School Compact

No Child Left Behind Act Home School Compact

 

ANDREW T. MORROW ELEMENTARY SCHOOL

 

The principal, faculty, support staff and parents agree that this compact outlines how we will share in the responsibility for improving student academic achievement and the means by which the school and parents will build a partnership that will help children achieve the State’s standards.  This compact is in effect during the 2015-2016 school year.

 

The School will:

  • Provide an academic program with high quality curriculum and instruction that is rigorous and challenging and in compliance with the Central Islip School District’s Mission Statement, all applicable contracts, state and federal laws and guidelines, including the No Child Left Behind Act, and the rules and regulations of the Commissioner of Education;

     

     

  • Provide age and grade appropriate enrichment and extended day programs for all eligible students, plus necessary and proper social and support services;

     

     

  • Communicate with families on an on-going basis regarding the students’ academic progress through semi-annual parent-teacher conferences, report cards, and consultations, which are offered on a flexible schedule, support school-based and Title I initiatives and presented in a uniform and understandable format;

     

     

  • Provide an appropriate role for parents/guardians to provide suggestions, and participate in the governance of the school, as specified in the district’s school-based management plan, the planning initiatives, and volunteer activities; and

     

     

  • Disseminate the district’s policy on Parental Notification and Involvement and comply with both the letter and the spirit of said policy and provide timely written notice of the Parents Right to Know component of NCLB.

 

The Home will:

  • Agree that the expectations listed herein are necessary to strengthen the communication and commitment between the home and school;

     

     

  • Monitor their child’s attendance and social activities;

     

     

  • Volunteer within the school, on advisory groups and on school improvement committees;

     

     

  • Read to my child at least 15 minutes daily;

     

     

  • Attend all parent/teacher conferences to discuss my child’s academic progress, behavior and growth and participate in decisions relating to my child’s education;

     

     

  • Assist my child in homework assignments to ensure completion and accuracy; and

     

     

  • Motivate and acknowledge my child’s school success.

     

     

  • I will comply with the District Uniform Dress Code policy.

 

The Student will:

  • Do my homework every day and ask for help when I need to.
  • Read at least fifteen minutes every day outside of school time.
  • Give to my parents or the adult responsible for my welfare all notices and information received by me from school every day.
  • I will comply with the District Code of Conduct and Uniform Dress Code policies.

 

 

                           ____________________________               ________________________________________

Dr. N. Coker, Principal                       (date)                             Parent/Guardian signature                       (date)

                                                                           

__________________________________________

­­­­Student signature                                 (date)

 

 

PARENTAL NOTIFICATION AND INVOLVEMENT POLICY

 

The Central Islip School District is committed to ongoing parental notification and involvement.  This commitment is reflected in an active Parent-Teacher Association, Site-Based Teams, parent workshops, district and school calendars and newsletters, regularly scheduled parent conferences, regularly distributed report cards, district committees requiring parent representatives, social worker outreach and a myriad of informal actions and events (dances, sports events, phone calls, school sponsored trips, etc.).

 

The Central Islip School District takes seriously its commitment to academic achievement for all its students.  Programs are designed to meet student needs at all levels.  A rigorous curriculum, supported by teacher training and curriculum writing, is available to all students.  An Intellectually Gifted program exists for selected students in grades 3 to 6, as does an Honors program in grades 7 to 12.  Similarly, academic intervention services exist for those students that are experiencing difficulty in mastering the New York State and district standards.  In all cases, parent involvement is sought and encouraged.

 

Regarding academic intervention services, parents are notified in a number of ways:

 

  1. Letter concerning the commencement of services notifies parents.  The letter describes the reason for services; the description of the academic intervention services and the consequences of not achieving expected performance levels.

 

  1. Letter concerning the termination of services notifies parents.  The letter describes the criteria for ending service and the required performance levels on district selected assessments.

 

  1. Ongoing communication with the parents is maintained in the following ways:

  1. Reports on students’ progress are provided by the remedial teacher at least once each quarter.

     

     

  2. Opportunities to consult with the classroom teacher, remedial teacher or guidance counselor are provided at least once each quarter.

     

     

  3. Information on ways to work with their child, monitor progress and work with educators to improve achievement is provided through pamphlets, phone calls and conferences.

     

     

  4. Established Site-Based Teams or Restructuring Teams discuss educational issues, including academic intervention.Consensus decisions are published and posted (see School Based Management Plan, attached).

 

Parental notification and involvement is achieved through a number of modes of communication:

 

  1. Phone calls made by teachers, counselors, social workers, assistant principals and principals.

 

  1. Written notification (in native language where appropriate):

  1. Regularly scheduled school conferences, advertised through the district calendar, PTSA newsletters and principal’s letters.

     

     

  2. Individual conferences scheduled by letter, confirmed by phone call or home visit.

 

  1. Home visits by school social workers:

  1. Parents with limited or different modes of communication

     

     

  2. For parents of non-attending students or those with behavioral or adjustment problems.

 

  1. Parent training sessions provided by professional staff.

 

  1. A district web site www.centralislip.k12.ny.us

 

 

 

Appendix B: Title I School Parental Involvement policy & School-Parent Compact

 

NCLB requirement for all Title I schools

 

Part A: School Parental Involvement Policy

 

In support of strengthening student academic achievement, each school that receives Title I, Part A funds must develop jointly with, agree on with, and distribute to, parents of participating children a written parental involvement policy that contains information required by section 1118(a) (2) of the Elementary and Secondary Education Act (ESEA). The policy establishes the school’s expectations for parental involvement and describes how the school will implement a number of specific parental involvement activities.  It is strongly recommended that schools, in consultation with parents, use the sample template below as a framework for the information to be included in their parental involvement policy. (Note: This template is also available in eight major languages on the DOE website at http://www.nycenet.edu/Parents/NewsInformation/TitleIPIG.htm.) Schools, in consultation with parents, are encouraged to include other relevant and agreed upon activities and actions as well that will support effective parental involvement and strengthen student academic achievement. The school parent involvement policy must be provided and disseminated in the major languages spoken by the majority of parents in the school. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I. General Expectations

 

Andrew T. Morrow Elementary School agrees to implement the following statutory requirements:

 

  • The school will put into operation programs, activities and procedures for the involvement of parents, consistent with section 1118 of the Elementary and Secondary Education Act (ESEA). Those programs, activities and procedures will be planned and operated with meaningful consultation with parents of participating children.
  • The school will ensure that the required school-level parental involvement policy meets the requirements of section 1118(b) of the ESEA, and includes, as a component, a school-parent compact consistent with section 1118(d) of the ESEA.
  • The school will incorporate this parental involvement policy into its school improvement plan.
  • In carrying out the Title I, Part A parental involvement requirements, to the extent practicable, the school will provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under section 1111 of the ESEA in an understandable and uniform format and, including alternative formats upon request, and, to the extent practicable, in a language parents understand.
  • The school will involve the parents of children served in Title I, Part A programs in decisions about how the 1 percent of Title I, Part A funds reserved for parental involvement is spent.
  • The school will be governed by the following statutory definition of parental involvement, and will carry out programs, activities and procedures in accordance with this definition:
    • Parental involvement means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring—
      • that parents play an integral role in assisting their child’s learning;
      • that parents are encouraged to be actively involved in their child’s education at school;
      • that parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child; the carrying out of other activities, such as those described in section 1118 of the ESEA.
      • The school will inform parents and parental organizations of the purpose and existence of the Parental Information and Resource Center in the State.

 

II. Description of How School Will Implement Required Parental Involvement Policy Components

 

  1. Andrew T. Morrow School will take the following actions to involve parents in the joint development of its school parental involvement plan under section 1112 of the ESEA: Site-Based Team will develop, adopt, disseminate and periodically review.
  2. Andrew T. Morrow School will take the following actions to involve parents in the process of school review and improvement under section 1116 of the ESEA: PTA, Site-Based Team
  3. Andrew T. Morrow School will provide the following necessary coordination, technical assistance, and other support in planning and implementing effective parental involvement activities to improve student academic achievement and school performance.
  4. Andrew T. Morrow School will coordinate and integrate Title I parental involvement strategies with parental involvement strategies under the following other programs such as: Head Start, The Reading First, Model First, Parents As Partners, Home Instruction Program for Preschool Youngsters, and State-operated preschool programs, by: PARP, Parenting Workshop, Testing Workshop
  5. Andrew T. Morrow School will take the following actions to conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of this parental involvement policy in improving school quality. The evaluation will include identifying barriers to greater participation by parents in parental involvement activities (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background). The school will use the findings of the evaluation about its parental involvement policy and activities to design strategies for more effective parental involvement, and to revise, if necessary (and with the involvement of parents) its parental involvement policies
  6. Andrew T. Morrow School will build the school’s and parents’ capacity for strong parental involvement, in order to ensure effective involvement of parents and to support a partnership with the parents, and the community to improve student academic achievement, through the following activities specifically described below:
    1. The school will provide assistance to parents of children served by the school, as appropriate, in understanding topics such as the following, by undertaking the actions described in this paragraph –

  1. the State’s academic content standards – Parent Testing Workshop

     

     

  2. the State’s student academic achievement standards

     

     

  3. the State and local academic assessments including alternate assessments, the requirements of Part A, how to monitor their child’s progress, and how to work with educators: (List activities, such as workshops, conferences, classes, both in-State and out-of-State, including any equipment or other materials that may be necessary to ensure success.)

    1. The school will provide materials and training to help parents work with their children to improve their children’s academic achievement, such as literacy training, and using technology, as appropriate, to foster parental involvement, by: Morrow Messenger which includes Home-School Connection
    2. The school will, with the assistance of its parents, educate its teachers, pupil services personnel, principal and other staff, in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs and build ties between parents and schools, by: Parent-Teacher Conference, Meet the Teacher Night, Morrow Messenger
    3. The school will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with Head Start, Reading First, Early Reading First, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children, by: Parenting Workshops
    4. The school will take the following actions to ensure that information related to the school and parent- programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand: In Spanish.

 

IV. Adoption

 

This School Parental Involvement Policy has been developed jointly with, and agreed on with, parents of children participating in Title I, Part A programs, as evidenced by Site-Based Team minutes (meetings are every two months). This policy was adopted by the Andrew T. Morrow on 01/31/12 and will be in effect for the period of five years. The school will distribute this policy to all parents of participating Title I, Part A children on or before October 2, 2015.

 

 

 

 

 

 

 

Part B: School-Parent Compact

 

Each school receiving funds under Title I, Part A of the Elementary and Secondary Education Act (ESEA) must develop a written school-parent compact jointly with parents for all children participating in Title I, Part A activities, services, and programs. That compact is part of the school’s written parental involvement policy developed by the school and parents under section 1118(b) of the ESEA. The compact must outline how parents, the entire school staff, and students will share the responsibility for improved student 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. It is strongly recommended that schools and parents use the sample template below as a framework for the information to be included in their school-parent compact. (Note: This template is also available in eight major languages on the DOE website at http://www.nycenet.edu/Parents/NewsInformation/TitleIPIG.htm.) Schools and parents, in consultation with students, are encouraged to include other relevant and agreed upon activities and actions as well that will support effective parental involvement and strengthen student academic achievement. The school-parent compact must be provided and disseminated in the major languages spoken by the majority of parents in the school.

 

 

Andrew T. Morrow Elementary School, and the parents of the students participating in activities, services, and programs funded by Title I, Part A of the Elementary and Secondary Education Act (ESEA) (participating children), agree that this compact outlines how the parents, the entire school staff, and the students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership that will help children achieve the State’s high standards. This school-parent compact is in effect during school year 2015-2016.

 

Required School-Parent Compact Provisions

 

School Responsibilities

 

Andrew T. Morrow School will:

 

  1. Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating children to meet the State’s student academic achievement standards
  2. Hold parent-teacher conferences (at least annually in elementary schools) during which this compact will be discussed as it relates to the individual child’s achievement. Specifically, those conferences will be held on
  3. Provide parents with frequent reports on their children’s progress. Provide parents reasonable access to staff. Specifically, staff will be available for consultation with parents.
  4. Provide parents opportunities to volunteer and participate in their child’s class, and to observe classroom activities.
  5. Involve parents in the planning, review, and improvement of the school’s parental involvement policy, in an organized, ongoing, and timely way.
  6.  Hold an annual meeting to inform parents of the school’s participation in Title I, Part A programs, and to explain the Title I, Part A requirements, and the right of parents to be involved in Title I, Part A programs. The school will convene the meeting at a convenient time to parents, and will offer a flexible number of additional parental involvement meetings, such as in the morning or evening, so that as many parents as possible are able to attend. The school will invite to this meeting all parents of children participating in Title I, Part A programs (participating students), and will encourage them to attend.
  7. Provide information to parents of participating students in an understandable and uniform format, including alternative formats upon the request of parents with disabilities, and, to the extent practicable, in a language that parents can understand.
  8. Provide to parents of participating children information in a timely manner about Title I, Part A programs that includes a description and explanation of the school’s curriculum, the forms of academic assessment used to measure children’s progress, and the proficiency levels students are expected to meet.
  9. On the request of parents, provide opportunities for regular meetings for parents to formulate suggestions, and to participate, as appropriate, in decisions about the education of their children. The school will respond to any such suggestions as soon as practicably possible.
  10. Provide to each parent an individual student report about the performance of their child on the State assessment in at least math, language arts and reading.
  11. Provide each parent timely notice when their child has been assigned or has been taught for four (4) or more consecutive weeks by a teacher who is not highly qualified within the meaning of the term in section 200.56 of the Title I.

 

Parent Responsibilities

 

We, as parents, will support our children’s learning in the following ways:

  • Monitoring attendance;
  • Making sure that homework is completed;
  • Monitoring amount of television their children watch;
  • Volunteering in my child’s classroom;
  • Participating, as appropriate, in decisions relating to my children’s education;
  • Promoting positive use of my child’s extracurricular time;
  • Staying informed about my child’s education and communicating with the school by promptly reading all notices from the school or the school district either received by my child or by mail and responding, as appropriate; and
  • Serving, to the extent possible, on policy advisory groups, such as being the Title I, Part A parent representative on the school’s School Improvement Team, the Title I Policy Advisory Committee, the District wide Policy Advisory Council, the State’s Committee of Practitioners, the School Support Team or other school advisory or policy groups.)

 

 

 

Student Responsibilities (revise as appropriate to grade level)

 

We, as students, will share the responsibility to improve our academic achievement and achieve the State’s high standards. Specifically, we will:

 

  • Do my homework every day and ask for help when I need to.
  • Read at least 30 minutes every day outside of school time.
  • Give to my parents or the adult who is responsible for my welfare all notices and information received by me from my school every day.

 

 

Signatures:

 

 

A.T. Morrow____________          _________________________          __________________________

School                                          Parent(s)                                        Student

 

_________________________          _________________________          _________________________

Date                                              Date