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AN AGREEMENT FOR SUCCESS Title I Parent School Compacts Marcia Nowlin August 2010.

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Presentation on theme: "AN AGREEMENT FOR SUCCESS Title I Parent School Compacts Marcia Nowlin August 2010."— Presentation transcript:

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2 AN AGREEMENT FOR SUCCESS Title I Parent School Compacts Marcia Nowlin August 2010

3 Compacts: Definition n A school-parent compact is a written agreement between the school and the parents that identifies the activities the parents, school staff, and the students will do to: –Improve student academic achievement; and –Build a partnership with families. [Section 1118(d)], ESEA]

4 What must be included? n A high-quality curriculum and instruction in a supportive and effective learning environment n Ways in which parents will be responsible for supporting their childrens learning; and n Communication between teachers and parents through, at a minimum –Parent-teacher conferences in elementary schools, at least annually, during which the compact will be discussed as it relates to the individual childs achievement; –Frequent reports to parents on their childs progress; and –Reasonable access to staff, opportunities to volunteer and participate in their childs class, and observation of classroom activities. [Section 1118(d), ESEA].

5 In Simpler Terms… n Compacts are a job description that defines the jobs of the school, the parents (and sometimes the student) in order to ensure that the student receives and achieves the best possible education.

6 Purpose of Compacts n Process vs. Outcome n Open Communication –Parents can understand the schools better; –Teachers can better understand the needs of parents; and –Students can understand their responsibilities. n Creating a team to support every student.

7 Working Together: The Team Approach Student Teacher Principal Title I Parent Community Agencies PDE Aides School

8 Creating a Compact Team n Parents (required) n Teachers (required) n Optional: –Students –Administrators –Community Members n Libraries n Businesses n Faith Based Organizations –Community Organizations

9 Goals of Parents and Teachers Discussion Questions: n Parents: What do you want for your child as they go through school? n Parents: What goals do you have for your child after they graduate? n Teachers: What do you want for your students as they go through your classroom this year? n Teachers: What do you want for their future?

10 What Do We Expect ? All parents and teachers want to ensure that every child is: –Healthy –Safe –Engaged in Learning –Supported by Caring Adults –Exposed to a Challenging Curriculum (includes arts, music and other essential courses) * From The Whole Child (cite website)

11 Developing Our Compact n Compacts are required to address three areas for families and the school to work together: –Student learning and high achievement; –Effective and frequent communication between school and home; and –Opportunities for parents to be involved.

12 Where are we now? n What does our data tell us? –What are the strengths, weaknesses, areas of concern reflected in the data? –Does the data reflect the same areas of concern for all subgroups? n Are there other areas we need to consider? –Social and/or emotional concerns? –Demographics? –School Improvement Initiatives?

13 Review of the Current Compact: Student Learning & High Achievement n Discussion Questions: –What does our current compact include to address student learning and high achievement? Parents: –What do you see happening in your childs school and/or classroom to support this topic? –What can parents do at home and school to help students achieve? –Are there any other things we can add to the compact?

14 Student Learning & High Achievement n Discussion Questions: School: –What can teacher/school do to help students achieve? –What are the teacher/school responsibilities in the compact? –Do the areas in the compact clearly articulate the plans for the coming year? –Are there any other things we can add to the compact?

15 Student Learning and High Achievement n Suggestions for Compact: –Schools responsibility includes offering a rigorous and challenging academic program [be specific in what your school offers here] –School agrees to provide training for parents on ways to help them help their children at home. –Parents agree to monitor homework completion and send students to school prepared to learn and on time. –Parents agree to support learning at home by reading with their children every night [or whatever is agreed upon at this meeting…] –Students agree to participate in class activities and complete homework assignments.

16 Discussion Questions: n What does our current compact include that relates to communication between the home and school? n Parents: What do you see happening in your childs classroom to support this? n Teachers/School: What do you see happening from parents to support communication? Effective and Frequent Communication Between Home and School

17 n Define effective communication. n Define frequent communication. n Are those definitions reflected in the current compact? n Is it enough? Do the parents feel that they are kept in the loop of their childs progress in school? Do teachers feel that they are getting enough parent support?

18 Effective and Frequent Communication Between Home and School n Suggestions for Compact: –School agrees to communicate frequently (define frequently) with families about student progress through [agreed upon methods i.e., , phone calls, newsletters, etc.]. –Parents agree to attend at least one parent-teacher conference each year, or teacher with questions, etc. –Students agree to deliver all notes, newsletters, and letters to parents.

19 Building Capacity for Parents to Be Involved n Discussion Questions: n Identify activities that parents could volunteer for or be trained to help their children do better in school. n Are there opportunities for parents to be involved at a governance level at this school? How and what? n How can we get more parents involved? What are the barriers? How are we eliminating them?

20 Building Capacity for Parental Involvement n Suggestions for Compact: –School agrees to involve parents in school governance by….. –Teachers will train parents on these strategies to help their children do better in school… –Parents agree to volunteer at least ___ hours a year at the school.

21 Using the Compact n Moves the Compact from a Planning Document to an Action Document n Get the Word Out! –School Newsletter –Homework/Daily Planner Notices –Web Sites – –Schools Automated Telephone System –Local Newspaper –Community Events –Special School Events

22 USING THE COMPACT n Use the Compact in All Parts of Your School Program –Discuss school-parent compact during parent- teacher conferences (required by NCLB for elementary schools) –Support training for teachers and other staff to work with families –Complement School Improvement Plans –Help partners discuss their responsibilities in meeting the goals of the school

23 Reviewing the Results n Schools are required to review the compacts each year to determine if they are effective and to make changes, if needed –Parents must be involved; –Review must determine if the compact is effective is improving student achievement; and – Review should identify areas that may need revisions How do you know whether or not your compact is working?

24 Resources n Tip Sheet: Linking a School-Family Compact to Learning: n Non-Regulatory Guidance from USED: n Parents Plus Tip Sheet for Parents: n Emerging Issues in NCLB: Understanding School-Parent Compacts located at: n USED, Archived Information Related to School Level Parental Involvement Requirements: n School-Parent Compact: Action Guide for Parent and Community Leaders: pdf; and pdf n Parents Ask About Compacts, Project Appleseed:

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