Title I School-Parent Compacts: A Tool for Continuous School Improvement

1. Title I School-Parent Compacts: A Tool for Continuous School Improvement Federal Programs Directors’ Meeting Stonewall Resort March 12, 2014

2. Agenda • Family Connections • School-Parent Compacts • Title I, Part A. Section 1118 (Parent Involvement) • A Tool for School Improvement • Quality Indicators • An opportunity for 8 WV Title I schools

3. The Impact of School, Family and Community Connections on Student Achievement available as full-text PDF at www.sedl.org/connections/resources.

4. Research Findings • Programs and interventions that engage families in supportingtheirchildren’s learning at home are linked to improved student achievement. • Family and community involvement that is linked to student learning has a greater effect on achievement than more general forms of involvement.

5. Research Findings • Families of all cultural backgrounds, education, and income levels can, and often do, have a positive influence on their children’s learning. • Effectiveconnections embrace a philosophy of partnership where power is shared—the responsibility for children’s educational development is a collaborative enterprise among parents, school staff, and community members.

6. How do Your Schools Engage Families? • Individually: list 5 parent/family engagement opportunities in your school(s) (3 min) • As a table group: share and discuss(5 min) • Report out

7. How Important is Parent/Family and Community Partnerships? Federal aid for family involvement under Title I$145 millionAverage per state$2.9 million

8. Standard 4.0: Student Support Services and Family/Community Connections In high quality schools, the staff places student well- being at the forefront of all decisions, provides support services to address student physical, social/emotional, and academic growth, and forms positive connections to families and the community. Function A: Positive Relationships Positive relationships exist between the school staff and the students, families and larger communities.

9. “Partnerships among schools, families, and community groups are not a luxury— they are a necessity” -Anne Henderson Annenberg Institute for School Reform

10. School-Parent Compact

11. http://ctschoolparentcompact.org/about/background-reserach-anne-t-henderson/http://ctschoolparentcompact.org/about/background-reserach-anne-t-henderson/

12. School-Parent Compact: • a written agreement of shared responsibility • a catalyst for collaboration and better communication between school staff and parents by translating goals for student achievement into shared action statements

13. One of the weakest areas of Title I Compliance(USDE 2008) • Compacts are not present • Compacts are not meaningful • Compacts are not specific

14. True or False?? The Compact….. • must be signed by teachers and parents • is a good place to teach parenting • is the place to correct student behavior

15. School-Parent Compact Title I, Part A Section 1118 (Parent Involvement)

16. What are the Requirements?Title I, Part A, Section 1118 • Jointly develop with parents a school-parent compact • Outline how parents, the entire school staff and students will share the responsibility for improved student academic achievement • Outline the means by which the school and parents will build and develop a partnership to help children achieve State’s high standards

17. What must be included?Title I, Part A, Section 1118 • Describe the school’s responsibility to provide high quality curriculum and instruction • Describe the ways parents will be responsible for supporting their children’s learning • Address the importance of communication between teachers and parents on a continuous basis • Annual parent-teacher conference • Frequent reports on academic progress • Reasonable access to staff • Opportunities to volunteer and participate

18. WV Compacts? • Are we in compliance with the federal statute? • Are parents and school staff jointly developing the compact? • Are parents provided a copy of the compact to keep for reference? • Are the compacts presented in friendly format and language? • Are compacts being utilized as tool for increasing student achievement?

19. Let’s Take a Look In the center of the table is a sample compact and a rubric

20. Let’s Take a Look 7 Quality Indicators

21. Let’s Take a Look WV School-Parent Compact

22. Let’s Take a Look In the center of the table is a sample compact and a rubric • With your shoulder partner determine the effectiveness of the school-parent compact • Determine 3 strengths of the sample compact and 3 weaknesses of the sample based on the rubric completed.

23. WV Pilot Project:Title I School-Parent Compact as a Tool for School Improvement

24. That was then…..This is now Compliance: Focused on Behavior Partnership: Linked to Learning Student Data School Improvement Plan Specific Developed with Parents Aimed at student academic achievement Collaborative conversations • Generic • Broad, general statements • Mirrors language of the law • Aimed at “fixing” parents • Correct student behavior • Developed by the Title I Director or Title I Teacher(s)

26. Schoolparentcompact.org

27. Sample Grade-Level Compact

28. Sample Grade-Level Compact

29. No significant learning occurs Without a significant relationship -Dr. James Comer

30. Application must be emailed to: Kathy Hypes khypes@access.k12.wv.us

31. Thank You! Kathy Hypes, Coordinator WVDE Office of Federal Programs and School Improvement khypes@access.k12.wv.us