Title I School-Parent Compact

The Volcano School of Arts & Sciences 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 Hawaii’s high standards. This school-parent compact is in effect during school year 2011-12. The Volcano School of Arts & Sciences is currently in the Good Standing, Unconditional category under No Child Left Behind. Although we did not reach the proficiency target in math for 2010-11, student proficiency increased over 10%, which is acknowledged as meeting AYP. We need to continue to work together to meet the targets this school year. School Responsibilities:

1) Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables all children to meet Hawaii’s student academic achievement standards as follows:

• In accordance with our Detailed Implementation Plan (Charter), we emphasize learning through the arts and sciences; this includes a place-based approach to education which values Volcano’s current and historical culture(s) and environment. We believe that students learn by doing, experiencing, and inquiring. Our small class sizes allow us to make close connections with students and families.

• We provide Title I services to individual students or groups of students who need support in meeting proficiency in reading and math.

• In order to identify students who need this support, we conduct assessments with all students. These include: classroom-based measures (checklists of skills, math unit tests, reading and spelling inventories, etc.); an annual academic “screening” assessment (to compare each child’s learning to age norms and monitor it over time); and monitoring of each student’s Hawaii State Assessment scores over time.

Reading: Each teacher develops core reading instruction aimed to balance development of the five areas of reading (phonemic awareness, phonics, fluency, vocabulary, comprehension) and to provide experience in a variety of texts (fiction, information, functional) and genres. Most of our elementary teachers have been trained in multi-sensory methods to support phonics learning, and in using guided reading techniques to support individual reading growth. For students who have more difficulty in acquiring phonics skills, we provide individual or small group instruction either within the class (by the classroom teacher or aide), or as a pullout by specialized support staff (special education or resource teachers and aides).

Math: We use the Everyday Math (elementary), University of Chicago School Mathematics Project Transitions/Algebra (middle school), and ALEKS, an online math instruction and assessment (3^rd through middle school) programs for our core math instruction, and will be adding some new materials this year as supplements for students who need support in math learning. We have an extra adult assigned to core math instruction in all classes (classroom or special education aides, special education or resource teachers). In this way, classes can be broken into smaller groups for extra instruction or practice.

2) Hold parent-teacher conferences during which this compact will be discussed as it relates to the individual child’s achievement.

• During fall parent conferences (November 8-10), assessment information will be shared, and brief plans will be made to support students who need more help in reading and math, with goals and services outlined.

3) Provide parents with frequent reports on their children’s progress.

• Parents will be updated on their student’s progress each quarter, including results of interventions.

4) Provide parents reasonable access to staff.

• As outlined in the Parent Handbook, staff are available to discuss concerns with parents, by prior request, after school hours. Teachers send communication to all parents at least monthly, and are required to contact parents if they have concerns about a child’s learning progress. Office staff and the Educational Director are also available to talk with parents. The School Counselor (Kim Miller 985-8537) helps with any emotional/social/behavioral concerns, as well as assisting parents in planning for their children’s transition to a high school. The School Educational Resources Manager (Kalima Cayir 985-8966) assists parents who have concerns with their child’s learning progress, and coordinates the referral, evaluation, and identification process for special education.

5) Provide parents opportunities to volunteer and participate in their child’s class, and to observe classroom activities as follows:

• Our school asks parents to volunteer at least four hours per year; we see parents as essential partners in education. Many opportunities are available to volunteer at school or at school activities. If you would like to volunteer or observe in your child’s classroom, please contact the teacher to arrange this. Contact information for other activities (field trips, family events, etc.) is provided for each activity. Please be sure to sign in at the office during the school day, before going to a classroom. Parent Responsibilities We, as parents, will support our children’s learning in the following ways:

• Ensuring attendance

• Supporting homework completion

• Volunteering in the classroom or in other capacities

• Staying informed about my child’s learning

• Communicating with the school any concerns about my child’s learning or school experiences

• Staying informed about school happenings (reading weekly InfoFlo, other information received from the school)

• Attending family events sponsored by the school, as possible

• Serving, to the extent possible, as a parent representative in various groups (PTO, School Board, Title I Planning Team, School Improvement Focus Groups, etc)

• Promoting positive use of time out of school (including considering and monitoring TV, internet, other electronic use