Aviation CTE High School’s School-Parent Compact

Aviation Career and Technical Education High School, in compliance with the Section 1118 of Title I, Part A of the No Child Left Behind (NCLB) Act, is implementing a School-Parent Compact to strengthen the connection and support of student achievement between the school and the families. Staff and parents of students participating in activities and programs funded by Title I, agree that this Compact outlines how parents, the entire school staff and students will share responsibility for improved academic achievement and the means by which a school-parent partnership will be developed to ensure that all children achieve State Standards on assessments.


  1. School Responsibilities:


Provide high quality curriculum and instruction consistent with Common Core State Standards to enable participating children to meet the State’s Standards and Assessments by:

  • using academic learning time efficiently;
  • respecting cultural, racial and ethnic differences;
  • implementing a curriculum aligned to the Common Core State Learning Standards;
  • offering high quality instruction in all content areas;
  • providing instruction by highly qualified teachers and when this does not occur, notifying parents as required by the No Child Left Behind (NCLB) Act;


Support home-school relationships and improve communication by:

  • conducting parent-teacher conferences each semester during which the individual child’s achievement will be discussed as well as how this Compact is related;
  • convening an Annual Title I Parent Meeting prior to December 1st of each school year for parents of students participating in the Title I program to inform them of the school’s Title I status and funded programs and their right to be involved;
  • arranging additional meetings at other flexible times, e.g., morning, evening and providing (if necessary and funds are available) transportation or child care for those parents who cannot attend a regular meeting;
  • respecting the rights of limited English proficient families to receive translated documents and interpretation services in order to ensure participation in the child’s education;
  • providing information related to school and parent programs, meetings and other activities is sent to parents of participating children in a format and to the extent practicable in a language that parents can understand;
  • involving parents in the planning process to review, evaluate and improve the existing Title I programs, Parent Involvement Policy and this Compact;
  • providing parents with timely information regarding performance profiles and individual student assessment results for each child and other pertinent individual school information;
  • ensuring that the Parent Involvement Policy and School-Parent Compact are distributed and discussed with parents each year;


Provide parents reasonable access to staff by:

  • ensuring that staff will have access to interpretation services in order to effectively communicate with limited English speaking parents;
  • notifying parents of the procedures to arrange an appointment with their child’s teacher or other school staff member;
  • arranging opportunities for parents to receive training to volunteer and participate in their child’s class, and to observe classroom activities;
  • planning activities for parents during the school year, e.g., Parent-Teacher Conferences;

Provide general support to parents by:

  • creating a safe, supportive and effective learning community for students and a welcoming respectful environment for parents and guardians;
  • assisting parents in understanding academic achievement standards and assessments and how to monitor their child’s progress by providing professional development opportunities (times will be scheduled so that the majority of parents can attend);
  • sharing and communicating best practices for effective communication, collaboration and partnering with all members of the school community;
  • supporting parental involvement activities as requested by parents;
  • ensuring that the Title I funds allocated for parent involvement are utilized to implement activities as described in this


Compact and the Parent Involvement Policy;

  • advising parents of their right to file a complaint under the Department’s General Complaint Procedures and consistent with the No Child Left Behind Title I requirement for Elementary Secondary Education Act (ESEA) and Title I programs;


  1. Parent/Guardian Responsibilities:
  • monitor my child’s attendance and ensure that my child arrives to school on time as well as follow the appropriate procedures to inform the school when my child is absent;
  • ensure that my child comes to school rested by setting a schedule for bedtime based on the needs of my child and his/her age;
  • check and assist my child in completing homework tasks, when necessary;
  • read to my child and/or discuss what my child is reading each day (for a minimum of 15 minutes);
  • set limits to the amount of time my child watches television or plays video games;
  • promote positive use of extracurricular time such as, extended day learning opportunities, clubs, team sports and/or quality family time;
  • encourage my child to follow school rules and regulations and discuss this Compact with my child;
  • volunteer in my child’s school or assist from my home as time permits; participate, as appropriate, in the decisions relating to my child’s education;
  • communicate with my child’s teacher about educational needs and stay informed about their education by prompting reading and responding to all notices received from the school or district;
  • respond to surveys, feedback forms and notices when requested;
  • become involved in the development, implementation, evaluation and revision to the Parent Involvement Policy and this Compact;
  • participate in or request training offered by the school, district, central and/or State Education Department to learn more about teaching and learning strategies whenever possible;
  • take part in the school’s Parent Association or Parent-Teacher Association or serve to the extent possible on advisory groups, e.g., Title I Parent Committees, School or District Leadership Teams;
  • share responsibility for the improved academic achievement of my child;


III. Student Responsibilities:

  • attend school regularly and arrive on time;
  • complete my homework and submit all assignments on time;
  • follow the school rules and be responsible for my actions;
  • show respect for myself, other people and property;
  • try to resolve disagreements or conflicts peacefully;
  • always try my best to learn.