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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 [email protected]
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
TEA Copyright Copy right © Notice. The materials are copy righted © and trademarked TM is the property of the Texas Education Agency (TEA) and may not be reproduced without the express
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