AN AGREEMENT FOR SUCCESS Title I Parent School Compacts

1. AN AGREEMENT FOR SUCCESSTitle I ParentSchool Compacts Marcia NowlinAugust 2010

2. Compacts: Definition 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] What are compacts? A school-parent compact is a written agreement between the school and the parents of children participating in Title I, Part A programs that identifies the activities that the parents, the entire school staff, and the students will undertake to share the responsibility for improved student academic achievement. In addition, the school-parent compact outlines the activities that the parents, school staff, and students will undertake to build and develop a partnership to help the children achieve to the Florida�s Next Generation Sunshine State Standards [Section 1118(d)], ESEA]. Section 1118(d), ESEA defines the compact as: (d) SHARED RESPONSIBILITIES FOR HIGH STUDENT ACADEMIC ACHIEVEMENT- As a component of the school-level parental involvement policy developed under subsection (b), each school served under this part shall jointly develop with parents for all children served under this part 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. Such compact shall � (1) describe the school's responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the children served under this part to meet the State's student academic achievement standards, and the ways in which each parent will be responsible for supporting their children's learning, such as monitoring attendance, homework completion, and television watching; volunteering in their child's classroom; and participating, as appropriate, in decisions relating to the education of their children and positive use of extracurricular time; and (2) address the importance of communication between teachers and parents on an ongoing basis through, at a minimum � (A) parent-teacher conferences in elementary schools, at least annually, during which the compact shall be discussed as the compact relates to the individual child's achievement; (B) frequent reports to parents on their children's progress; and (C) reasonable access to staff, opportunities to volunteer and participate in their child's class, and observation of classroom activities. What are compacts? A school-parent compact is a written agreement between the school and the parents of children participating in Title I, Part A programs that identifies the activities that the parents, the entire school staff, and the students will undertake to share the responsibility for improved student academic achievement. In addition, the school-parent compact outlines the activities that the parents, school staff, and students will undertake to build and develop a partnership to help the children achieve to the Florida�s Next Generation Sunshine State Standards [Section 1118(d)], ESEA]. Section 1118(d), ESEA defines the compact as: (d) SHARED RESPONSIBILITIES FOR HIGH STUDENT ACADEMIC ACHIEVEMENT- As a component of the school-level parental involvement policy developed under subsection (b), each school served under this part shall jointly develop with parents for all children served under this part 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. Such compact shall � (1) describe the school's responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the children served under this part to meet the State's student academic achievement standards, and the ways in which each parent will be responsible for supporting their children's learning, such as monitoring attendance, homework completion, and television watching; volunteering in their child's classroom; and participating, as appropriate, in decisions relating to the education of their children and positive use of extracurricular time; and (2) address the importance of communication between teachers and parents on an ongoing basis through, at a minimum � (A) parent-teacher conferences in elementary schools, at least annually, during which the compact shall be discussed as the compact relates to the individual child's achievement; (B) frequent reports to parents on their children's progress; and (C) reasonable access to staff, opportunities to volunteer and participate in their child's class, and observation of classroom activities.

3. What must be included? A high-quality curriculum and instruction in a supportive and effective learning environment Ways in which parents will be responsible for supporting their children�s learning; and 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 child�s achievement; Frequent reports to parents on their child�s progress; and Reasonable access to staff, opportunities to volunteer and participate in their child�s class, and observation of classroom activities. [Section 1118(d), ESEA]. The school�s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables children served under Title I, Part A to meet Florida�s Next Generation Sunshine State Standards; Ways in which parents will be responsible for supporting their children�s learning (for example, monitoring attendance, homework completion, or television watching; volunteering in their child�s classroom; and participating as appropriate in decisions relating to the education of their children and positive use of extracurricular time); and The importance of communication between teachers and parents on an ongoing basis 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 child�s achievement; Frequent reports to parents on their child�s progress; and Reasonable access to staff, opportunities to volunteer and participate in their child�s class, and observation of classroom activities [Section 1118(d), ESEA].The school�s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables children served under Title I, Part A to meet Florida�s Next Generation Sunshine State Standards; Ways in which parents will be responsible for supporting their children�s learning (for example, monitoring attendance, homework completion, or television watching; volunteering in their child�s classroom; and participating as appropriate in decisions relating to the education of their children and positive use of extracurricular time); and The importance of communication between teachers and parents on an ongoing basis 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 child�s achievement; Frequent reports to parents on their child�s progress; and Reasonable access to staff, opportunities to volunteer and participate in their child�s class, and observation of classroom activities [Section 1118(d), ESEA].

4. In Simpler Terms� 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.

5. Purpose of Compacts Process vs. Outcome Open Communication Parents can understand the schools better; Teachers can better understand the needs of parents; and Students can understand their responsibilities. Creating a �team� to support every student. Notes: Although compacts are a requirement under NCLB and every school must have one to be in �compliance� it is the process of developing compacts that is so powerful. The parents and teachers have a unique opportunity to discuss what makes a school effective for all kids. And to create and develop opportunities to work together to make our school the best place for children. We are creating a �team� to support every student in the school.Notes: Although compacts are a requirement under NCLB and every school must have one to be in �compliance� it is the process of developing compacts that is so powerful. The parents and teachers have a unique opportunity to discuss what makes a school effective for all kids. And to create and develop opportunities to work together to make our school the best place for children. We are creating a �team� to support every student in the school.

6. Working Together: The Team Approach