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SDLA Compliance Resource

Discuss the School–Parent Compact at an Annual Elementary Conference

An individualized conversation connecting the jointly developed Title I compact to the child’s achievement, family-school communication, shared responsibilities, and practical next steps.

  • Title I
  • School–Parent Compact
  • Elementary Conference
Date(s)At least annually during an elementary parent–teacher conference
Applies toElementary schools served with Title I, Part A funds and families of participating children

In Plain Language: During an annual parent–teacher conference, discuss how the school–parent compact relates to the individual child’s learning and achievement; do not merely send the compact home for signature.

Why this matters

The compact becomes useful when school commitments, family support, student needs, progress evidence, and communication routes are made concrete for one child.

Primary ownership

Primary owner: classroom teacher with principal/Title I lead. Partners: parent/family, student when appropriate, specialists, family liaison/interpreter, and staff responsible for compact and conference systems.

From the compact to a conference conversation about the child: the SDLA ITO workflow

The compact is discussed with the family in light of the child's own learning; sending it home for signature is not enough. This SDLA ITO (Input, Transformation, Output) graphic shows how the jointly developed compact, the child's progress evidence, and family perspectives become the compact record, the child-specific discussion notes, and the follow-up actions.

SDLA ITO: eleven steps from the jointly developed compact, the child's progress evidence, and family perspectives, through preparation, an individual discussion, shared next steps, and documentation, to the compact record, the child-specific discussion notes, and the follow-up actions.
Read down each column, then move to the next: Input identifies what to collect; Transformation covers preparation, an individual discussion, shared next steps, and documentation; Output covers the compact record, the child-specific discussion notes, and the follow-up actions. Hold this discussion at least annually during an elementary parent–teacher conference.

Open the full-size workflow graphic

Operational workflow

  1. Confirm the current compact was jointly developed and is available in an understandable language/format.
  2. Prepare child-specific progress, strengths, needs, curriculum/assessment, and communication information.
  3. At the conference, connect school, family, and student commitments to the child’s actual goals and supports.
  4. Invite family perspectives and identify feasible two-way communication and follow-up actions.
  5. Document that the discussion occurred and route commitments or concerns to responsible staff.

Implementation pathway

Current joint compact
Child evidence
Individual discussion
Shared next steps
Document/follow up

Evidence to retain

  • Current compact and joint-development record
  • Conference schedule/access supports
  • Child-specific discussion notes
  • Family questions/input
  • Follow-up actions and completion

Official guidance and help

Source review completed August 30, 2026. Verify current federal and California requirements, CDE/FCC guidance, local policy, public-meeting procedures, records, and final submitted or adopted state before acting.