Title I School-Parent Compacts: A Tool for Continuous School Improvement
Federal Programs Directors’ Meeting
Stonewall Resort
March 12, 2014
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
The Impact of School, Family and Community Connections on Student
Achievement
available as full-text PDF at www.sedl.org/connections/resources.
Research Findings
• Programs and interventions that engage families in supporting their children’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.
Research Findings
• Families of all cultural backgrounds, education, and income levels can, and often do, have a positive influence on their children’s learning.
• Effective connections 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.
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
How Important is Parent/Family and Community Partnerships?
Federal aid for family involvement under Title I$145 million
Average per state$2.9 million
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.
“Partnerships among schools, families, and community groups are not a luxury—
they are a necessity”-Anne Henderson
Annenberg Institute for School Reform
• http://ctschoolparentcompact.org/about/background-reserach-anne-t-henderson/
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
One of the weakest areas of Title I Compliance (USDE 2008)
– Compacts are not present– Compacts are not meaningful– Compacts are not specific
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
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
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
WV Compacts?
1. Are we in compliance with the federal statute?2. Are parents and school staff jointly developing
the compact?3. Are parents provided a copy of the compact to
keep for reference?4. Are the compacts presented in friendly format
and language?5. Are compacts being utilized as tool for
increasing student achievement?
Let’s Take a Look
In the center of the table is a sample compact and a rubric
1. With your shoulder partner determine the effectiveness of the school-parent compact
2. Determine 3 strengths of the sample compact and 3 weaknesses of the sample based on the rubric completed.
That was then…..This is now
Compliance: Focused on Behavior• 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)
Partnership: Linked to Learning
• Student Data• School
Improvement Plan
• Specific• Developed with
Parents• Aimed at student
academic achievement
Collaborative conversations
No significant learning occurs Without a significant relationship
-Dr. James Comer
Thank You!
Kathy Hypes, Coordinator
WVDE Office of Federal Programs
and School Improvement
Top Related