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ERIC Number: ED411062
Record Type: Non-Journal
Publication Date: 1997-Feb
Pages: 84
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Compact for Learning: An Action Handbook for Family-School Community Partnerships.
Peterson, Terry; Pederson, Julie; Rich, Dorothy; De Kanter, Adriana; Ginsburg, Alan L.
A compact is a commitment to sharing responsibility for student learning and an action plan for a family-school-community partnership to help children get a high-quality education. All across America parents, teachers, and community and business leaders are creating such compacts to build and strengthen partnerships for improved student learning. This handbook is designed to take a family-school compact team through the steps of building a compact. It provides information, strategies examples, and checklists to help parents, educators, and community members develop effective, workable compacts that can improve the school and increase student achievement. Following an introduction which describes the nature of the compact and outlines Title I legislation for high standards and student achievement, the handbook details the steps of the compact: (1) getting started--bringing the stakeholders together as a team; (2) creating the compact, including deciding the school's learning goals; (3) using the compact, including building support; (4) evaluating the results, including an example of a school profile and lessons for using evaluation data; and (5) strengthening the compact, including taking credit for what's been done right, and rethinking what needs to be done better. The handbook's concluding section discusses turning obstacles into opportunities. Worksheets for each of the five steps are included, and an appendix lists key resources. Forms from the Partnership for Family Involvement in Education are also included. Seventeen separately printed "Activity Sheets" are appended. (HTH)
Electronic version: http://www.ed.gov/PFIE/titlei.html
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Community; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Department of Education, Washington, DC. Planning and Evaluation Service.; Partnership for Family Involvement in Education (ED), Washington, DC.