The document discusses strategies for improving school-parent compacts to better support student academic achievement. It suggests that many current compacts are token agreements that do not provide practical ways for families to help students meet goals like improving third grade literacy. The presentation advocates for compacts that clearly describe the school's responsibilities and ways families can support learning at home. It also discusses research showing the important role families play in factors like school readiness, reducing absenteeism, and preventing summer learning loss - all of which influence third grade reading proficiency. The document argues that schools should create strategic plans involving families to accomplish goals like improving third grade literacy.

1. Make [School-Parent] Compacts Great Again presented by Chris Shade
Consider your school-parent compact. Is it a token agreement or does it offer
practical ways parents and families can really support their children? For example, if
raising third grade literacy is a strategic goal for the school and/or for an individual
child, does your school-parent compact help families understand their role in helping
achieve this goal?
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3. If you have a smart phone, get it out. If what I am teaching is not engaging and/or not
relevant, you have my permission to use it. Surf the web, check your email, etc. I
won’t be offended. I’ll work on being more engaging.
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4. SEC. 1116. [20 U.S.C. 6318] PARENT AND FAMILY ENGAGEMENT.
(d) SHARED RESPONSIBILITIES FOR HIGH STUDENT ACADEMIC ACHIEVEMENT.—As a
component of the school-level parent and family engagement policy developed under
subsection (b), each school served under this part shall jointly develop with parents
for all children served under this part a school-parent compact that outlines 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. Such compact shall— (1) describe the school’s responsibility to provide
high-quality curriculum and instruction in a supportive and effective learning
environment that enables the children served under this part to meet the challenging
State academic standards, and the ways in which each parent will be responsible for
supporting their children’s learning; volunteering in their child’s classroom; and
participating, as appropriate, in decisions relating to the education of their children
and positive use of extracurricular time; and (2) address the importance of
communication between teachers and parents on an ongoing basis through, at a
minimum— (A) parent-teacher conferences in elementary schools, at least annually,
during which the compact shall be discussed as the compact relates to the individual
child’s achievement; (B) frequent reports to parents on their children’s progress; (C)
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5. reasonable access to staff, opportunities to volunteer and participate in their child’s
class, and observation of classroom activities; and (D) ensuring regular two-way,
meaningful communication between family members and school staff, and, to the
extent practicable, in a language that family members can understand.
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6. After searching Google for sample compacts, I found many, many examples of
compacts using this sample compact provided by USDE at
https://www2.ed.gov/programs/titleiparta/parentinvguid.doc. (See Appendix E on
page 57 of 61.)
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9. As principal, I found it ironic we had parents sign a sheet of paper (i.e. the compact)
only to take it away from them so we could store it for seven years as evidence we
met the compliance indicator. Therefore, I began printing the compact on duplicate
paper (as opposed to a sheet of paper). While I believe 99.9% of parents would throw
the copy of the compact in the trash, it was a matter of principle.
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10. To me, the essence of the section of ESSA is as follows:
each school served under this part shall jointly develop with parents
a school-parent compact
share the responsibility for improved student academic achievement
build and develop a partnership to help children achieve
shall describe the school’s responsibility to provide high-quality curriculum and
instruction
and the ways in which each parent will be responsible for supporting their children’s
learning
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11. What if we thought about school-parent compacts in a different way?
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12. Almost every ESSA State plan that has been made public at this point includes
something about third grade reading achievement.
This crucial turning point in a child’s education has become a KEY success predictor
that all schools and districts are monitoring closely and creating strategic plans to
accomplish reading by third.
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13. “[A parent survey] found that fewer than 30% of parents reported that teachers
advised them on how to help their children in reading and math; over 80% of parents
said they would do more if shown effective learning activities to conduct at home.”
Drummond, K. V., & Stipek, D. (2004). Low-Income Parents' Beliefs about Their Role in
Children's Academic Learning. Elementary School Journal, 104(3), 197-213.
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14. Rich (as cited in Epstein, 2001) stated that “a number of those who propose more
intensive parent involvement in learning activities at home suggest that parents can
be most effective when they informally introduce their children to skills different
from those emphasized at school” (p. 209). Cognitive and intellectual parental
involvement as defined by Grolnick, Ryan, and Deci (1991) would be favored, because
children are cognitively exposed to stimulating activities or experiences planned by
parents. This kind of at-home involvement can accelerate or enhance children’s
learning and understanding of mathematics in the real world, for instance, and
illustrates parents’ influence on students’ cognitive learning.” -- Lopez, C. O., &
Donovan, L. (2009). Involving Latino Parents With Mathematics Through Family Math
Nights: A Review of the Literature. Journal Of Latinos & Education, 8(3), 219-230.
doi:10.1080/15348430902888666
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15. I have yet to hear districts asking, “what is our third grade reading strategy beyond
the classroom?”
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16. The irony of NOT asking the question is that all research shows that 4 out of the 5
greatest predictors of 3rd grade reading are a result of what happens OUTSIDE the
classroom in children’s home and community experiences.
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17. What can we do?
We know that if all students receive an excellent education via high-quality
interactions with adults and educators, then children from all neighborhoods and
backgrounds will be better prepared for success. We also know that if communities
provide support to children and their families–ensuring access to the tools and
resources necessary to become great readers—then all students will be more likely to
succeed in high school, college, and in their careers. You can help turn the troubling
statistics around by becoming informed advocates, supporters, tutors, and educators
on childhood literacy. Here are 5 factors contributing to third grade reading
proficiency.
According to The Annie E. Casey Foundation’s report, Early Warning Confirmed: A
Research Update on Third Grade Reading, research points to five main factors that
contribute to third grade reading proficiency: School Readiness, Chronic Absence,
Summer Learning, Family Stressors, and High Quality Teaching
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18. 1) School Readiness
Preschool attendance is among the strongest factors of elementary school
preparedness. Children who attend preschool arrive in kindergarten feeling more
prepared to learn and are more comfortable with the classroom setting. As
kindergarten becomes more academic and the standards rise, children are expected
to enter kindergarten with some basic academic skills. In preschool children learn
fundamental pre-literacy and pre-math skills such as counting and reciting the
alphabet. Preschoolers also practice communication skills with other students and
adults, enabling children to become more socially prepared for the classroom
environment.
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19. Studies have found little or no positive effect (or even a negative effect) of universal
pre-K programs on the skills of well-off children. That said, pre-K does seem to
reliably help disadvantaged four-year-olds develop the skills they need for
kindergarten, as long as the programs they are enrolled in are considered high-
quality.
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20. Pre-K doesn’t do much to help develop their executive functions. Instead, those
capacities are formed through their daily interactions with their environment,
including, most centrally, the relationships they have with their parents and other
adults in their lives.
Many researchers now believe that the most promising approach to parental
behavior change may be that third category: interventions that target the relationship
between parents and children.
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21. The current state of low reading proficiency among children from low-income families
is not a chronic condition without a solution. Every child, with the proper support and
attention, can become a strong, confident reader. Each of us has a role to play in
helping narrow the reading proficiency gap—in our homes and out in the community.
We all have the power to change the life trajectory of a child by giving the gift of
literacy–unlocking opportunity.
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22. Researchers have found, in fact, that most of the achievement gap between well-off
and poor children opens up before age five; for most children, the gap then stays
pretty steady from kindergarten through the end of high school. At age three and
four, they need a high-quality preschool that provides them with a solid grounding in
letters and numbers as well as a stable base of interpersonal, motivational, and
psychological capacities. But first, before they set foot in preschool, they need to
spend their first three years in an environment with plenty of responsive, warm,
serve-and-return interaction with caring adults. And if they can’t get that at home,
they need to get it at [another] place.
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25. 2) Family Stressors
Research by Clancy Blair of New York University and the ECLS-B survey draws parallels
between family stressors brought about from the stress of poverty and impaired
learning ability. Children whose families experience negative or hostile economic,
social, emotional, and community relationships are at an increased risk of impaired
learning.
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26. 3) Chronic Absence
A report by Johns Hopkins University researchers suggests that the national rate of
chronic absenteeism is 10 to 15 percent, meaning that 5 million to 7.5 million U.S.
students miss at least 10 percent of their school days every year. As common sense
would suggest and studies have confirmed, chronic absence has negative effects on
academic performance, especially among students from low-income families.
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27. 4) Summer Learning Loss
The authors of Early Warning note that many children from low-income families fall
behind in their reading proficiency by as much as two months during the summer,
while their wealthier peers make slight gains. The achievement gap produced by
summer learning loss grows over the years until it is nearly insurmountable. These
trends provide evidence that summer reading programs can counteract such trends—
narrowing achievement gaps throughout summer breaks. Reading Partners began
piloting a summer tutoring program this past year in New York and Colorado.
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28. 5) High-quality teaching (the one area over which we have control)
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29. Schools need to think about these indicators and create strategies to ELIMINATE
these barriers for your children so they can be ready to read and success in
school. Research shows that one of the greatest ways to impact these five areas is
through engaging families, who have the unique position of impacting ALL of the
above factors around third grade reading.
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30. What if schools created a strategic plan about the FAMILY role in accomplishing
strategic roles like third grade reading? What are some of the routine connections
we have with families (enrollment, parent/ teacher conferences, etc.) could be
transformed into strategic planning meetings on how families and schools can work
together to accomplish strategic goals for that individual child?
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31. The role of the family in reaching academic goals is DIFFERENT than the role of the
teacher, but just as important. For example, parents do not have to know the
appropriate terminology for reading strategies, they do not have to have spelling
drills or have manipulatives or letter tiles. Attached is a document though, that
analyzes what the DISTINCT role of the family can be in literacy.
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32. Often the answer to the previous question is “homework.”
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33. Rethinking Homework with ReadyRosie (https://www.readyrosie.com/rethinking-
homework-with-readyrosie/)
HOMEWORK. It’s a straightforward compound word that conjures up so many
emotions. No matter where teachers or parents find themselves on the homework
“Never <- -> Necessary Spectrum”, ReadyRosie is here to help.
Let’s first consider why many PARENTS ask for homework:
Homework was a part of their school experience as a child.
They want to know what their child is doing in the classroom.
It provides clear cut expectations for their role in supporting their child’s education.
There is an opportunity to observe their child’s learning progress.
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34. Rethinking Homework with ReadyRosie (https://www.readyrosie.com/rethinking-
homework-with-readyrosie/)
Now, let’s think about why TEACHERS assign homework:
Homework was a part of their school experience as a child.
They want parents to know what their child is doing in the classroom.
It provides clear cut expectations for the parent’s role in supporting their child’s
education.
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35. Did anyone else just experience a little déjà vu? Why is homework so hard if there is
so much agreement on why it is helpful for both parents and teachers?
This is why ReadyRosie is helping families and schools to have a new vision for
homework. The games and conversations demonstrated in all the videos in
the ReadyRosie library were created by teachers who have an understanding of the
work of school BUT, as parents of young children, also have an understanding of life
at home. As we examine and re-examine our videos, we ask ourselves:
Does this provide an opportunity for the child to add or demonstrate new learning?
Will this be enjoyable for both adults and children?
Is this activity accessible for a parent who might otherwise not feel capable of
supporting his child academically?
Will families finish this game or conversation with a smile and a greater appreciation
for each other? Because who can really say that after finishing a WORKSHEET?!? 🙂
ReadyRosie teachers are using activities assigned via ReadyRosie SHARE! or
the ReadyRosie Weekly as meaningful substitutes for homework. Families are being
equipped and inspired to partner with teachers and become informed advocates for
children. How can ReadyRosie support the homework conversation at your school
this year?
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36. Maybe it’s because our emphasis has too often become focused on the WORK rather
than the HOME.
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37. Maybe it’s because our emphasis has too often become focused on the WORK rather
than the HOME.
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38. From The Social Animal: The Hidden Sources of Love, Character, and Achievement
by David Brooks: https://www.youtube.com/watch?v=X4SICJrxfSI
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39. Using ReadyRosie at Parent Teacher Conferences
1 – EXPLAIN HOW THEY WILL RECEIVE READYROSIE:
“Because you are a family in this school district, you will automatically receive
ReadyRosie free this year via email or text message. If for any reason, you choose not
to receive it any longer, you can ‘unsubscribe’ at any time.”
2 – EXPLAIN WHAT READYROSIE IS:
“ReadyRosie is a family engagement tool based on the Texas Pre-K Guidelines and
Kindergarten TEKS, which are the academic standards we use in the classroom. You
will receive either an email or text inviting you to join ReadyRosie”
3 – SHOW A VIDEO SO THEY KNOW WHAT TO EXPECT:
“Here’s an example of the kind of videos and activities you can expect to
receive:” (some suggestions):
3-4 YEAR OLDS: Letter Hunt | Caza de Letras | The Number Stays the Same | El
Número se Queda Igual; 4-6 YEAR OLDS: The Biggest Number | El número mayor | All
Done | ¡Ya se Acabaron!
4 – MAKE SURE THEY ARE REGISTERED:
Register them in ReadyRosie or gather and confirm their contact info, preferred
means of communication (email or text) and preferred language.
AFTER THE CONFERENCE:
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40. Follow up with the family and confirm that they are receiving ReadyRosie messages.
Feel free to make ReadyRosie a part of the regular homework routine.
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41. Instead of the verbose verbiage of the law, what if we focused on a simple idea?
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42. Read. Play. Talk. (See http://www.readplaytalk.com/home/ and
http://playtalkread.scot/.)
READ:
Reading together can help your child enjoy a richer, happier life. Reading books aloud
to children stimulates their imagination and expands their understanding of the
world. It helps them develop language and listening skills and prepares them to
understand the written word. Readers get their start in the lap of a parent. Even after
children learn to read by themselves, it's still important to read aloud together. By
reading stories that are on their interest level, but beyond their reading level, you can
stretch young readers' understanding and motivate them to improve their skills.
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43. Read. Play. Talk. (See http://www.readplaytalk.com/home/ and
http://playtalkread.scot/.)
PLAY:
Play is fun, but it's also how children learn. Playing ignites learning creativity and
curiosity. It makes them more interested in the world, boosts their brainpower and
helps them interact happily with other people. So, a little fun and games can give
your child a bright future.
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44. Read. Play. Talk. (See http://www.readplaytalk.com/home/ and
http://playtalkread.scot/.)
TALK:
Talk is the foundation of literacy. Children listen and speak well before they can read
or write. Our brains are wired for language. Young children learn that language is
power and that they can use words to express their needs, wants, and desires. Talking
about anything leads to learning about everything.
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45. What makes messages stick? Sticky ideas have 6 key principles in common: simplicity
(if everything is important, nothing is important), unexpectedness, concreteness,
credibility, emotions, and stories. (See Made to Stick: Why Some Ideas Survive and
Others Die by Chip and Dan Heath.)
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47. Find ReadyRosie at https://www.readyrosie.com/ and check out sample ReadyRosie
videos at YouTube https://www.youtube.com/channel/UCS28jziwY00o2hxVRLy-h4A.
Also, visit the ReadyTogether website at http://readytogether.org/.
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48. Find ReadyRosie at https://www.readyrosie.com/ and check out sample ReadyRosie videos at
YouTube https://www.youtube.com/channel/UCS28jziwY00o2hxVRLy-h4A.
Also, visit the ReadyTogether website at http://readytogether.org/.
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49. Find ReadyRosie at https://www.readyrosie.com/ and check out sample ReadyRosie
videos at YouTube https://www.youtube.com/channel/UCS28jziwY00o2hxVRLy-h4A.
Also, visit the ReadyTogether website at http://readytogether.org/.
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50. For more information, visit my Denton ISD Federal & State Programs website at
http://www.dentonisd.org/Domain/7444, which includes a variety of information
including a DRAFT of the school-parent compact.
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52. What about all of the requirements in law???
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53. I suggest treating the bureaucratic, legalese like a EULA (end-user license agreement;
see https://en.wikipedia.org/wiki/End-user_license_agreement). Include it in the fine
print at the end.
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54. What do you think President Trump?
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56. Questions? Thoughts?
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57. Contact me…
Chris Shade,
Coordinator of District Improvement & Innovation and Federal & State Programs
Denton ISD Professional Development Center (PDC)
(940) 369-0676
cshade@dentonisd.org
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58. https://twitter.com/underwhoseshade
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59. https://www.facebook.com/underwhoseshade/
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60. https://www.youtube.com/c/underwhoseshade
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61. Visit my website at http://underwhoseshade.com/.
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