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School-Parent Compact Elizabeth Andrews High School

School Year 2017-2018

Dear Parent/Guardian, Elizabeth Andrews High School students participating in the Title-I, Part A program, and their families, agree that this compact outlines how the parents, the entire school staff, and the students will share the responsibility for improved student academic achievement as well as describes how school and parents will build and develop a partnership that will help children achieve the State’s high standards. To understand how working together can benefit your child, it is first important to understand our district’s and school’s goals for student academic achievement.

DeKalb County School District’s Goals: Goal Area 1: Student Success with Equity and Access

Improve Students Mastery of Leaning Standards

The DeKalb County School District will increase the percentage of students scoring at the Developing Learner

level or above on the Georgia Milestones Ninth Grade Literature and American Literature End-of Course

(EOC) tests.

The DeKalb County School District will increase the percentage of students scoring at the Developing Learner

level or above on the Georgia Milestones Coordinate Algebra and Analytic Geometry End-of Course (EOC)

tests.

Elizabeth Andrews High School Goals:

Increase graduation rate

Increase parental involvement

Increase percentage of students scoring at the Developing Learner level or above on the Georgia Milestones

Assessments in Math, English, Social Studies, and Science.

At Elizabeth Andrews High School, we will improve our students’ overall literacy and math skills through the

implementation of the Georgia Standards for Excellence (GSE). GSE will be implemented in the following content areas:

English, Math, Science, and Social Studies.

2017 Milestone Overall Results:

Literature

(9th)

Coordinate

Algebra

Biology

(9th)

Physical

Science

(10th )

Analytic

Geometry

(10th )

US

History

(11th)

American

Literature

(11th)

Economics

(12th)

34.4% 29.7% 25% 28.3% 13.7% 23.8% 28% 42.9%

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Milestone Summary Report comparing 2016 and 2017 data revealed the following information:

1) Ninth Grade Literature and Composition

All students had a 1.1% increase from 33.3% to 34.4%

2) American Literature and Composition

All students had a 2% increase from 27.8% to 28%

3) Coordinate Algebra

All students had a 4.7% increase from 25% to 29.7%

4) Analytic Geometry

All students had a 8.8% decrease from 22.5% to 13.7%

5) Biology

All students had a 19.5% decrease from 44.5% to 25%

6) Physical Science

All students had a 11.5% decrease from 39.8% to 28.3%

7) US History

All students had a 3.1% increase from 20.7% to 23.8%

8) Economics

All students had a 10.4% increase from 32.5% to 42.9%

Our students overall scores for Analytic Geometry and Coordinate Algebra are lower than any of the other

content area scores. For the past two years, these tests continue to be lowest of all Georgia Milestone Test

and reveal a concern for all students. Although Ninth Grade Literature and Composition and American

Literature and Composition had gains of 1.1% and 2% respectively, there is still a concern because they are

below the District and State overall scores. Physical Science and Biology have had tremendous drop in

scores; Physical Science and Biology had decreases of 11.5% and 19.5 respectively. US History and

Economics had 3.1% and 10.4% gains respectively. These scores are below the District and State overall

scores:

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Critical Goals in Core Content Area and the Focus Area

The measurable goals/benchmarks we have established to address the needs are . . .

English Departmental Action Plan reflects the following goals for improvement: All students will improve performance on:

American Literature/Composition Milestones from 28% to 32%

Ninth Grade Literature/Composition Milestones from 34% to 39%

Mathematics Action Plan reflects the following goals for improvement:

All students will improve performance on:

Coordinate Algebra Milestone from 29% to 31%

Analytic Geometry Milestones from 13% to 19%

Science Action Plan reflects the following goals for improvement:

All students will improve performance on:

Biology Milestone from 25% to 30%

Physical Science Milestones from 28% to 32%

Social Studies Action Plan reflects the following goals for improvement:

All students will improve performance on:

US History Milestone from 23% to 29%

Economics Milestones from 43% to 48%

All subject areas will measure student growth by formative assessment every four and a half weeks with one of

the following: Class work, Test, Quiz, Benchmarks, Student Learning Objectives and/or Projects.

The academic focus is to improve math scores and English scores as supported by the Superintendents DCSD K-12 Math and Literacy initiatives scores. In addition, we will concentrate our efforts to improve Science and Social Studies scores. Improving test scores in all content area should have a positive effect on the Graduation Rate.

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School Responsibilities:

Elizabeth Andrews High 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.

Maintain highly qualified staff Provide targeted tutorial beyond the school day

Provide professional learning staff Provide additional resources for core content areas

2.

Parents will be provided with strategies directly related to instruction and curriculum that will help them

assist to their child in student achievement by…

A. We will involve parents in an organized, ongoing, and timely way in the planning, review, and

improvement of schoolwide programs and the school parental involvement policy by. .

making known, in a timely manner, the date, time and location of the EAHS Stakeholder

Meetings, the Parental Involvement Planning Meeting, the EAHS Annual Title-I Meeting and

the meetings to discuss the EAHS School Wide Plan and the EAHS Flexible Learning Plan, etc.

B. We will update the school parental involvement policy periodically to meet the changing needs of

parents and the school and distribute it to the parents of participating children and make the

parental involvement plan available to the local community, by…

ensuring that parents and stakeholders are aware of all meetings and invited to

participate in planning meetings and ensure that the advertisement of the meetings,

plans, and the results are readily available through the school website, newsletter, the Parent

Center, and strategically placed throughout the school.

C. We will conduct an annual meeting, at a convenient time, to inform parents about the school’s

Title-I program, the nature of the Title-I program, the parents’ requirements and the school

parental involvement policy, the schoolwide plan, and the school-parent compact and encourage

and invite all parents of participating children to attend by…

calling parents by phone, posting meeting information on marquee in school lobby,

sending flyer home to parents, and posting the information of upcoming meetings on our

website.

D. We will offer a flexible number of meetings, such as meetings in the morning or evening, and may

provide, with funds provided under Title-I, transportation, or home visits, as such services relate to

parental involvement by…

utilizing the annual Title-I survey results to determine parent needs and assuring that

the budget encompasses Title-I approved means of engaging parents on multiple levels

(that include, but is limited to federal and state specifications) in all aspects of planning

and fulfilling parental involvement guidelines.

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E. We will provide parents of participating children with timely information about the Title-I

program, a description and explanation of the curriculum in use at the school, the forms

of academic assessments used to measure student progress, and the proficiency levels students are

expected to meet, and provide opportunities for regular meetings, if requested by parents, to

formulate suggestions and to participate, as appropriate, in decisions relating to the education of

their child, and respond to any such suggestions as soon as practicably possible, by …

addressing parent concerns or questions through posting of data on the school website,

scheduling workshops and meeting for parents that will address student

assessment/testing taking, graduation requirements, homework help, parent teacher

conferences, core subject and content areas, etc.

F. We will jointly develop with parents of participating children 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 by…

assuring that the compact is a line item and discussed at Title-I parent meetings,

engaging parents in the process of defining collaborative goals with the teacher and

school for their students and assuring that they understand student achievement is a

collaborative effort on the part of the parent, student, and staff before signatures are

affixed to the compacts.

G. We will provide assistance to parents of participating children, as appropriate, in understanding the

state’s academic content standards, the state’s student academic achievement standards, the state

and local academic assessments including alternate assessments, the requirements of Title-I, Part

A, how to monitor their child’s progress, and how to work with educators, by…

developing, scheduling, and implementing workshops, information sessions, and

parent meetings that will assist parents in becoming knowledgeable of the state, district,

and school expectations and how they can keep abreast of their students’ achievement.

Also, ensuring that parents understand the curriculum (number of credits needed) and

test requirements (Georgia Milestones/EOCs) for graduation.

H. We will provide materials and training to help parents to work with their child to improve their

child’s achievement, such as literacy training and using technology, as appropriate,

to foster parental involvement, …

based on parent surveys we will provide workshops and information sessions with

a emphasis on student achievement. Those workshops and sessions may include but are

not limited to computer classes and reading/literacy support. Our goal is to equip

parents with the tools and resources necessary to support their student academically.

I. We will provide training to educate the 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 the school, by …

facilitating professional learning opportunities for staff members, teachers,

administrators and others on engaging parents in the process of how to better serve their

children in regards to student achievement and how to build a home and school partnership.

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J. We will, to the extent feasible and appropriate, coordinate and integrate parental involvement

programs and activities with Head Start, 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 …

making parents and the community aware of all services and resources, where appropriate,

provided by the district and school for parents and students by way of school open house, parent

center open house, and inviting community members and stakeholders to participate so that the

level of collaboration and awareness increases and spreads.

K. We 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, by…

ensuring that parental involvement information can be accessed in multiple ways and

languages…by school webpage, by strategically placing postings around the school, by

telephone calls to parents, by mail outs to parents, by information sent to collaborating

businesses and community organizations, by school newsletter, etc.

L. We will provide full opportunities, to the extent practicable, 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, by…

making sure that parents needs are met through offering alternative means of communication

such as information in multiple languages, interpretive or other services if appropriately

covered by Title-I funding, accommodating parents with disabilities at meetings or ensuring

that information is received in a timely manner by those who can’t physically participate in

events and activities.

3. 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.

Host and invite parents to the Annual Title-I Meeting Host Curriculum/Core Content Nights

Review Title-I School-Parent Compact throughout the

year with all parents, students and teachers

Conduct Parent-Teacher Conferences twice a semester

Conduct additional Title-I parent meetings Review student data at Annual Title-I Meeting and

Parent-Teacher Conferences

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4. Provide parents with frequent reports on their children’s progress. Utilize Parent Assistant (Infinite Campus –Parent

Portal

Use calling posts, flyers, brochures, newspapers,

newsletters, other media to announce reporting dates

Issue progress reports (every 4.5 weeks)(Mid-term)

Share and use testing reports

Faculty and staff members use personal planning,

professional learning and collaborative meeting

times to disaggregate data. Test data is evaluated to

determine which groups and which subgroups made

progress or failed to make progress on standardized

tests. Also, departments evaluate which students

showed improvement on standardized tests by grade

level, etc. (e.g. 9th grade Lit End of Course Test).

This is taken into consideration when departmental

goals are outlined. Then, information relative to

school test data is communicated to stakeholders,

parents, community members, and Local School

Advisory Council members through the following

methods:

Newsletters

Parent Right to Know Letter (ESEA Mandate)

DCSS Website/Community.Net

Parent Involvement Handbook for Parents School

Website

Title-I Parent, Student, Teacher, and Principal

Compact (Title-I Mandate)

DCSS and School Parental Involvement Policy

(Title-I Mandate)

Parent Portal

5. Provide parents reasonable access to staff. Teachers are available before and after school as well as during scheduled appointment times. Teachers are also

available during Title-I meetings and scheduled conferences

6. Provide parents opportunities to volunteer and participate in their child’s class, and to observe classroom

activities as follows: Provide opportunities for parents (Annual Title-I

Survey)

Attend parent workshops and training

Participate in and observe class activities Utilize parent resources

Attend school council meeting(s)/other parent meetings

See your Parent and Community Outreach Liaison when applicable.

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Parent Responsibilities: We, as parents, will:

Keep student information current Provide necessary supplies/ materials

Provide a quiet study place at home Maintain positive communication with teacher &

school staff

Ensure students attend school/class daily Attend trainings, meetings, workshops as scheduled

Read at home and discuss daily learning Review progress reports with my child and teacher

Student Responsibilities:

Attend school daily and be on time to class Bring necessary supplies and materials to school daily

Complete homework and classwork assignments Maintain positive communication with teacher and

school

Discuss academic performance with family Take ownership of learning and performance

Read at home and discuss daily learning Attend tutorials

Actively participate in the learning Respect the learning process

Please review this School-Parent Compact with your child. This School-Parent Compact will be discussed with you throughout the year at different school-family events as we work together to help your child succeed in school.

Please sign and date below to acknowledge that you have read, received, and agree to this School-Parent Compact. Once signed, please return the form to your child’s teacher. We look forward to our school-parent partnership! School Representative Signature: _______________________________________ Date: ________________________ Parent/Guardian Signature: ___________________________________________ Date: ________________________ Student Signature: __________________________________________________ Date: ________________________

Revised 8/31/17