad Franklin firstname.lastname@example.org
Patty Cummings email@example.com
Section 504 (Students with Disabilities) David Burkman firstname.lastname@example.org
- Any complaint must include:
• The date;
• The name of the district, unit, or individual the complaint is against;
• The name, address, and telephone number of the person making the complaint;
• A detailed description of the complaint, including specific facts; and
• The signature of the person making the complaint.
When a complaint is filed, the appropriate Fargo Public Schools Title Manager will investigate and issue a written response within sixty (60) calendar days from the date the complaint is received.
Once a response is received from Fargo Public Schools staff, the person making the complaint has the right to have their complaint reconsidered. The complainant may submit a reconsideration request in writing to the North Dakota Department of Public Instruction and the U.S. Department of Education.
State Superintendent The Secretary of Education
North Dakota Department of Public Instruction U.S. Department of Education
600 E. Boulevard Avenue, Dept 201 555 New Jersey Avenue NW
Bismarck, ND 58505-0440 Washington, D.C. 20208
Parent' Right To Know
Parents’ Right To Know
Our school receives federal funds for Title I programs that are part of the Every Student Succeeds Act (ESSA). Under ESSA, parents have the right to request information on the professional qualifications of the teachers and paraprofessionals at our school. If you are interested in learning this information, please contact the school administration office at (701) 446-4600 or (701) 446-5300. Upon this request, you will receive professional qualifications of teachers and paraprofessionals at the school. The information will include state level qualifications, licensing criteria for grade levels and subject areas, teaching under an emergency or other provisional status, and teaching in the field of discipline of the certification of the teacher. In addition, if at any time during the school year a teacher who is not highly qualified teaches your child for four or more consecutive weeks, you will receive timely notice from the school.
Parent Family Engagement Policy
Horace Mann Roosevelt Elementary School
Parent and Family Engagement Policy
District-School Parent and Family Engagement Policy
Horace Mann Roosevelt
Revised October 31st 2018
In support of strengthening student academic achievement, Fargo Public Schools and Horace Mann Roosevelt receive Title I, Part A funds and 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 Sections 1116(a)(2), (b), and (c) of the Every Student Succeeds Act (ESSA). The policy establishes the district-school’s expectations and objectives for meaningful parent and family engagement and describes how the district will implement a number of specific parent and family engagement activities.
Fargo Public Schools and Horace Mann Roosevelt agree to implement the following requirements as outlined by Section 1116:
· The district-school will put into operation programs, activities, and procedures for the engagement of parents and family members in all of its school 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.
· The district-school will work to ensure that the required parent and family engagement policy meets the Title I, Part A requirements, and includes as a component, a school-parent compact.
· The district-school will incorporate this district-school parent and family engagement policy into its district plan.
· The district-school will 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 targeted assistance or schoolwide program plan.
· The district-school will 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.
· 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 district-school plan for Title I, Part A 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 Department of Public Instruction.
· The district-school will be governed by the following definition of parental involvement and expects that its Title I, Part A schools will carry out programs, activities, and procedures in accordance with this definition:
Parental involvement means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring:
o Parents play an integral role in assisting their child’s learning,
o Parents are encouraged to be actively involved in their child’s education at school,
o 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
o Other activities are carried out, such as those described in Section 1116 of ESSA.
Required District-School Parent and Family Engagement Policy Components
The district-school parent and family engagement policy includes a description of how the school will implement or accomplish each of the following components:
· Jointly Developed Policy and Plans
Fargo Public Schools and Horace Mann Roosevelt will take the following actions to involve parents and family members in jointly developing its district-school plan, and in the development and review of support and improvement plans:
o Invite one parent/Title I school in the district to take part in the development of the district/Horace Mann Roosevelt parental engagement plan.
o Incorporate suggestions from parent surveys in the parental engagement plan to design strategies for more effective parental engagement.
· Annual Title I Meeting
[Insert School Name] 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.
o Horace Mann Roosevelt will conduct a meeting annually about the school’s Title I program.
· Technical Assistance
Jan Anderson will provide the following coordination, technical assistance, and other support necessary to assist and build 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:
o Fargo Public Schools will put into operation programs, activities, and procedures for the engagement of parents in all of its schools with Title I programs. These programs, activities, and procedures will be planned and operated with meaningful consultation with parents of participating children.
· Annual Evaluation
Fargo Public Schools and Horace Mann Roosevelt 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 parents who are economically disadvantaged, 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, if necessary, to revise its parent and family engagement policies.
o Inform and invite parents to school review and school improvement meetings.
o Hold meetings at times when parents can attend.
· Reservation of Funds (only applicable to districts with Title I allocations of $500,000 or more)
If applicable, Fargo Public Schools and Horace Mann Roosevelt will involve the parents and family members 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 and will ensure that not less than 90 percent of the 1 percent reserved goes directly to Title I schools.
o Horace Mann Roosevelt will provide opportunities for parents to brainstorm new ideas for parent engagement activities.
· Coordination of Services
Fargo Public Schools and Horace Mann Roosevelt will, to the extent feasible and appropriate, coordinate and integrate parent and family engagement programs and activities with other relevant Federal, State, and local laws and programs such as Head Start, Even Start, and other programs that encourage and support parents in more fully participating in the education of their children. In addition, the district-school will educate its teachers, specialized instructional support personnel, principals, and other staff in the value of parent contributions 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 schools. The coordination of services and the building of staff capacity will be done by:
o Holding Title I parent information meetings.
o Holding Title I training sessions.
o Developing parent resources.
o Sending home “tip sheets” for parents with strategies to use and suggestions for success in school.
· Building Capacity of Parents
Fargo Public Schools and Horace Mann Roosevelt will build the schools’ and parents’ capacity for strong parent and family engagement 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:
o The challenging state academic standards.
o The state and local academic assessments including alternate assessments.
o The requirements of Title I, Part A.
o How to monitor their child’s progress.
o How to work with educators to improve the achievement of their child.
Horace Mann Roosevelt will collaborate with parents to integrate parental engagement activities into the school.
Fargo Public Schools and Horace Mann Roosevelt will provide, if requested, opportunities for regular parent and family meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children, and respond to any such request as soon as practically possible, by:
· Inviting all parents to information meetings.
· Building Capacity of District-School Staff
Fargo Public Schools and Horace Mann Roosevelt will, with the assistance of its schools and parents, educate its teachers, specialized instructional support personnel, principals and other school leaders, and other staff 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 schools by:
o Holding Title I parent information meetings
o Holding Title I training sessions
o Informing parents of available training sessions in the community
o Sending home “tip sheets” for parents with strategies to use and suggestions for success in school
Fargo Public Schools and Horace Mann Roosevelt will provide other reasonable support for parent and family engagement activities under Section 1116 as parents may request by:
o Scheduling individual meetings
o Requesting resources by phone or email
· School-Parent Compact
Horace Mann Roosevelt 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.
o Horace Mann Roosevelt will develop a school-parent compact by inviting parents to collaborate at meetings and training sessions.
Horace Mann Roosevelt will provide parents of participating children the following:
o Timely information about the Title I programs,
o Flexible number of meetings, such as meetings in the morning or evening, and may provide with Title I funds, transportation, child care or home visits, as such services relate to parent and family engagement, and
o Information related to the school and parent programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request and, to the extent practicable, in a language the parents can understand.
These items will be provided by:
o Annually distributing the parent and family engagement policy to parents through the HMR Title I Handbook.
Building Capacity for Involvement
The District-School Parent and Family Engagement Policy may include additional paragraphs listing and describing other discretionary activities that the district-school, in meaningful consultation with its parents, choose to undertake to build parents’ capacity for involvement in the school to support their children’s academic achievement, such as the following discretionary activities listed under Section 1116(e) of ESSA. Indicate which of the following discretionary (optional) parent and family engagement policy components the district-school will implement improve family-school partnerships:
· Involve parents in the development of training for teachers, principals, and other educators to improve the effectiveness of that training.
· Provide necessary 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.
· Train parents to enhance the engagement of other parents.
· Maximize parent and family engagement and the participation in their child’s education, arrange school meetings at a variety of times or conduct in-home conferences with teachers or other educators who work directly with participating children and parents who are unable to attend conferences at school.
· Adopt and implement model approaches to improving parent and family engagement
· Establish a districtwide parent advisory council to provide advice on all matters related to parent and family engagement in Title I, Part A programs.
· Develop appropriate roles for community-based organizations and businesses, including faith-based organizations, in parent and family engagement activities.
These activities will be implemented throughout the school year to enhance the engagement of parents. To maximize participation, actives will occur on a variety of days and at a variety of times.
This district-school 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 at the Horace Mann Roosevelt Annual Title I Meeting on October 5th 2021.
HMR School Parent Compact
Horace Mann Roosevelt SCHOOL-PARENT COMPACT
This school-parent compact is in effect during the 2021-2022school year.
Horace Mann Roosevelt and the parents of the students participating in activities, services, and programs funded by Title I agree that this compact outlines how they will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership that will help children achieve the State’s high standards.
Horace Mann Roosevelt will –
- Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating children to meet the State’s student academic achievement standards. The school will:
· Teach to the North Dakota State Standards
· Use evidence-based instruction strategies
· Use evidence-based curriculum
· Create a positive school culture
- Address the importance of communication between teachers and parents on an ongoing basis. At a minimum, the school will–
- Hold parent-teacher conferences (at least annually in elementary schools) during which this compact will be discussed as it relates to the individual child’s achievement. Specifically, these conferences will be held:
In conjunction with the annual Fargo Public Schools calendar, conferences will be held twice annually in October and again in March.
- Provide parents with frequent reports on their children’s progress. Specifically, the school will provide reports as follows:
Standards-based progress reports will be provided three times per school year in October, March, and June.
- Provide parents reasonable access to staff. Specifically, staff will be available for consultation with parents as follows:
Staff members are available by phone, email, and in-person meetings.
- Ensure regular two-way, meaningful communication between family members and staff, in a language that family members can understand:
Volunteer opportunities will be shared with parents throughout the year. Parents interested in volunteering or observing should contact the office of Horace Mann at 446-4600 and Roosevelt at 446-5300.
We, as parents, will support our children’s learning in the following ways –
· Monitoring attendance.
· Making sure that homework is completed.
· Volunteering in my child’s classroom.
· Participating, as appropriate, in decisions relating to my children’s education.
· Promoting positive use of my child’s extracurricular time.
· Staying informed about my child’s education and communicating with the school by promptly reading all notices from the school/district either received by my child or by mail and responding, as appropriate.
· Serving, to the extent possible, on policy advisory groups, such as being the Title I parent representative on the school’s School Improvement Team, the Title I Policy Advisory Committee, the District wide Policy Advisory Council, the State’s Committee of Practitioners, the School Support Team or other school advisory or policy groups.