Parent Involvement Module on Communication
Improving Relationships & Results: Building Family School Partnerships
Notes on the presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Parent-Friendly IEPs
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Communication
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Improving Relationships & Results: Building Family School Partnerships
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships
Parent Involvement Module on UnitName
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Reading Strategies
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Math Strategies
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Parent-Friendly IEPs
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Communication
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Improving Relationships & Results: Building Family School Partnerships
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships
Parent Involvement Module on UnitName
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Reading Strategies
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Math Strategies
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Homework Strategies
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Three Keys to Engaging Parent in Student Learningcatapultlearn
One of the objectives of all educational institutions is to nurture and cultivate parents’ engagement in the academic growth of their children. Teachers and administrators in faith-based nonpublic schools must make an added, deliberate effort to engage and support the parent role as the primary educator, especially since these parents have consciously chosen to send their children to a nonpublic school.
Presented by Dr. Ron Valenti
National Manager for Non-Public Schools
Catapult Learning
Parent Involvement Module on Homework Strategies
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Home-School Notes
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Steve vitto and Jennifer Russell school family partershipsSteve Vitto
A FOCUS DAY MIBLSI TRAINING PRESENTED BY STEVEN VITTO AND JENNIFER RUSSELL, MAISD BEHAVIOR CONSULTANT OUTLINING A PROCESS FOR DEVELOPING SUPPORTS FOR EFFECTIVE HOME SCHOOL PARTNERSHIPS. ACKNOWLEDGEMENTS KRISTIE DILA FOR HER SUPPORT
Parent Involvement Module on Home-School Notes
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
A quick look at my proposal to increase parent involvement at Saul Martinez Elementary School and the overall need for parent involvement for student success.
Parent Involvement In 21st Century SchoolsMary Johnson
Families, staff, community members and students all participate in developing families and students school friendly schools vision for student’s achievement.
The information in these slides was shared by Bev Schumacker, ECE Consultant for The Source for Learning, during the Annual Conference for the Wisconssin Child Care Administrators Association (WCCAA) in Elkhart Lake, WI on Thursday, February 8, 2018. Explore strong family relationships and the journey to develop them. Consider the importance of family partnerships. Discover obstacles that challenge family partnerships. Embrace a variety of approaches to building stronger family relationships.
This slide show presents the importance of the partnering of informal programs with formal education organizations to advance the outdoor skills education of our children. Part of a Conservation Education tutorial set on OPEN NH.
Parent Involvement Module on Homework Strategies
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Three Keys to Engaging Parent in Student Learningcatapultlearn
One of the objectives of all educational institutions is to nurture and cultivate parents’ engagement in the academic growth of their children. Teachers and administrators in faith-based nonpublic schools must make an added, deliberate effort to engage and support the parent role as the primary educator, especially since these parents have consciously chosen to send their children to a nonpublic school.
Presented by Dr. Ron Valenti
National Manager for Non-Public Schools
Catapult Learning
Parent Involvement Module on Homework Strategies
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Parent Involvement Module on Home-School Notes
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Steve vitto and Jennifer Russell school family partershipsSteve Vitto
A FOCUS DAY MIBLSI TRAINING PRESENTED BY STEVEN VITTO AND JENNIFER RUSSELL, MAISD BEHAVIOR CONSULTANT OUTLINING A PROCESS FOR DEVELOPING SUPPORTS FOR EFFECTIVE HOME SCHOOL PARTNERSHIPS. ACKNOWLEDGEMENTS KRISTIE DILA FOR HER SUPPORT
Parent Involvement Module on Home-School Notes
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
A quick look at my proposal to increase parent involvement at Saul Martinez Elementary School and the overall need for parent involvement for student success.
Parent Involvement In 21st Century SchoolsMary Johnson
Families, staff, community members and students all participate in developing families and students school friendly schools vision for student’s achievement.
The information in these slides was shared by Bev Schumacker, ECE Consultant for The Source for Learning, during the Annual Conference for the Wisconssin Child Care Administrators Association (WCCAA) in Elkhart Lake, WI on Thursday, February 8, 2018. Explore strong family relationships and the journey to develop them. Consider the importance of family partnerships. Discover obstacles that challenge family partnerships. Embrace a variety of approaches to building stronger family relationships.
This slide show presents the importance of the partnering of informal programs with formal education organizations to advance the outdoor skills education of our children. Part of a Conservation Education tutorial set on OPEN NH.
Progression of skills: Introductory, Intermediate and Advanced organized by age level. This serves as a guide to align appropriate level skills with age groups, as well as for multi-skill trainings and programming. This is a work in progress and will be revised as skills programs/series are developed and field tested.
Parent Involvement Module on Behavioral Strategies
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
This presentation is part of the Pacific Education Institute's content for the STEM Project Based Learning tutorial available through NH e-Learning for Educators as part of the Conservation Education series supported by the Association of Fish and Wildlife Agencies.
The Pacific Education Institute's Project Based Learning model is introduced in this presentation for the Conservation Education tutorial on Project Based Learning. The tutorial is hosted on NH e-Learning for Educator's OPEN NH platform and sponsored by the Association of Fish and Wildlife Agencies.
Parent Involvement Module on Behavioral Strategies
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Six Pillars, Five Mistakes, and The Top Ten Best Practices for Building a Str...ohedconnectforsuccess
June 27
2 – 3pm
Room: Deleware C
President Obama set an ambitious goal for education: All students should graduate from high school prepared for college and a career—no matter whom they are or where they come from. The President’s statement rings true in the Ohio Appalachian Collaborative (OAC), an initiative aimed at implementing a successful reform model that can be scaled across rural Ohio and the country. This presentation will showcase the best practices from 22 OAC districts, enabling participants to learn how to build economies of scale, collaborative networks, leverage existing strengths, and partner to align with state and federal priorities to maximize student success.
Main Presenter: Pamela Noeth, Battelle for Kids
Co-Presenter(s): Mark Glasbrenner, Battelle for Kids
How can we design better technologies with research in mind? This paper summarizes decades of research for those who are interested in designing or investing in technology supported products that focus on social emotional learning, school culture and school culture.
The purpose of this report is to provide a research synthesis about the expanded definition of student success that can be leveraged by EdTech developers, investors, and enthusiasts to support research-aligned product development and adoption. Although research on EdTech lags significantly behind the current interests and needs of the market, there is much relevant research about social emotional development and school climate and culture that is applicable to the design of EdTech tools. Drawing on over 100 publications, this report introduces 6 levers for supporting student success, each with 2 critical research-based findings.
Suggested Citation: Zielezinski, M.; Franz, P.; Thibodeau A. (2020). Optimizing EdTech for an Expanded Definition of Student Success: A Research Review for EdTech Developers. MBZ Labs.
Only have a minute? Head to pages 5-6 for a snapshot of the findings.
sStretegies for school in developing partnershipsSelf-employment
strategies for school in developing partnerships, School community developing relationship strategies for school in developing partnerships, Family School Community Partnership https://contentwritingcreatively.blogspot.com/
Just a brief slide show that demonstrates the levels of questioning you can use for online discussions in order to facilitate deeper learning and student engagement.
Overview of the Next Generation Science Standards and how they fit into NH College and Career Ready Standards as of May 2013. Presentation to Curriculum, Instruction, and Assessment group.
This workshop will explore what the environmental literacy plan and why it is important to have it. We will discuss how it will be implemented as well as topics as student and teacher environmental literacy competencies. This is an opportunity for you to help guide us in planning the implementation of the plan. We will also talk about connections to Common Core and the Next Generation of Science Standards.
Presentation for New Hampshire Science Teachers Association Spring Conference, 2013
This presentation is part of the Pacific Education Institute's content for the STEM Project Based Learning tutorial available through NH e-Learning for Educators as part of the Conservation Education series supported by the Association of Fish and Wildlife Agencies.
This slideshow will guide you through getting into an OPEN NH tutorial. The NH e-Learning for Educators Initiative is a program of the NH Department of Education, administered through the Office of Educational Technology.
The New Hampshire Environmental Literacy Plan working group requested endorsement of the plan by the New Hampshire Department of Education. This is the presentation the group made to the New Hampshire Board of Education on 21 March 2012.
Presentation on the e-Learning for Educators program at the NH Department of Education. A brief history of the program is followed by an orientation to the online professional development program and the services offered by NH e-Learning for Educators.
This presentation was delivered to the NH Board of Education to inform them of the plans and progress of the NH Environmental Literacy Plan working group. The goal of the Group is to develop the NH Environmental Literacy Plan.
More from OPEN NH / NH e-Learning for Educators (18)
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 2: Communication - Parental Involvement Notes
1. Improving Relationships & Results: Building Family School Partnerships Presenter
Communication Strategies Module Notes
Best Practices for Designing and Implementing
Communication Strategies: Presenters Notes
Slide 2:
• Today we are going to focus on discussing the
importance of family involvement
Where are we going today?
• We will be discussing specific strategies that if applied Let’s talk about family involvement
What are some strategies to improve how we
correctly can improve the school’s approach to family get families involved?
friendly practices Feedback & Goal Setting
• Finally we will discuss how these strategies impact
our environment & how we can take steps towards
improving. 2
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Slide 3:
• Review the definition of Indicator 8 of Part B of the
Individuals with Disabilities Education Act (IDEA).
Indicator B-8
• Focus on the importance of involving families in the Percent of parents with a child receiving
special education services who report that
education process schools facilitated parent
involvement as a means of
improving services and
• You can review that every school in every state is results for children with disabilities
responsible for taking positive steps to include
families. The Department of Education monitors
3
parents perception of how well schools reach out to
families and how this improves services for their
students.
____________________________________________
____________________________________________
____________________________________________
____________________________________________
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School
Psychology Task Force on Family School Partnerships
www.accountabilitydata.org
22
2. Improving Relationships & Results: Building Family School Partnerships Presenter
Communication Strategies Module Notes
Slide 4: Ask Yourself . . .
• Introduce that the topic highlights effective Ask yourself:
communication strategies & in order to place in that How do you
frame of mind, let’s answer a few questions first approach & view
family involvement
with schools?
• How do you approach and view family involvement What are your
with schools? attitudes and beliefs
about building
connections
between families &
• What are your beliefs about building connections schools?
4
between families and schools?
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Slide 5: Ask Yourself . . .
• Is the atmosphere of your school/classroom inviting
and family‐friendly? Ask yourself:
Is the atmosphere of
• What do you do to promote communication and your school/classroom
inviting & family
partnerships with families? friendly?
What do you do to
promote
____________________________________________ communication &
____________________________________________ partnerships with
families?
____________________________________________ 5
____________________________________________
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School
Psychology Task Force on Family School Partnerships
www.accountabilitydata.org
23
3. Improving Relationships & Results: Building Family School Partnerships Presenter
Communication Strategies Module Notes
Slide 6: The 4 A’s
• For flourishing family‐school partnerships to occur,
certain condition should be met.
o These include:
The manner in which educators The 4 A’s
approach families Approach
The attitudes educators hold regarding Attitude
Atmosphere
family involvement Actions
The atmosphere created by educators.
Once these conditions are in place,
effective family‐school partnerships
can take place (actions). 6
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Slide 7:
• Discuss how the approach, attitude and atmosphere
Developing Pathways to
must be appropriate before parent friendly “action” Partnerships
can be taken. Conduct a discussion with the audience Prerequisite Conditions: “3 A’s” must be in place for Actions
to be accepted and effective
of suggestions of how these areas can be improved
within your school environment. Approach
Actions
Atmosphere
Communicating a tone of
partnership through bidirectional
Successful learning
opportunities and
•
home-school communication and
This is a schematic to better understand how the 4 fostering family involvement in
learning at home
outcomes for
children
Attitude
A’s connect
____________________________________________ (Christenson & Sheridan, 2001; Sheridan & Kratochwill, 2008)
7
____________________________________________
____________________________________________
____________________________________________
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School
Psychology Task Force on Family School Partnerships
www.accountabilitydata.org
24
4. Improving Relationships & Results: Building Family School Partnerships Presenter
Communication Strategies Module Notes
Slide 8: Approach – defined as: The framework you
use when interacting with families. Approach
Families & educators
• Families & educators: Both families and educators are Shared responsibility
Relationships vs. roles
essential for children’s growth and development.
• Shared responsibility: Teachers and parents share in
the responsibility for working together as partners.
• Relationships vs. roles: Place an emphasis on 8
relationships with parents, rather than on separate
roles that teachers and parents each play.
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Slide 9: Approach
• Empowerment: Ask for help. Create opportunities to
talk to and empower parents. Approach
Empowerment
• Importance: Let parents know why they are Importance
Cooperate & communicate
important.
• Cooperate & communicate: Cooperate and
communicate with families (e.g., home‐school notes,
home reinforcement for school performance). 9
____________________________________________
____________________________________________
____________________________________________
____________________________________________
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School
Psychology Task Force on Family School Partnerships
www.accountabilitydata.org
25
5. Improving Relationships & Results: Building Family School Partnerships Presenter
Communication Strategies Module Notes
Slides 10: Approach
• Involvement: Make sure everyone is involved (i.e.,
parents, teachers, child when appropriate). Approach
Involvement
• Co‐teachers: Consider parents as co‐teachers who can Co-teachers
Information &
make your job easier. resources
• Information & resources: Share information and
resources with families to make their jobs easier.
10
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Slide 11: Attitude – defined as: The thoughts and
beliefs you have about family‐school relationships.
• Feelings about partnerships: How do you feel about Attitude
Feelings about partnerships
families as co‐teachers and partners?
Healthy & constructive
• Healthy & constructive: Healthy and constructive
attitudes about families are necessary & convey a
genuine belief that . . . next slide
____________________________________________ 11
____________________________________________
____________________________________________
____________________________________________
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School
Psychology Task Force on Family School Partnerships
www.accountabilitydata.org
26
6. Improving Relationships & Results: Building Family School Partnerships Presenter
Communication Strategies Module Notes
Slide 12: Attitude
• Strengths: All families have strengths.
• Information & support: With necessary information Attitude
Strengths
and support, parents can help their children succeed
in school. Information
& support
• Perspectives: Parents have important information Perspectives
and perspectives that can help with the education of Unique
expertise
their children.
12
• Unique expertise: Parents and educators each
contribute unique and important perspectives and
expertise.
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Slide 13: Attitude‐Refer to Handout 1
• Parent’s perspective: Take parents’ perspectives
whenever possible.
o Ask yourself . . .
o Parents place?: Do I put myself in the parents’
place? (e.g., How would I feel as the parent of
a child about whom there are concerns?)
o Parents as equals?: Do I really believe that
Attitude
parents are equal to me and are experts on
Parent’s perspective
their child Parents place?
o Value comments?: Do I value the comments Parents as equals?
Value comments?
and thoughts of parents and use their Listen & attend?
knowledge about the child’s needs and
activities
o Listen & attend?: Do I listen to parents,
13
communicating with words, eye contact, and
posture that I respect their insights?
____________________________________________
____________________________________________
____________________________________________
____________________________________________
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School
Psychology Task Force on Family School Partnerships
www.accountabilitydata.org
27
7. Improving Relationships & Results: Building Family School Partnerships Presenter
Communication Strategies Module Notes
Slide 14: Atmosphere – Your classroom can be an
inviting and parent‐friendly place. Atmosphere
• Help families feel welcome by: Appreciate differences
o Appreciate differences: Appreciating Difficulties & conflicts
Support all families
differences in parent backgrounds &
experiences
o Difficulties & conflicts: Being aware of &
sensitive to personal difficulties in school or 14
previous conflicts the family may have
experienced
o Support all families: Supporting all families,
including those of different ethnicities,
languages, religious groups, or classes,
especially when that communication is
difficult
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Slide 15: Creating the Atmosphere
• Open: Be open to diverse family structures,
circumstances, and responsibilities, and how they Creating the
may impact roles Atmosphere:
Open
• Welcoming classroom: Make your classroom Welcoming
classroom
welcoming and family friendly
Time spent
• Time spent: Spend time getting to know families and No assumptions
developing ongoing relationships or generalizations
15
• No assumptions or generalizations: Try not to make
assumptions and generalizations about families
____________________________________________
____________________________________________
____________________________________________
____________________________________________
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School
Psychology Task Force on Family School Partnerships
www.accountabilitydata.org
28
8. Improving Relationships & Results: Building Family School Partnerships Presenter
Communication Strategies Module Notes
Slide 16: Actions – defined as: What schools do to
build partnerships and shared responsibility with
families. Refer to Handout 2 Actions
No “one” approach
Current practice
• No “one” approach: There is no “one” action, Communication
strategy, or approach that works in all situations.
• Current practice: Examine what you already do to
create partnerships with families, your willingness to
include families, and how you ask for their input. 16
• Communication: Communication is a key action for
reaching out to families.
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Slide 17: How can we accomplish this?
• This is to serve as a segue from wrapping up the
content of the 4 A’s and moving toward how we can How can we accomplish this?
move in this direction in our schools.
____________________________________________
____________________________________________
____________________________________________
____________________________________________
17
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School
Psychology Task Force on Family School Partnerships
www.accountabilitydata.org
29
9. Improving Relationships & Results: Building Family School Partnerships Presenter
Communication Strategies Module Notes
Slide 18: Effective Communication Effective Communication
• Meeting times: Schedule meetings at times that are
Meeting times
convenient for families.
2 positive: 1
negative
• 2 positive: 1 negative: Send positive messages twice
as often as negative ones. Regular progress
reports
• Regular progress reports: Provide regular 18
information to parents about their child’s progress
(e.g., “good news” phone calls; home‐school notes; e‐
mails, weekly folders, newsletters).
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Slide 19: Effective Communication‐ Refer to
Handout 3 & 4 Effective
Communication
• Tone of partnership: Use words that convey a
partnership (e.g., “we, us, and our” versus “you, I, Tone of partnership
yours, and mine”).
Helping at home
• Helping at home: Share information about how Clear statements &
problem solving
families can help their child at home.
19
• Clear statements & problem solving: Prevent
communication conflicts by using clear statements
and problem‐solving strategies.
____________________________________________
____________________________________________
____________________________________________
____________________________________________
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School
Psychology Task Force on Family School Partnerships
www.accountabilitydata.org
30
10. Improving Relationships & Results: Building Family School Partnerships Presenter
Communication Strategies Module Notes
Slide 20: Effective Communication Effective Communication
Concerned expressions
• Concerned expressions: Use statements that express Goal achievement
Solicit information
concern for the child, not frustration, irritation, or
Check understanding
problems that cannot be solved.
• Goal achievement: Stay focused on the child’s goals
and how you can achieve them together.
20
• Solicit information: Ask parents for ideas,
information, and perspectives using open‐ended
questions (e.g., “How?” “When?” “Describe”).
• Check understanding: Check parent’s understanding
(e.g., “ I hear you saying…”; “You are concerned
about…”).
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Slide 21: Administrative Support ‐ Working with
Administrative Support
administrators is key!‐Refer to Handout 5
• Policies for partnership: Work with administrators to Policies for partnership
establish policies for partnerships. Policies at the Low literacy
Non-English speakers
building level should be in place for:
o Low literacy: Working with parents who lack
literacy skills
o Non‐English speakers: Working with parents 21
who do not speak English
____________________________________________
____________________________________________
____________________________________________
____________________________________________
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School
Psychology Task Force on Family School Partnerships
www.accountabilitydata.org
31
11. Improving Relationships & Results: Building Family School Partnerships Presenter
Communication Strategies Module Notes
Slide 22: Administrative Support‐ Refer to Handout
4 Administrative Support
Professional staff development
Parent opportunities
• Professional staff development: Professional
development for teachers and staff to enhance their
effectiveness with parents.
• Parent opportunities: Opportunities for parents to
help with education at home and school. 22
____________________________________________
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Slide 23: Key points‐ Refer to Handout 6
Key points
• Time: The development of effective atmosphere,
approach, attitudes, and actions takes time. Time
Not equal
Commitment
• Not equal: The strategies may not work equally for all
students, families, and educators.
o Individual schools may want to discuss what
type(s) of programs will best meet their 23
needs.
• Commitment: Committing the time and resources
while developing and implementing effective
strategies will allow the process and outcomes to be
most effective.
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National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School
Psychology Task Force on Family School Partnerships
www.accountabilitydata.org
32
12. Improving Relationships & Results: Building Family School Partnerships Presenter
Communication Strategies Module Notes
Slide 24:
• Discussion points for your school staff Feedback. . .
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24
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School
Psychology Task Force on Family School Partnerships
www.accountabilitydata.org
33
13. Improving Relationships & Results: Building Family School Partnerships Presenter
Communication Strategies Module Notes
Evidence‐Based Family‐School Interventions with Family‐School Partnership
Communication Strategies
What we know…
Model: Communication Strategies – The 4 A’s
Goal:
• To create conditions for family‐school partnerships (actions) to be established:
• An approach that conveys a belief in shared responsibility between families and
schools.
• Positive and constructive attitudes regarding family involvement
• A family‐friendly, inviting atmosphere.
• To build effective family‐school relationships characterized by trust and partnership
Strategies to Facilitate Effective Communication and Family‐School Partnerships:
• Schedule meetings at times that are convenient • Prevent communication conflicts by using clear
for families. statements and problem‐solving strategies.
• Send positive messages twice as often as • Use statements that express concern for the
negative ones. child, not frustration, irritation, or problems
that cannot be solved.
• Provide regular information to parents about • Stay focused on the child’s goals and how you
their child’s progress (e.g., “good news” phone can achieve them together.
calls; home‐school notes; e‐mails, weekly
folders, newsletters).
• Use words that convey a partnership (e.g., “we, • Ask parents for ideas, information, and
us, and our” versus “you, I, yours, and mine”). perspectives using open‐ended questions (e.g.,
“How?” “When?” “Describe”).
• Share information about how families can help • Check parent’s understanding (e.g., “I hear you
their child at home. saying…”; “You are concerned about…”).
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the
Future of School Psychology Task Force on Family School Partnerships
www.accountabilitydata.org
34
14. Improving Relationships & Results: Building Family School Partnerships Presenter
Communication Strategies Module Notes
Results:
• Family‐school partnerships have positive benefits for children’s educational engagement,
work habits, task orientation, social skills, and academic achievement.
• The effects of family‐school partnerships can be lasting; continuous and consistent family‐
school partnerships are more likely to complete high school.
• Schools with formal family‐school partnership approaches report higher academic
achievement.
• Effective family‐school partnerships have been linked to several short‐term outcomes
including changes in family environment, parent‐child relationships, parenting skills, and
family involvement in learning at home and school.
• Long‐term outcomes for children include improved academic outcomes and social‐
emotional competence.
• Benefits of effective home‐school communication include increased trust between parents
and teachers, as well as increased parent commitment to helping their children with
academics.
Selected References:
Adams, K. C., & Christenson, S. L. (2000). Trust and the family‐school relationship: Examination
of parent‐teacher differences in elementary and secondary grades. Journal of School
Psychology, 38, 477‐497.
Barnard, W. M., (2004). Parent involvement in elementary school and educational attainment.
Children and Youth Services Review, 26, 39‐62.
Caspe, M., & Lopez M. E. (2006). Lessons from family‐strengthening interventions: Learning
from evidence‐based practice. Cambridge, MA: Harvard Family Research Project.
Christenson, S. L., & Sheridan, S. M. (2001). Schools and families: Creating essential connections
for learning. New York: Guilford Press.
Dearing, E., Kreider, H., Simpkins, S., & Weiss, H. B. (2006). Family involvement in school and
low‐income children’s literacy performance: Longitudinal associations between and within
families. Journal of Educational Psychology, 98, 653‐664.
Harris, M. M., Jacobson, A., & Hemmer, R. (2004). Preparing teachers to engage parents.
Cambridge, MA: Harvard Family Research Project.
Helling, M. K. (1996). School‐home communication and parental expectations. School
Community Journal, 6, 81‐99.
Izzo, C. V., Weissberg, R. P, Kasprow, W. J., & Fendrich M. (1999). A longitudinal assessment of
teacher perceptions of parent involvement in children’s education and school performance.
American Journal of Community Psychology, 27, 817‐839.
Jeynes, W. (2005). A meta‐analysis of the relation of parent involvement to urban elementary
school student academic achievement. Urban Education, 40, 237‐269.
What we don’t know…
• Effective approaches for increasing access • The best method for training and
to partnership practices for encouraging teachers to adopt this
disenfranchised families framework
National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the
Future of School Psychology Task Force on Family School Partnerships
www.accountabilitydata.org
35