Title I School-Parent Compact

The school and the parents of the students participating in activities, services, and programs funded by Title I, Part A of the Every Student Succeeds Act (ESSA), 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.  

Parent Responsibilities 

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

  • Monitor attendance by bringing my child to school or to the bus stop on time each day unless my child is sick. 

  • Make sure that homework is completed.

  • Set up routines to promote daily reading.

  • Monitor the amount of device use and type of programming my child watches.  

  • Volunteer in my child’s classroom, to the extent possible.

  • Participate, as appropriate, in decisions relating to my children’s education. 

  • Promote positive use of my child’s extracurricular time.

  • Listen to my child read at least 30 minutes each day. 

  • Stay informed about my child’s education and communicate 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.  

  • Serve, to the extent possible, on the Bilingual Parent Advisory Committee (BPAC), Multi-Tier Systems of Support (MTSS), Parent Teacher Association (PTA) or other such groups. 

Student Responsibilities 

I, as the student, will share the responsibility to improve my academic achievement and achieve the state’s high standards.  Specifically, I will: 

  • Do my homework every day and ask for help when I need it.

  • Read at least 30 minutes every day outside of the school day.

  • Give school mail to my parents.

  • Follow the school’s behavior expectations.

  • Come to school or to the bus stop on time each day, unless I am sick. 

  • Make sure that I complete my homework.

  • Check with my parents before using media (iPad, laptop, etc…). 

  • Complete my schoolwork before participating in other activities.

  • Balance scheduled activities with leisure time.

School Responsibilities 

Teachers will: 

  • 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 as follows: 

  1. Support from an additional Title I Instructional Coach at Springman, Hoffman and Westbrook.
  2. Core instruction in each classroom includes at least a 90 minute balanced literacy time for reading, writing, and word study including guided reading in small groups on a regular basis, to meet varied student needs. Differentiation occurs in other core subject areas as well, based on student needs. 
  3. 30 additional minutes daily of small group and individualized instruction for Tier 2 students, is taught by the Reading Specialist/Interventionist and reading support Associate, in coordination with the classroom teacher. Regular assessments provide the data used to make instructional adjustments. Lessons are based on phonics and fluency skills. Students build word decoding and sight word recognition skills. They use repeated reading strategies to build fluency. 
  4. Small group and individualized instruction is taught by English Language/Bilingual teachers, in coordination with classroom teachers based on WIDA standards and grade level curricula. EL students are served based on their assessed needs.
  5. Small group and individualized instruction is taught by Certified Staff, in coordination with the classroom teachers. Lessons are based on assessed student needs, and materials are chosen based on specific areas of need such as phonemic awareness, phonics, or fluency. 
  6. If funding allows, additional programs might include small group instruction before or after school in the Learning Lab program with support from certified teachers and teaching associates. This program is designated for students whose literacy skills are below the 10th percentile on nationally norm-referenced assessments, or referred by classroom teachers as being at-risk of not meeting academic standards. 
  • Hold parent-teacher conferences twice during the year. Specifically, those conferences will be held during the school year in the fall and spring. Alternative Conference Times Available, as scheduled with individual teachers

  • Provide parents with frequent reports on their children’s progress. Specifically, the school will provide reports as follows: 

  1. Students participating in the Learning Lab program will receive progress reports.
  2. Students who participate in reading support, EL support, or academic problem-solving will receive additional reports on progress from classroom teachers, Reading Specialist/Interventionist, Resource Teachers, or EL teachers as appropriate.
  3. Progress Reports
  4. Online Report Cards Available to Parents
  5. Alternative conference times available, as scheduled with individual teachers
  6. Spring Parent-Teacher Conferences
  7. Fall Parent-Teacher Conferences
  • Provide parents reasonable access to staff.  Specifically, staff will be available for consultation with parents as follows: 

  1. Teachers are available to speak with parents during their planning time. Teachers can be contacted to meet before the school day begins or after dismissal as schedules permit.
  2. Meeting times can be arranged via email, or through the school office to attain information about when to call the teacher with whom you wish to speak.
  • Provide parents opportunities to volunteer and participate in their child’s class, and to observe classroom activities, as follows: 

  1. Volunteer Opportunities: Contact your child’s classroom teacher to:
    • Assist with clerical tasks (binding student-authored books; making copies; displaying student work or bulletin boards

    • Read a story to the class, assist with learning centers or assist with special projects or other activities

    • Chaperone a field trip 

  2. Volunteer Opportunities: Contact the Learning Resource Center Director to inventory books in the Learning Resource Center
  3. Observation Opportunities: Contact the teacher whose classroom you would like to observe to schedule an observation time.

  • Provide parents with opportunities to participate in school/family activities. Participation Opportunities in whole-school activities or informational sessions such as:

  1. Curriculum Night 
  2. Monthly PTA meetings 
  3. D34 ParentConnect
  4. Holiday Helper PACK-UP
  5. International Fair
  6. Turn-off technology activities during Earth Day/Week
  7. Ice Cream Social
  8. Fifth Grade Musical
  9. 3rd Grade Fine Arts Week
  10. Orchestra Concerts
  11. Band Concerts
  12. Field Day
  13. Fine Arts Week
  14. Carnival
  15. Open House