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San Diego Unified School District
Strategic Planning for Student Achievement Department
School Parent Compact (non-title I) 2025-26
As a component of the school-level parent and family engagement policy, each school served under this part shall jointly develop with parents for all children served under this part a school-parent compact that outlines how parents, the entire school staff, and 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 to help children achieve the state’s high standards. The school-parent compact shall carry out the following requirements:
a) Describe the school’s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment. Part A to meet the challenging state academic standards, as well as the ways in which each parent will be responsible for supporting their children’s learning;
volunteering in their child’s classroom; and participating, as appropriate, in decisions relating to the education of their children and positive use of extracurricular time.
- Standards-Based lesson development
- Formal and Informal Single Plan for Student Achievement (SPSA) Goals
- Inquiry methods/strategies to develop critical thinking across the curriculum areas
- RTI (Response to Intervention) support including math support funded by the district
b) Address the importance of communication between teachers and parents on an ongoing basis through, at a minimum, the following:
1. Parent- teacher conferences in elementary schools, at least annually, during which the compact shall be discussed as the compact relates to the
individual child’s achievement.
- Early notification/intervention conferences will be provided for students in need of extra support prior to first trimester conferences in October.
- Conferences are held in the fall and spring as needed or by parent request, and by appointment during the year. Spring conferences are highly
recommended for students in need of extra support. An optional conference will be offered to all other families in the spring.
- Student Study Teams are conducted as needed on an ongoing basis.
- Individual Education Plan (IEP) meetings are conducted in compliance with the law.
- 504 Plans are reviewed on an ongoing basis.
2. Frequent reports to parents on their children’s progress.
- Three report cards are issued during the school year.
- Classroom formative and/or summative assessments in the areas of Literacy, Math and Science results will be provided for parents to review at
conferences or by request.
- Teachers may send home additional progress reports at a parent’s request or according to that teacher’s policy.
- Teachers will provide at least monthly communication of academic topics through newsletters, classroom communication systems (DoJo),
Google Classroom, homework assignments, and/or individual parent meetings and conferences.
3. Reasonable access to staff, opportunities to volunteer and participate in their child’s class, and observation of classroom activities.
- Each staff member will use and maintain their district e-mail account.
- Each staff member will be available to meet with parents at a mutually agreed upon time.
- Parents may volunteer by contacting their child’s teacher, the Kumeyaay Foundation or the front office.
- Parents are welcome to observe classroom instruction. We ask your kind consideration in making arrangements with 24 hours advanced notice prior to observing classroom instruction unless otherwise arranged by mutual agreement with the teacher. Observations may be limited to 30 minutes with the principal or another staff member present.
4. Ensuring regular two-way, meaningful communication between family members and school staff, and, to the extent practicable, in a language that
family members can understand.
- Staff and families may communicate via email and/or phone conversations on a regular basis and as needed.
- Staff will use the district provided phone interpretation services, when needed, for languages spoken and understood by family members.
The school provides opportunities for the participation of all parents, including parents with limited English proficiency, parents with disabilities, and parents of migratory students. Information and school reports are provided in a format and language that parents understand).