Terri Stafford, Coordinator Skip Forsyth, Education Specialist. Title I Statewide School Support and Family and Community Engagement Initiative

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1 Terri Stafford, Coordinator Skip Forsyth, Education Specialist Title I Statewide School Support and Family and Community Engagement Initiative

2 To benefit from this PPT a person needs to have a copy of the manual, Five Steps to Success for Developing School-Parent Compacts, or have it visible as an electronic document. This PPT mirrors the manual. %20Steps%20for%20Success%20%20Final.pdf

3 Let s Revive Our School-Parent Compact (PPT) Background and Research with Anne Henderson about/background-reserachanne-t-henderson/ In Appendix, see pp (Compact)

4 A written agreement between teachers and parents Identifies the activities for shared responsibility Outlines the activities parents and schools will undertake to maintain two-way communication and work as partners for improved academic achievement

5 Public Law Section 1116 Part (a) Local Education Agency Policy Part (b) School Parental Involvement Policy Part (c) Policy Involvement (by each school) Part (d) Shared Responsibilities for High Student Academic Achievement (school-parent compacts) Part (e) Building Capacity for Involvement, there are six musts and eight mays including information sent to parents in a format, and to the extent practicable, in a language the parents can understand In Appendix, full text, see pp (Compact)

6 Public Law Section 1116 More specifically, Part (d) Shared Responsibilities for High Student Academic Achievement Each school shall jointly develop with parents a schoolparent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved 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. See p. 7 (Compact)

Improve Academic Performance Increase the Use of Quality Data to Drive Instruction Increase Leadership Effectiveness Increased Learning Time Increase

7 Improve Academic Performance Increase the Use of Quality Data to Drive Instruction Increase Leadership Effectiveness Increased Learning Time Increase Family and Community Engagement Improve School Climate Increase Teacher Quality See p. 7 (Compact)

8 Family and community engagement calls for increased opportunities for input from parents and the community, as well as, the necessity for effective communication and access to community services. Parent, family and community involvement has a direct correlation with academic achievement and school improvement. When school staff, parents, families, and surrounding communities work together to support academic achievement, students tend to earn higher grades, attend school longer and more regularly, and eventually enroll in programs of higher education. In Appendix, full text, see pp (Compact)

9 Administrative leaders Teachers Parents and family members Community members It is a collaborative partnership! See p. 9 (Compact)

Is an ongoing process Begins with a thorough examination of multiple, relevant data sources Identifies areas of success and areas for improvement Provides vital information

10 Is an ongoing process Begins with a thorough examination of multiple, relevant data sources Identifies areas of success and areas for improvement Provides vital information when defining priorities and setting goals and objectives Identifies possible strategies or solutions to make improvements Is reviewed and revised annually See p. 10 (Compact)

11 Parent Involvement Parents are clients and consumers Focus on limitations Communication tends to be one-way Family Engagement Parents and families are partners and developers Focus on assets Communication is more two-way

12 Every district is required to have a district improvement plan, and each campus is required to have a campus improvement plan It serves as a blueprint for how a campus will address the needs identified within the comprehensive needs assessment Provides focus to reform activities and helps ensure a unity of purpose, alignment, and clear accountability See p. 11 (Compact)

13 Student Data District and School Improvement Plans School-Parent Compact Grade-Level Strategies Parent-Teacher Conferences Home Learning See p. 12 (Compact)

14 Compacts Both a requirement and a responsibility Define responsibilities Share a vision for teaching and learning Depend on many people believing in it More than a piece of paper Need to be used See p. 14 (Compact)

15 Recruit a team Develop a timeline Assess your families interests and strengths Document your work See p (Compact)

16 Step 1 Step 2 Step 3 Motivate and Designate Designate a Leader Build a Team Collect Additional Data Gather and Align Gather and Review Available Data Identify Key Objectives Align Objectives Design and Develop Review Sample Compacts Design and Develop Compact Review Compact Content Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Step 4 Promote, Engage, and Implement Promote Compact Engage Families Implement the Compact Step 5 Celebrate, Review, and Revise Celebrate the Success Review the Compact Revise the Compact

17 Motivate and Designate Celebrate, Review, & Revise Continuous Cycle Gather and Align Promote, Engage,& Implement Design and Develop

18 Agenda Sign-in Sheet Minutes End-product Keep Minutes How long? 7 years What format? Hard copy OR Electronic copy

Select a high priority campus improvement plan goal Revise the wording so it is family-friendly In the campus improvement plan, identify the actions to

19 Select a high priority campus improvement plan goal Revise the wording so it is family-friendly In the campus improvement plan, identify the actions to match the goal Identify and develop two or three bang-for-your-buck learning strategies that can be linked to the high priority actions See pp (Compact)

20 Let s Practice! Templates, pp (Compact) Examples, pp (Compact)

21 ONE Look at the original CIP Goal CIP GOAL TWO Revise the wording to make the goal family-friendly REVISE GOAL IN FAMILY FRIENDLY LANGUAGE THREE Link the goal to high priority actions in your school-parent compact HIGH PRIORITY ACTIONS FOUR Identify strategies teachers & families can use to reach the high priority goals PRACTICAL TEACHER AND PARENT STRATEGIES

22 Why might this process be beneficial when developing the schoolparent compact? What might be some advantages to developing a more datadriven compact? In what ways might the proposed content be different than that found in many current compacts?

23 Review grade-level compact samples Collect the content, the seven key elements for a compact Place the content into compact template Use the checklist and/or review questions to ensure the completeness of the compact See pp (Compact)

Let s look at the samples, pp. 39-44 What are the advantages of grade level compacts?

25 Let s look at the samples, pp What are the advantages of grade level compacts? Data-driven More relevant Address specific academic needs/goals Age appropriate strategies User/family friendly More specific and less generic

26 Guide to Quality, p. 45 These items are numbered and addressed in the sample compacts The Compact Template is also a numbered sample, pp.47-48

28 School-Parent Compact Checklist OR Questions to Review the Design and Develop Process

29 Promote the compact Welcome and engage families Implement the compact See pp (Compact)

30 How does your campus promote the compact to families and the community?

31 Six Tips, p. 52 Welcoming Families, p. 53 Parent-Teacher Learning Conversations, p. 54 Note the link to video clips

32 Celebrate the success of the compact and the process Evaluate the compact Revise the compact See pp (Compact)

33 A compact team can celebrate the success of completing the process and developing a quality document The school can celebrate the success of achieving some high priority goals How do you and your school celebrate?

34 Check your work Surveys Focus Groups and Open Discussion Groups Compact checklist Review findings in current C N A Review goals and objectives in D I P & C I P Revise compact with parent input and participation R

35 Motivate and Designate Celebrate, Review, & Revise Continuous Cycle Gather and Align Promote, Engage,& Implement Design and Develop

39 Terri Stafford, Coordinator Skip Forsyth, Consultant

ANNUAL CURRICULUM REVIEW PROCESS for the 2016/2017 Academic Year

ANNUAL CURRICULUM REVIEW PROCESS for the 2016/2017 Academic Year Annual Curriculum review is a process undertaken in advance of each new academic year to renew, revise and update curriculum. Faculty members,