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

Federal Programs Directors’ MeetingStonewall 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

School-Parent Compact

• 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

School-Parent Compact

Title I, Part ASection 1118 (Parent Involvement)

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

Let’s Take a Look

7 Quality Indicators

Let’s Take a Look

WV School-Parent Compact

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.

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

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

Schoolparentcompact.org

Sample Grade-Level Compact

Sample Grade-Level Compact

No significant learning occurs Without a significant relationship

-Dr. James Comer

Application must be emailed to:

Kathy Hypes khypes@access.k12.wv.us

Thank You!

Kathy Hypes, CoordinatorWVDE Office of Federal Programs

and School Improvementkhypes@access.k12.wv.us