The learning compact is an example of a compact you will see in our Title I schools. Individual school learning compacts will vary depending on the input given to the school by its parents and community. A learning compact outlines shared responsibilities for high student academic achievement and is developed jointly with parents, teachers, administrators, and if appropriate, students. The term parent in this compact refers to the parent(s), guardian(s), or other trusted adult(s) assisting the student in his or her learning.

Attendance: The student will attend at least 90% of school days. The parent will ensure that the student attends at least 90% of school days. The teacher will mark daily attendance in GradeBook. The administrator will notify the parent when the student is absent.

Curriculum: The student will do his or her assigned work completely and on time, while striving for accuracy and excellence. The parent will be familiar with classroom assignments and due dates, supporting the student in their completion. The teacher and administrator will provide high quality, engaging curriculum and instruction in a supportive and effective learning environment that enables students to meet USBE’s challenging academic standards.

Homework/Formative Assessments: The student will complete homework on time, and spend an appropriate amount of time on homework and other independent practice as recommended by the teacher. The parent will provide a distraction-free environment to the student for homework and study time. The teacher will provide timely feedback on homework and other formative assessments. The administrator will provide progress reports coinciding with end of grading periods. 

Classroom Behavior: The student will follow all reasonable requests made by faculty members. The parent will be familiar with and support classroom expectations. The teacher will establish, post, and enforce clear classroom expectations. The administrator will support classroom expectations through a school-wide Positive Behavior Intervention and Supports. 

Parent and Family Engagement: The student will bring flyers and other information from school to home. The parent will attend parent conferences and prioritize other academic school events. The teacher and administrator will engage in a regular, two-way meaningful communication with parents and family members, including hosting a minimum of two parent conferences per academic school year.

Extra Assistance: The student will attend offered tutoring sessions or initiate asking questions to instructors as needed. The parent will contact school officials with questions or concerns, and consider volunteering. The teacher will provide time to assist students and respond to parent questions. The administrator will support tutoring and provide parent volunteer opportunities.

Grade Tracking: The student will check grades and assignments at least weekly. The parent will track their student’s grades, assignments, and attendance at least weekly. The teacher will update GradeBook consistently. The administrator will support students’ and parents’ ability to track grades.

Academic Integrity: The student will demonstrate integrity by doing their own work by citing work appropriately, and by clarifying (as needed, depending on the assignment), the appropriateness of collaboration. The parent will clarify with teacher(s) the appropriate level of parental assistance on individual assignments. The teacher will explicitly review with the students the concept of academic integrity, and what constitutes cheating, plagiarism, and appropriate collaboration. The administrator will support academic integrity in the school by reinforcing this behavior through Positive Behavior Intervention and Supports.