Family Compact

 

What Is a Family-School Compact? 

A Family-School Compact for Achievement is an agreement that parents, students and teachers develop together. It explains how parents and teachers will work together to make sure all students get the individual support they need to reach and their transition goals. 

 

Adult students and parents are encouraged to help develop this Compact. Schoolwide meetings are held each year to update the compact. Adult students and parents are welcome to contribute comments at any time.

For more information, contact Jerrod Amadick. jerrod.amadick@spps.org

Activities to Support Partnerships 

New Family Open House, 4:30-6:30 PM, September 3rd

Community Connections Event, 4:30-6:30 PM, November 6th

National African American Involvement Day, February 10th

Spring Open House, 4:30-6:30 PM, April 22th

Annual Individual Education Program (IEP) meetings for all students.

 

Parent Workshops 

Family Support Group for Pathway 1 students- Location Bridge View School

Monthly on Fridays from 10:00-11:30 AM (Dates forthcoming)

Lighthouse Keepers Site Council 

Quarterly on Thursdays from 4:30-5:30 PM (Dates forthcoming)

Learning at Focus Beyond

Focus Beyond students provide programming input through the IEP process and informally through classroom discussion to develop ideas about how they can succeed and what experiences are required to ensure IEP goals and objective progress. Students gather evidence related to skill development in the transition areas through: 

• The portfolio process
• Participating in career and community exploration opportunities
• Meeting with community organization and agencies to learn more about the service provided

Family-School Compact for Achievement 

Teachers, Student, Parents — Together for Success

In the Classroom

• The Focus Beyond team will work with students, parents, and community resources to support success in the transition areas. Some of our key connections with students and families will be: 
• Provide students with experiences that provide deeper learning in the transition areas related to student specific IEP goals and objectives.
• Provide access to Vocational Rehabilitation Services (VRS) through the IEP process to align skills and work opportunities. 
• Our monthly Lighthouse Family Newsletter will feature resources connected to: post-secondary learning, VRS, increasing the use of AAC for independent communication. 

In the Community

Focus Beyond students join staff to develop ideas related to community experiences and resources that enhance the student’s progress toward IEP goals and objectives. Families may have other ideas to add to this list. 

∙ Independent Living: participating as school groups in activities that build skills, so students can access community independently or with family and friends outside of school. 

∙ Family resource night to provide connections to community resources and agencies. 

∙ Supporting connections with outside agencies to align individualized supports to meet the needs of the student (VRS, Ramsey County, etc.)

District Goals 

Achievement 

All students are making continuous growth toward their IEP goals and objectives in the areas of transition: 

• Independent Living, including Community Participation and Recreation & Leisure
• Employment 
• Post-secondary and Training

 

Equity 

Decrease gaps and disproportionately between student groups in:

• Access to competitive employment
• Community participation 
• Attendance 
• Suspension 
• The level of supports required to access instruction and activities 
• Program completion 

School Goals 

• Culturally Responsive Instruction SMART Goal:    Focus Beyond will increase graduation rates by 5% among English Learning student groups currently demonstrating the largest graduation gaps from 46.67% to 52%, with targeted support for shared understanding of cultural norms and community stressors.  (Non ELL exit rate 68.75%)
  Action Steps What specific actions aligned to the goal will we implement and monitor?	Key Indicators of Progress (KIPs) The critical (key) quantifiable indicators of progress toward your SMART Goal. Link your tools, data, and artifacts used to monitor.
  100% of educators will hold annual student centered team/IEPs for students in SY 25-26 to review student exhibiting factors (attendance, cultural needs, housing, community disruptions) as measured by quarterly EdPlan.	100% of students with the grade NP (No progress), will have a team/IEP meeting held to discuss exhibiting factors and IEP needs/services held as documented in Edplan Conference Summary Notes.
  During PLC cycles, staff teams will seek and analyze family and student input regarding exiting barriers for students who are English Language Learners. Case managers will use their transition goals and data driven decisions along with IEP team input to design the most appropriate service and support model.	100% of Conference Summary notes include discussion, determination and application of scaffolds, strategies and or other supports of exiting barriers including access and understanding for families who have a non-english home language as reviewed monthly

   

  Life, College, and Career Transition Readiness SMART Goal:   Of students exiting during the school year, 90% of students and/or families will demonstrate awareness of Vocational Rehabilitation Services (VRS), county services, ADA rights and day programs per their need as documented in the portfolio.
  Action Steps What specific actions aligned to the goal will we implement and monitor?	Key Indicators of Progress (KIPs) The critical (key) quantifiable indicators of progress toward your SMART Goal. Link your tools, data, and artifacts used to monitor.
  Case managers and transition teachers will dedicate regular instructional time to guide students in updating their digital portfolios—specifically updating their resume, logging work/volunteer experiences, documenting day program visits, and identifying the school and community support staff.	100% of exiting students have an active digital portfolio folder containing an IEP Team Staff list and a baseline resume draft. When Vocational Rehabilitation Services and County Services are being shared or supported as a member of the IEP team, 100% of VRS case managers and/or County Case Managers will be named as an IEP team member within the IEP participants.

   

  Culture & Climate SMART Goal:    By June 2027, the percentage of all students participating in the Student Climate Survey will increase from 72% to 80%, as measured by Student Climate Survey data.
  Action Steps What specific actions aligned to the goal will we implement and monitor?	Key Indicators of Progress (KIPs) The critical (key) quantifiable indicators of progress toward your SMART Goal. Link your tools, data, and artifacts used to monitor.
  Teachers will intentionally structure a survey schedule including times for instruction, inclusion of para supports, and data entry as needed per pathway. Case Managers will lead pulling daily participation reports for their specific student rosters during the survey window.	Student responses to climate survey items aligning with recognizing good behavior and feeling physically safe will increase for the lowest scoring demographic of students (Asian and American Indican) from scores ranging from 1.83-2.33 to be an average score of 1.5. **Lower scores reflect more positive climate   100% staff will be trained and implement NVCI and TCIT for de-escalating medium/high risk behavior and strengthening positive classroom relationships and management