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Title I Parent Involvement

Parents Right to Know

August 05, 2021

Yá’á’t’ééh Amá, Azhé’é, Da’niséhí (Greeting Parents & Guardians),

Rock Point Community School (RPCS) receives funds under Title I of the Every Student Succeeds Act, the education law of the United States. Under this law, RPCS is required to notify parents of their right-to-know information about the professional qualifications of your child’s teachers.

You are allowed to request the following information about your child’s teachers and the school must respond appropriately in a timely manner:

 ‘‘(i) Whether the student’s teacher— (ESEA, Section 1112(e) (1) (A-B))

‘‘(I) has met State qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction;

‘‘(II) is teaching under emergency or other provisional status through which State qualification or licensing criteria have been waived; and

‘‘(III) is teaching in the field of discipline of the certification of the teacher.

‘‘(ii) Whether the child is provided services by paraprofessionals and, if so, their qualifications.

You also have the right-to-know the level of achievement and academic growth of your child on state academic assessment.

Further, you also have the right-to-know if your child is assigned for four consecutive weeks, a teacher that does not meet minimum state certification or licensure requirements.

If you have questions regarding this letter, please stop by the school and talk with our Family Partnership Coordinator. Thank you!

Family Partnership Program

Rock Point School District and its governing board honors the diversity of families and recognizes the important role parents, guardians and families play in the education of their children.

Multiple studies show that positive parental involvement is essential to student achievement, therefore RPCS encourages such involvement and collaboration, to increase student achievement. 


RPCS and its governing board directs school and district representatives to use the following policy values as guides in their work and to engage families in ways that:

1.       Value and encourage face-to-face relationships.

2.       Create safe spaces where everyone is welcome and valued as an expert in their role.

3.       Encourage families, schools, and communities to work together to improve student success.

4.       Enable a range of voices to be heard by decision-makers.

5.       Are accessible to parent and community leaders from diverse backgrounds.

6.       Devote sufficient resources to parent engagement and community outreach.

The Family Partnership Coordinator is responsible for developing and implementing programs and activities that encourage and support the participation of parents and families in the school system and in their child’s education process. These programs and activities will be required to provide full opportunities for the participation of parents and families with limited English proficiency and those with disabilities. These programs and activities will be carried out according to guidance provided by NNDOH, Navajo Nation Epidemiology Team & CDC. All parents will be given the opportunity to submit comments and suggestions regarding any aspect of their child education that is not satisfactory to them. All comments will be reviewed and considered by Student Support staff. 

There are six types of parent involvement that may take place at school or at any extracurricular activities, however RPCS Family Partnership Program strongly encourages this in the home setting.

The six types are as follows:

Parenting- Assist families to establish a home environment that will support their child’s education.

Communicating- Utilize effective forms of communication to the home and from the home to the school.

Volunteering- Recruit and organize parent help, input, and support in creating a fun, safe and productive environment for students and faculty.

Learning at home- Provide information and ideas to families about how to help students with schoolwork and other related activities.

Decision Making- Include parents in school decisions wherein possible regarding parent engagement and encourage leadership development in the community (acknowledged through achievement certificates).

Collaborating with the community- Identify and utilize resources and services from outside organizations to strengthen the school system, student family learning and development. 

In order to promote school and family partnerships, the school district will:

  • Provide training to school and parent groups on best practices in school and family partnerships.
  • Communicate to families the learning expectations at all grade levels.
  • Support, through outreach and interpretation services, face-to-face communication between families and teachers at least twice a year for all families, on an as-needed basis for students experiencing challenges, and as requested by parents.
  • Establish a Family Partnership Advisory Committee that is representative of the community to provide input on key district initiatives and oversee implementation of the School and Family Partnership Policy.
  • Devote financial and personnel resources to the implementation of this policy.
  • Adopt clear goals of increased family engagement with measurable indicators of progress.

To promote school and family partnerships, Schools will:

  • Support a culture of partnership by creating a fun and welcoming environment for all families.
  • Establish a regular forum for parents to discuss school success plans and their experiences with the school.
  • Create opportunities for two-way communication between schools and all families.
  • Include in the Family Partnership action plan, a measurable school and family partnership goal aligned with at least one of the enumerated policy values.
  • Inform families of the learning expectations for all grade levels.
  • Let families know how they can become involved with the school.
  • Use family engagement strategies that are culturally responsive and representative of the Rock Point community.

With all these factors considered, one of the primary goals is to build a strong, working partnership with families and with the community to provide the best learning environment possible, with the goal of developing strong leaders to thrive in today’s society. 

Parent Orientation/Title I Parent Meeting: In accordance with federal policy, RPCS will inform parents of participating children of Title I funds, Family Partnership Program, Parent Compact, and all handbooks within the first month of school.

Dissemination of Information: Every opportunity will be made to disseminate information regarding Title I fund including, but not limited to: Parent Teacher Conferences, Mid-year Parent meeting, School Events, Social Media, Remind blast text messages, Campus Parent, School Website, Newsletters, Virtual Parent Forums, and Brochures.

Annual Revision of Family Partnership Program: The Family Partnership Program goals and objectives will be reviewed and updated through quarterly FPC meetings. Other parent and family input is encouraged using online and in-person comment card boxes located on rpcsaz.org and at front offices for collection monthly. Input is also solicited through the annual Title I Meeting, parent orientation, and the mid-year parent meeting. 


The purpose of RPCS Family Partnership Committee is to serve as support to the students and faculty by encouraging family involvement and focusing on the school mission statement and vision.

The Family Partnership Committee will reflect the goals of the School Advisory Board, while operating as a task unit, with the end goal of contributing to the success of student achievement.

Family Partnership Coordinator

The Family Partnership Coordinator plays a lead role in creating an environment where family engagement and parent training is encouraged and respected. The coordinator will organize meetings, foster, and encourage inclusiveness of volunteers and their ideas, and support the growth and sustainability of academic achievement and social development of the student body.

Family Partnership Committee Members

A successful school is made up of the efforts and collaboration of many individuals: Students and their families, teachers, administrators, board members, and local/outside institutions focused on creating an environment where the stakeholders can thrive.

Roles and Responsibilities

  • Family Partnership Committee Members are required to learn about funding sources and family involvement approaches that are taking place at RPCS and school alike.
  • Provide input into planning and implementation, to refine and enhance family engagement practices with RPCS (K-12).
  • Provide input into development of a monthly school board report that list activities of FPC to improve student, family, and school achievement.
  • Develop and foster a line of communication with administrators, teachers, and community leaders.
  • Develop personal leadership and advocacy skills through partnerships with fellow parents and RPCS faculty. 

Students of homeless individuals and unaccompanied homeless youth (youth not in the physical custody of a parent/guardian) residing in the Rock Point Community School district shall have equal access to the public-school educational programs and services, which allows them to meet the same challenging state academic standards to which all students are held. Homeless students and youth are not required to attend a separate school or program for homeless students and will not be stigmatized by school personnel. 

The term “homeless students and unaccompanied youths” means individuals who lack a fixed, regular, and adequate nighttime residence due to loss of housing, economic hardship, or similar reason. It includes students and youths (preschool-grade 12) who are:

  • Living in an emergency shelter or transitional housing.
  • Living in motels, hotels, or campgrounds due to lack of alternative adequate accommodations.
  • Living in cars, parks, public or private spaces not designed for humans to live, abandoned buildings, substandard housing, bus stations, train stations, or similar settings.
  • “Doubled up” by living with friends or family; or
  • Living in unsuitable conditions, such as lack of utilities, mold, infestations, or other dangers.


Migratory students and unaccompanied youth (youth not in the physical custody of a parent/guardian) may be considered homeless if they meet the above definition.

Homeless status is determined in cooperation with the parent/guardian, or in the case of unaccompanied youth, the school parent liaison. 

School Selection- Placement in a school shall be in the student’s best interest.

  • The student’s education may continue in the school of origin for the duration of homelessness and/or in any case in which a family becomes homeless between academic years or during an academic year, or for the duration of the academic year, if the student becomes permanently housed during an academic year.
  • The student may enroll in a school that non-homeless students who live in the attendance area in which the student is living are eligible to attend.


The school of origin means the school the student attended when permanently housed or the school in which the student was last enrolled, including a preschool and the designated receiving school at the next grade level for feeder schools.

In determining the best interests of the student, the student will be kept in the school of origin, except when doing so is contrary to the wishes of the student’s parent/guardian, for the duration of the homelessness. Student-centered factors will be considered, including the impact of mobility on achievement, education, health, and safety.

In the case of unaccompanied youth, the parent liaison or designee will assist in placement or enrollment decisions considering the requests of such unaccompanied youth.

If the district determines it is not in the student’s best interest to attend the school of origin or the school requested by the parent/guardian or youth, the district must provide a written explanation of the reason(s) for its determination, in a manner and form understandable to such parent/guardian, or unaccompanied youth, including information regarding the right to appeal.


Enrollment -The school will immediately enroll the student/youth, even if the student lacks required documents, immunization records, has missed application or enrollment deadlines, had outstanding fees, fines, or absences, or applies without a parent/guardian.

The term “enroll” and “enrollment” are defined as attending school and participating fully in school activities.


Comparable Services - Each homeless student or youth will be provided services comparable to services offered to other students in the school selected, such as:

  • Preschool programs
  • Transportation services
  • Educational services for which the student meets eligibility criteria, such as ELL or special education programs.
  • Programs for at-risk students
  • Programs and courses for talented and gifted students
  • School nutrition programs
  • Title I Services
  • Before and after-school programs
  • Tutoring programs
  • Summer school programs
  • Online learning
  • Extracurricular activities


Transportation and School Meals- At the request of the parent/guardian or unaccompanied youth, transportation will be provided by the district for the homeless student(s) to and from the school of origin until the end of the school year, even if permanent housing is found.

Homeless students are automatically eligible for free school meals for the remainder of that given school year.


Homeless Liaison or Designee -The district will designate a McKinney-Vento liaison. The homeless liaison or designee will ensure:

  • Homeless students are voluntarily identified by school personnel and through coordination with other entities and agencies.
  • Homeless students enroll in and have a full and equal opportunity to succeed in schools in the district.
  • Homeless families/students receive educational services for which they are eligible and referrals to other appropriate services.
  • The parent/guardian of homeless students and any unaccompanied homeless youth are informed of educational and related opportunities available to them and provided with meaningful opportunities to participate in the education of the student/youth.
  • Public notice of the educational rights of homeless students is disseminated in such public places as schools, meal sites, shelters and other locations frequented by low-income families.
  • There is compliance with all policies and procedures and mediate enrollment disputes.
  • The parent/guardian of homeless students or youth and unaccompanied youth are informed of all transportation services, including transportation to the school of origin.
  • Ensures the coordination of services between the district and other homeless family service providers.
  • Assistance is provided to students who do not have immunizations or immunizations medical records.
  • Students are not segregated based on their status as homeless.
  • Programs for homeless students are coordinated with other federal and local programs.
  • There is support for academic success, including credit accrual and transition to higher education.


Disputes -If the parent/guardian or unaccompanied youth disputes the school assignment determined by the district, the student shall be immediately enrolled in the school in which enrollment is sought, pending resolution of the dispute. Disputes shall be resolved as expeditiously as possible. 

With these principles in mind, allowable usages of set aside funds may include, but are not limited to:

  • Items of clothing, particularly, if necessary, to meet a school’s dress or uniform requirement
  • clothing and shoes necessary to participate in physical education classes
  • student fees that are necessary to participate in the general education program
  • personal school supplies
  • birth certificates necessary to enroll in school
  • immunizations
  • food
  • medical and dental services
  • eyeglasses and hearing aids
  • motels, and other temporary residences
  • extended learning time (before and after school, Saturday classes, summer school) to compensate for lack of quiet time for homework in shelters or other overcrowded living conditions
  • tutoring services, especially in shelters or other locations where homeless students live
  • parental involvement specifically oriented to reaching out to parents of homeless students
  • fees for Advanced Placement (AP) and International Baccalaureate (IB) testing
  • fees for college entrance exams such as the SAT or ACT; and
  • GED testing for school-age students (ED, 2017, pp. 40-41); counseling services to address anxiety related to homelessness that is impeding learning
  • outreach services to students living in shelters


*National Center for Homeless Education (2018, Aug 3rd). Serving Students Experiencing Homelessness under Title I, Part A. Retrieved from https://nche.ed.gov/downloads/briefs/titlei.pdf.

The SCHOOL understands the importance of the school experience to every student and their role as educators and models. Therefore, the school agrees to carry out the following responsibilities to the best of their ability, while considering the safety of all RPCS stakeholders.

  1. Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the children served under this part to meet the challenging State academic standards.
  2. Address the importance of communication between teachers and parents on an ongoing basis through, at a minimum—
  • parent-teacher conferences, at least annually, during which the compact shall be discussed as the compact relates to the individual child’s achievement
  • frequent reports to parents on their children’s progress.
  • reasonable access to staff, opportunities to volunteer and participate in their child’s class, and observation of classroom activities (when possible); and
  • Ensuring regular two-way, meaningful communication between family members and school staff and, to the extent practicable, in a language that family members can understand.
  1. Treat each child with dignity and respect
  2. Strive to address the individual needs of the student
  3. Acknowledge that parents are vital to the success of child and school
  4. Provide a safe, positive, and healthy learning environment
  5. Assure every student access to quality learning experiences
  6. Assure that the school staff communicates clear expectations for performance to both students and parents 

The PARENT understands that participation in his/her student's education will help his/her achievement and attitude. Therefore, the parent/guardian will continue to carry out the following responsibilities to the best of his/her ability with safety in mind:

  1. Volunteering in their child’s classroom/school functions
  2. Supporting their child’s learning
  3. Participating, as appropriate, in decisions relating to the education of their child and positive use of extracurricular time
  4. Create a home atmosphere that supports learning
  5. Send the student to school on time, well-fed, and well-rested on a regular basis
  6. Attend school functions and conferences
  7. Encourage their child to show respect for all members of the school community and school property
  8. Review all school communications and respond promptly 

The STUDENT realizes education is important. He/she is the one responsible for his/her own success. Therefore, he/she agrees to carry out the following responsibilities to the best of his/her ability.

  1. Get to school/log in on time every day
  2. Develop a positive attitude toward school
  3. Be responsible for completing homework on time and complete assessments that reflect their knowledge and ability.
  4. Be cooperative by carrying out the teacher’s instructions and ask for help when needed
  5. Do daily work that is neat and reflects the student’s best effort
  6. Be respectful to all school members and to school property.

Student Signature:         ______________________________________   Date:    _________

Parent Signature:          ______________________________________    Date:    _________

Principal Signature:       ______________________________________    Date:    _________

Teacher Signature:        ______________________________________    Date:    _________