developing school-parent compacts updated 012019 · achievement (school-parent compacts) part (e)...

PLEASE NOTE

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

Introductory PowerPoint

Let’s Revive Our School-Parent Compact (PPT)Background and Research with Anne Henderson http://ctschoolparentcompact.org/about/background-reserach-anne-t-henderson/

pp. 70 - 72

Compact anybody?

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?

What Is a Compact?

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

ESSA Statute

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 Statute

ESSA, Section 1116More specifically, Part (d) Shared Responsibilities for High Student Academic Achievement◦ “Each school shall jointly develop with parents … a school-

parent 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

Effective Schools Framework

Strong School Leadership and PlanningEffective, Well-Supported TeachersPositive School CultureHigh Quality CurriculumEffective Instructionhttps://texasesf.org/wp-content/uploads/2018/12/TEA-Effective-Schools-Framework-Overview.pdf

p. 7

Prioritized Lever 3: Positive School CultureInvolving families and community

•The campus creates an inclusive and welcoming environment that engages all families in critical aspects of student learning

•Systems are in place to engage families on a regular basis about their child’s performance in a positive, constructive, and personalized way.

•Multiple communication strategies with families are integrated into teacher roles and responsibilities.

•Family and community engagement and impact data are reviewed regularly, and plans are adapted as needed.

pp. 68-69

Key Stakeholders

Administrative leadersTeachersParents and family membersCommunity members◦ It is a collaborative partnership!

p. 9

Comprehensive Needs Assessment

Is an ongoing processBegins with a thorough examination of multiple, relevant data sourcesIdentifies areas of success and areas for improvementProvides vital information when defining priorities and setting goals and objectivesIdentifies possible strategies or solutions to make improvementsIs reviewed and revised annually

p. 10

S.M.A.R.T.

Your Parents and Families

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

Campus Improvement Plan

Every district is required to have a district improvement plan, and each campus is required to have a campus improvement planServes as a blueprint for how a campus will address the needs identified within the comprehensive needs assessmentProvides focus to reform activities and helps ensure a unity of purpose, alignment, and clear accountability

p. 11

Data Pyramid

District and School Improvement Plans

School‐Parent Compact

Grade‐Level Strategies

Parent‐Teacher Conferences

Home Learning

Student Data

p. 12

Six Tips on Compacts

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

Step 1: Motivate and Designate

Recruit a teamDevelop a timelineAssess your families interests and strengthsDocument your work

pp. 15 - 27

Recruit a Team

You want “DOERS”A leader who leads and listens and builds a teamTeam members who believe in the value of the compactTeam members who work together

p. 16

TimelineJan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May

Step 1 Motivate and Designate

Designate a Leader

Build a Team

Collect Additional Data

Step 2 Gather and Align

Gather and Review Available Data

Identify Key Objectives

Align Objectives

Step 3 Design and Develop

Review Sample Compacts

Design and Develop Compact 

Review Compact Content

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

p. 18

Compact Cycle

Motivate and 

Designate

Design and 

Develop

Promote, Engage,& Implement

Celebrate, Review, & Revise

Gather and AlignCONTINUOUS

CYCLE

p. 19

Tips for Surveys and Questionnaires

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

Document the Work and Process

AgendaSign-in SheetMinutesEnd-product

How long? ◦ 7 years

What format? ◦ Hard copy OR Electronic copy

KEEP CALM

and Document Everything

Step 2: Gather and Align

Select a high priority campus improvement plan goalRevise the wording so it is family-friendlyIn 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

Aligning Process

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

ONELook at the original 

CIP Goal

TWOMake wording family‐friendly

THREELink the goal to action in compact

FOURIdentify strategies to 

reach goal

Does It Matter?

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?

Step 3: Design and Develop

Review grade-level compact samplesCollect the content, the seven key elements for a compactPlace the content into compact templateUse the checklist and/or review questions to ensure the completeness of the compact

pp. 37 - 50

Grade Level Compacts

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

Writing the Compact

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

GOALTEACHERS ASSIST PARENTS

STRATEGIES AT HOME

Check Your Work

School-Parent Compact Checklist ORQuestions to Review the Design and Develop Process

pp. 49 - 50

Step 4: Promote, Engage, and Implement

Promote the compactWelcome and engage familiesImplement the compact

pp. 51 - 54

Spread the Word

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

Look at the Suggestions

Six Tips, p. 52Welcoming Families, p. 53Parent-Teacher Learning Conversations, p. 54◦ Note the link to video clips◦ http://ctschoolparentcompact.org/learning-conversation/

Step Five: Celebrate, Review, and Revise

Celebrate the success of the compact and the processEvaluate the compactRevise the compact

pp. 55 - 62

CelebrateA compact team can celebrate the success of completing the process and developing a quality documentThe school can celebrate the success of achieving some high priority goalsHow do you and your school celebrate?

Review and Revise

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

Compact Cycle

Motivate and 

Designate

Design and 

Develop

Promote, Engage,& Implement

Celebrate, Review, & Revise

Gather and AlignCONTINUOUS

CYCLE

Q & A

Compliance Calendar

Click on link for current Compliance Calendar:http://tinyurl.com/y5485tmo

For more information contact Terri Stafford or Skip Forsytht1pfe@esc16.net

Go to www.esc16.net. Click on the icon to access resources.

Title I, Part A Parent and Family Engagement Initiative

At Region 16 Education Service CenterFunded by Texas Education Agency

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