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The Department of Federal and State Programs Presenter: Margaret Shandorf.

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Presentation on theme: "The Department of Federal and State Programs Presenter: Margaret Shandorf."— Presentation transcript:

1 The Department of Federal and State Programs Presenter: Margaret Shandorf

2  Parents that are not informed can not fully participate in schools.  Parents who know their children best, are in the best position to inform schools about their children’s needs and capabilities, and are deeply invested in their children’s success.  Parents can support schools by knowing what changes are occurring in school practices and instruction.

3 Communication:  is a message sent and a message received.  considers the audience being addressed.  is a two-way conversation.  considers what message to convey.

4  Increases trust between schools and families.  Encourages higher and realistic parental expectations.  Serves as the first step to other types of parental involvement.  Leads to a higher degree of parents’ commitment to helping their children improve.  Puts everyone on the “same page.”

5  Family-school communication and involvement: yields student achievement.  Parent involvement is increased when: parents believe that teachers keep them informed, value their contributions and offer specific suggestions.  Parents feel satisfied with the quality of student learning when: they believe schools welcome their involvement, empower them to participate and offer strategies for student learning.

6 Teachers who practice effective communication with families yield:  improved parent-teacher relationships.  stronger parental support.  stronger teaching abilities.

7  Communicating: communication between home and school is regular, two-way and meaningful.  Parenting: parenting skills are promoted and supported.  Student Learning: parents play an integral role in assisting student learning.

8  Volunteering: parents are welcome in the school and their support and assistance are sought.  School Decision Making and Advocacy: parents are full partners in the decisions that affect children and families.  Collaborating with Community: community resources are used to strengthen schools, families and student learning.

9  Transportation  Childcare  Inflexible work schedule  Unpleasant personal school history  Memories of poor achievement or treatment at school  Cultural barriers  Language barriers

10  Offer a broad range of school and home learning experiences for parents.  Personally invite parents through invitation, as well as call out system.  Tell parents that their involvement with their child impacts student achievement.  Offer specific strategies such as: read to your child for 20 minutes a day and assist them with their homework.

11  Have a routine time for the child to complete homework.  Set up a study area to complete homework.  Know your child’s schedule and teachers.  Communicate with school on a regular basis.  Model respect for family culture and language.  Engage students in inviting their parents to school events. Students can have a strong influence.

12  Build on the many family involvement events that you have in place.  Expand the Parent University.  Build a Resource Room with multi-level materials.  Advertize your events clearly, attractively and repeatedly.  Make use of after school programs to enhance student achievement.

13  Work with the ESOL coordinator, facilitator, parent liaison.  Involve community and agency support.  Plan parent-teacher conferences throughout the year.  Use part time in system funds to pay substitutes for parent-teacher conferences.  Use your SAC to review best practices and strategies of school Policy/Plan.

14 Name some barriers of family involvement. Name some best practices. Give some examples of the research. Give some benefits of family-school connection. Name the six levels of family involvement.

15 How? Who? What? Where? When? Why?

16  Hold conferences in an appropriate settings.  Provide comfortable adult chairs.  Post welcome signs to the classroom.  Teachers should refrain from sitting behind their desk.  Teachers should be dressed professionally.

17  Teachers vocalize the positives and also the concerns about the student.  Use understandable familiar terms, not educational jargon.  Allow the parent to talk and be an active listener.  Remember the conference is a two-way communication.  Focus on one main concern/conditions that you will address.

18  Avoid emotionally loaded statements.  Start with the positives.  Make the parent feel comfortable.  Offer strategies and materials to parent to help their child at home.

19  Make sure to outline a plan of action for the student to improve academics or behavior.  Give parents the opportunity to ask questions.  Make sure that the plan is one that all are in agreement with.  End the conference on a positive note.  Follow up with parents after a reasonable amount of time.

20 Next time you prepare for a parent-teacher conference use these TIPS. Put a little BUG in your ear and you will be PERFECT PESTS. P- Person that prepares for conference. E- Engage parents and present information. S- Speak to the issues that impact student achievement and behavior. T- Teach and track student improvement. S- Share results with parents.

21 Contact: Margaret Shandorf, Resource Teacher Federal and State Programs Phone: (561) 963-3843 (PX) 43843

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