The GW School/Parent Compact

The George Washington School Staff, and the parent of the students participating in activities, services, and programs funded by Title I, Part A for No Child Left Behind Act of 2001 (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 the State’s high standards.

This School-Parent Compact is in effect during the 2013 – 2014 school year.

 

SCHOOL RESPONSIBILITIES

 

The George Washington School Staff will:

 

«  Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating children to meet the State’s student academic achievements as follows:

  • Create an authentic Montessori Program that aligns to the NYS Standards and KCSD Curriculum guidelines.
  • Create a proactive learning community that practices grace and courtesy and instills a love of learning.
  • Create an environment where it is safe to take risks, to learn from ones mistakes, and is accepting of diversity.
  • Create Parent Education Workshops to educate parents about the Montessori Method/Program.

 

«  Hold Parent-Teacher conferences during which this compact will be discussed as it relates to the individual child’s achievement.  These conferences are schedule 4 times annually prior to the KCSD report card distribution dates.

 

«  Provide parents with frequent reports on their child’s progress through:

  • Quarterly report cards
  • Parent/teacher conferences
  • Phone conversations
  • Face to face contact when teachers have an opportunity to connect with parents at dismissal.
  • On request – daily, before school, after school, during teacher prep time.
  • Staff available to conference anytime upon request.

 

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

  • Parent helpers from 1:30 – 2:30 on Tuesday & Thursday (after the first 6 weeks).
  • After the first 6 weeks classrooms are ready for observations — Appointments are requested to be mindful of the children at work.
  • Parents as chaperones on field trips

 

 

PARENT RESPONSIBILITIES

 

We, as parents, will support our child’s learning in the following ways:

 

«  Monitoring attendance

«  Making sure that homework/projects are completed when assigned

«  Monitoring television and internet activity

«  Attending parent/teacher conferences

«  Setting aside time to observe in my child’s classroom

«  Participating, as appropriate, in decisions relating to my child’s education

«  Attending IST Meetings/parent meetings to support needs of my child

«  Promoting positive use of my child’s extracurricular time.

«  Gain an understanding of the Montessori Method to support the learning that takes place in the classroom by creating a learning environment in the home

 

 

STUDENT RESPONSIBILITIES

 

We, as students, will share the responsibility to improve our academic achievement and achieve the State’s high standards.

 

«  Work cooperatively in the classroom.

«  Complete my daily ‘Work Plan’.

«  Conference with the teacher about my daily progress.

«  Do my homework/projects when assigned.

«  Ask for help when I need to.

«  Read at least 30 minutes everyday outside of school time.

«  Encourage my parent or family guardian to observe my classroom.

«  Give my parents or the adult who is responsible for my welfare all notices and information received by me from my school everyday.

 

The George Washington School Community

 

In compliance with the mission of the Kingston City School District, the parents and community will play an active role within the Montessori community.  It is through parental support and involvement both in school and at home that we will create a parent – teacher – child partnership.  Parent education programs, parent – teacher conferences, parent socials, and the formation of parent committees (PTO) create a union between school and home.  Other avenues of involvement in the Montessori program will give parents an opportunity to learn about the Montessori process:

¶ Attending orientation meetings to explain the program.

¶ Attending meetings where the unique aspects of a particular classroom as well as the specifics of Montessori curriculum are presented.

¶ Attending class level open houses where the children, as the host/hostess to their parents and siblings, present their favorite activities.

¶ Attending parent discussion groups dealing with aspects of child­rearing, home environment, and child psychology.

¶ Observing the class and discussing their observations with the Montessori teacher.

¶ Receiving a regularly published newsletter, The G.W. Post, which includes a calendar of significant events, information on major developments at the school, book reviews, and a list of needs and requests for help.

 

Parent surveys are also helpful to enlist helpers in the many aspects of school life. With a strong parental support system the children will have consistency in discipline, routine, and follow through that is crucial to successful, productive, happy learners.  Inviting the parents and community to take part in school-sponsored activities is also important in building strong relationships. We believe that increasing our circle of influence and being visible helps to create acceptance and support for the Montessori Program.