2017-18
This PowerPoint when used on its own will be somewhat confusing. This PowerPoint is developed and is best used as a training tool to walk a person through the Five Steps to Success for Developing School-Parent Compacts manual
Let s Revive Our School-Parent Compact (PPT) Background and Research with Anne Henderson http://ctschoolparentcompact.org/about/backgrou nd-reserach-anne-t-henderson/ pp. 70-72
Use your colored paper strips Your campus has a current school-parent compact? Parents helped develop or revise the current compact? The compact has been widely disseminated? Information and training about the content and use of the compact was provided to school staff? The compact was presented at the annual meeting (back to school night)? The compact was presented and explained at elementary teacher-parent conferences?
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
ESSA, Section 1116 Part (a) Local Education Agency Policy Part (b) School Parent and Family Engagement 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 pp. 64-67
ESSA, 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. p. 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 http://www.tcdss.net/critical_success_factors/index p. 7
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. pp. 68-69
Administrative leaders Teachers Parents and family members Community members It is a collaborative partnership! p. 9
S 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. M. A. R. T. p. 10 QUESTIONS & ANSWERS
Parent Involvement (traditional view) Parents are clients and consumers Focus on limitations Communication tends to be one-way Family Engagement (current view) Parents and families are partners and developers Focus on assets Communication is more two-way
Every district is required to have a district improvement plan, and each campus is required to have a campus improvement plan 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 p. 11
Student Data District and School Improvement Plans School-Parent Compact Grade-Level Strategies Parent-Teacher Conferences Home Learning p. 12
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 p. 14
Recruit a team Develop a timeline Assess your families interests and strengths Document your work pp. 15-27
You want DOERS A leader who leads and listens and builds a team Team members who believe in the value of the compact Team members who work together p. 16
p. 18 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
Motivate and Designate Celebrate, Review, & Revise Continuous Cycle Gather and Align p. 19 Promote, Engage,& Implement Design and Develop
Yes or No Survey questions simple and straight forward (Y) Survey students (Y) Sign for tracking purposes (n) Return within two weeks (n) 72 hours (Y) Tabulate the return rate (Y) Include a couple open-ended short-answer questions (Y) Share findings with those who need to know (Y) p. 20 pp. 21-27
Agenda Sign-in Sheet Minutes End-product How long? 7 years What format? Hard copy OR Electronic copy KEEP CALM and Document Everything
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 pp. 29-36
Let s Practice! pp. 31 32, Templates pp. 33-36, Examples
CIP GOAL REVISE GOAL IN FAMILY FRIENDLY LANGUAGE HIGH PRIORITY ACTIONS PRACTICAL TEACHER AND PARENT STRATEGIES
Why might this process be beneficial when developing the school-parent compact? What might be some advantages to developing a more data-driven compact? In what ways might the proposed content be different than that found in many current compacts?
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 pp. 37-50
Let s look at the samples, pp. 39-44 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
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
TEACHERS ASSIST PARENTS GOAL STRATEGIES AT HOME
School-Parent Compact Checklist OR Questions to Review the Design and Develop Process pp. 49-50
Promote the compact Welcome and engage families Implement the compact pp. 51-54
How does your campus promote the compact to families and the community?
Six Tips, p. 52 Welcoming Families, p. 53 Parent-Teacher Learning Conversations, p. 54 Note the link to video clips http://ctschoolparentcompact.org/learning-conversation/
Celebrate the success of the compact and the process Evaluate the compact Revise the compact pp. 55-62
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?
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 pp. 57-62
Motivate and Designate Celebrate, Review, & Revise Continuous Cycle Gather and Align Promote, Engage,& Implement Design and Develop
Click on link for 2017-18 Compliance Calendar https://tinyurl.com/y8gpb7c8
Title I Statewide School Support and Family and Community Engagement Initiative At Region 16 Education Service Center Funded by Texas Education Agency Terri Stafford Skip Forsyth terri.stafford@esc16.net skip.forsyth@esc16.net Go to www.esc16.net. Click on the icon to access resources.