District & School Plans
Family Engagement Plan
TEC §29.168 (a)
A school district shall develop and implement a family engagement plan to assist the district in achieving and maintaining high levels of family involvement and positive family attitudes toward education.
HB 3 Board Adopted Goals and Plans
TEC §11.185 and §11.186
HB 3 requires school boards to adopt detailed plans developed by their management teams that achieve goals in two key areas:
- Early childhood literacy and mathematics (EC-LM) proficiency
- College, career, and military readiness (CCMR)
ESSER III Overview & Assurances
The intent and purpose of the American Rescue Plan (ARP) of 2021, Elementary and Secondary School Emergency Relief (ESSER III) funding is to help safely reopen and sustain the safe operation of schools and address the impact of the coronavirus pandemic on students.
Freer ISD engaged with stakeholders to determine the needs of the district caused by the pandemic, including sending direct communication to staff, parents, and students to gather input; conducting surveys to district-level staff, campus-level staff, parents, students, and community groups; consulting with our school board; and reviewing the documented comprehensive needs assessment considering the pandemic to determine needs. Using this information, Freer ISD determined the following priorities: needs focused on the largest number of students, needs focusing on identified student groups, and instructional continuity needs.
ASSURANCES
The District engaged in meaningful consultation with each of the following groups:
Students, families, school and district administrators (including special education administrators), teachers, principals, school leaders, other educators, school staff and their unions
The District engaged in meaningful consultation with each of the following groups, to the extent present in or served by the LEA:
Tribes, civil rights organizations (including disability rights organizations); and stakeholders representing the interests of children with disabilities, English learners, children in foster care, migratory learners, children experiencing homelessness, children who are incarcerated, and other underserved students.
The District has created its plan in an understandable and uniform format.
The District’s plan is, to the extent practicable, written in a language that parents can understand, or if not practicable, orally translated.
The District will, upon request by a parent who is an individual with a disability, provide the plan in an alternative format accessible to that parent.
The District provided the public an opportunity to provide input on its plan and took such input into account.
The District has made its plan publicly available on its website.
This site provides the details of the plan for use of ARP ESSER funds and the plan for the safe return to in-person instruction and continuity of service.
Freer ISD engaged with stakeholders to determine the needs of the district caused by the pandemic, including sending direct communication to staff, parents, and students to gather input; conducting surveys to district-level staff, campus-level staff, parents, students, and community groups; consulting with our school board; and reviewing the documented comprehensive needs assessment considering the pandemic to determine needs. Using this information, Freer ISD determined the following priorities: needs focused on the largest number of students, needs focusing on identified student groups, and instructional continuity needs.
ASSURANCES
The District engaged in meaningful consultation with each of the following groups:
Students, families, school and district administrators (including special education administrators), teachers, principals, school leaders, other educators, school staff and their unions
The District engaged in meaningful consultation with each of the following groups, to the extent present in or served by the LEA:
Tribes, civil rights organizations (including disability rights organizations); and stakeholders representing the interests of children with disabilities, English learners, children in foster care, migratory learners, children experiencing homelessness, children who are incarcerated, and other underserved students.
The District has created its plan in an understandable and uniform format.
The District’s plan is, to the extent practicable, written in a language that parents can understand, or if not practicable, orally translated.
The District will, upon request by a parent who is an individual with a disability, provide the plan in an alternative format accessible to that parent.
The District provided the public an opportunity to provide input on its plan and took such input into account.
The District has made its plan publicly available on its website.
This site provides the details of the plan for use of ARP ESSER funds and the plan for the safe return to in-person instruction and continuity of service.