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Remind is a great and easy way to communicate with parents/families. I love it because I can send out a mass message and if a parent responds it becomes a one-on-one message. I also like the fact that it makes it easy to communicate with ELL families who may speak another language.

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Adoption and usage

Simple, effective, and surprisingly easy to use

With nearly 30 million users in 80% of US schools, the numbers speak for themselves: students, families, and educators love using Remind.

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Remind | Communication Platform for Education

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Remind is a communication platform that reaches students and families where they are and supports learning wherever it happens. Millions of educators, students, and parents use Remind to connect with the people and resources that help them teach and learn.

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Kiara Ballard -  Connection Plan Template

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The students sat in four groups in my previous placement, and I loved this arrangement. It made it easy for students to turn and talk to engage in discussions. Depending on the seat that determined what number they were seated in, such as students 1, 2, 3, or 4 making it easy to call on a particular number to get students started on an activity, have them pass out papers, or answer questions. It also helps with themes and participation points. My CT did a gaming theme by naming the group Monopoly, Sorry, Uno, and Candyland, making it easy for the groups to keep up with their team participation points for the week and motivating each member to engage in the week's activities. The students knew when to engage in conversations and when it was time to listen to the teacher. I chose the teacher's desk to be away from the classroom traffic so that other students aren't distracted, and it is out of the way. The placement also makes it easy to see all students no matter where they are in the classroom. It will be easy to engage in one-on-one and small groups because the kidney table is in the back of the class. The library is also in the back of the room to allow students to have a quiet area to read. I liked the layout because it is student-centered. The students can get away from their desks and come to the carpet to learn and still see the board.

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I love the colors on the anchor charts and how it displays different subjects. It provides students with information and displays their work. The color is what will help them distinguish between the subjects but it is not distracting because it is away from their desk. They are able to glance at it if need be or walk up to it without being a distraction to other students. I think it is a great way to post important concepts as a reminder and display their work.

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The teacher's desk is small and has everything I may need. It is also away from classroom traffic, and all students can be seen from this position.

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After conducting a Writer's Workshop in my last placement I want to include a writing center in my future classroom. In the center, it would include all of the essentials necessary for students to be able to write. The station would consist of a maximum of two students to help with bouncing ideas off each other, especially during the planning process, filled with supplies and helpful tips.

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Classroom Mailbox, File System, Turn in/Take Out Bins. 

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I chose student mailboxes because they would make it easy for students to be accountable for taking home important paperwork, announcements, etc. A file system is perfect for students to file their work after it has been graded and allows them to see how their work has improved over time. They can also turn in work. I like the way that this is set up because everything that students need to turn in or take home and file are in one place.

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I love the idea of flexible seating because it allows for all students to move to a more comfortable chair. The more comfortable they are the more they are able to learn. I used to find that sitting in the hard school chairs used to hurt after while and I needed to move but unfortunately I couldn't. But with this arrangement students are able to move around the classroom to complete their assignments. It also helps with students who have ADHD and different learning styles to be more focused.

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I chose this math learning center because it is clear and has all the necessary resources for students. The display posters help students to have a visual aid for identifying patterns, counting money, multiplication factors, and more.

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I chose this library idea because it offers multiple seats and is at the student's level. It also is inviting and has plenty of books that are labeled and well organized. Sometimes students dread the idea of reading but in a space like this, it can help to change their minds and motivate them to read plenty of books.

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A book bucket filler is a great way to motivate students to read books. In my previous placement students had a certain number of books they needed to read for the month and those with the most read books received points for the team and other incentives. I think this is a great way for students to read more so that they can fill up their buckets.

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Since I plan to allow flexible seating during independent and group work time these Surf Portable Lap Desk will be great for students who find comfort in working on the carpet. They can simply take one out sit on it and it becomes a desk for them to read or write on. I love these and think they would be a great addition to my classroom!

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1. Be respectful to others by not interrupting their right to learn or my right to teach.

2. Follow directions quickly and quietly.

3. Raise your hand and wait for the signal that it is your turn to speak.
(We love to hear your thoughts and concerns but let's remember that we should not talk out of turn.)

4. Keep hands, feet, and other objects to yourself.

5. Encourage others; do not put them down when they make a mistake.

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1. Being respectful to others is my top rule because students may get excited about a topic or distracted, so this will take practice to be implemented. I think a way I would implement it is by having students explain what their definition of respect is and come to an agreement based on typical responses of how they can be respectful.

2. I will tell the students they must listen to understand the next task. Listening to them means making eye contact and sitting quietly, waiting for instructions. I feel like this rule will take practice, too, which is why it's in my top 5 rules.

3. I will have students practice raising their hands and writing their questions down, so they don't forget them if I cannot take questions right away when they raise their hands.

4. In fourth grade, some will think this is unnecessary, but I have seen that students sometimes forget to keep their hands, feet, and other objects to themselves.

5. Sometimes, students fear answering questions, working with others, or doing work because they may make a mistake. I made that a top rule because it is essential for students to know that errors are welcomed, which means they are trying and willing to correct their mistakes to learn. To implement this rule, I will engage students in a discussion about when they made a mistake and how they felt or would feel if someone put them down for making a mistake.

*I will explain why I chose these as the top five rules and give students a chance to come up with two to three more rules they feel should be incorporated.*

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_Kiara Ballard - First Day Plans-Elementary - Revised

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When the students follow the rules, they will receive points throughout the week. Then every Friday, they will choose from options such as those in the image above. I feel like an incentive that provides options is bound to pique the interests of all students and cause them to want to follow the rules so that they earn enough to choose between an incentive of their choice.

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Chapter 13 of Classroom Conscious Management provided some great examples for implementing consequences and is how I came up with the consequences for my classroom when rules are broken. I also plan to introduce these consequences to the students and ask them if they understand and agree with them or would like to change them. I will have the final say. However, I will be open-minded to their suggestions.

Consequence # 1: A nonverbal such as a "teacher look" or verbal reminder will be given, such as saying the student's name to remind them of the rule.

Consequence # 2: Points will be deducted from their incentive goal.

Consequence # 3: One-on-one conversation with me to remind the students of the rules and allow them to turn their behavior around.

Consequence # 4: Sit out at recess, and a note will be sent to the parent/guardian.

Consequence # 5: Get the administration involved.

The consequences will be done in this order; however, rule #4 will get the students sent to the office immediately because hitting, kicking, fighting, or throwing objects will not be tolerated.

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I plan on incorporating Flocabulary and Adobe Creative Cloud Express into my classroom, so I would use one of these fun apps to create a video about the class rules. That would be an excellent way for students to remember the class rules and understand the why behind them, what happens when they follow them, and what happens when they break them.

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Kiara Ballard - Classroom Procedure Template

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I added in this motivational video to remind myself that every child needs a champion!

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Rita Pierson: Every kid needs a champion | TED

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The Positive Action anti-bullying program addresses issues, like school culture, parental involvement, community involvement, and more. The foundation of the kit is based on the social-emotional learning approach. The bullying kit includes group/individual exercises that teach children how to deal with bullying and diffuse conflict with an aggressor. It informs parents and encourages the growth of students' compassion and decision-making abilities. Based on teacher reports of student behavior, the evidence-based Positive Action program has had a reduction in bullying behaviors by 41%, a reduction of violent behaviors by 75%, and a reduction in fights by 29%. Although the tool costs I feel like it would be a great investment for the school because it includes 2 free sampled lessons, many activities, posters, and more!

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Anti-Bullying Program - Playground Peacemakers

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Anti-Bullying Program - Playground Peacemakers

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I ranked this as my number two way for dealing with bullying because it is cost free and very sufficient. I feel like on the playground is where bullying occurs the most and with a peacemaker it can reduce the conflicts. The role of the peacemakers is to try to resolve the conflicts between two students as the neutral party. I feel like if students hear from a peer that their behavior is a form of bullying it may help them to see that what they are doing is affecting someone negatively. It will also help the student on the receiving end of the bullying feel comfortable to talk about it because they may be scared to tell a teacher.

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The Horizon ( February ‘22) - Playground Peacemakers (Granite Hill)

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I included this video from module 9 because it provided many different strategies, I could use in the classroom to address trauma such as yoga.

Other things I can do is:

Be mindful.

Build positive healthy relationships.

Provide a safe space and give them the time they need to calm down and let them know this is a normal response to trauma.

Give students opportunities to talk or write about their experiences.

Teach students resilience.

Inform students that it is okay not to be okay.

Try not to take students' behavior personally and remember that their behavior is a form of communication.

Talk with families about what the student is doing in the classroom and obtain ideas or see if they have questions about any ideas to use at home to help.

Model positive behavior strategies.

Obtain advice and assistance from the school counselor or other mental health specialist.

What Is Trauma-Informed Teaching? | Understood

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Children, Violence, and Trauma—Interventions in Schools

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Helping Students Develop Productive Behaviors

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Helping Students Develop Productive Behaviors

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* Attention Behavior- To address this type of behavior I will make it positive. I will address the positive behavior rather than the negative behavior to show the student that they will get attention from positive acts.

* Power Behavior - Something I would do to address this type of behavior is by creating a wheel of choice with the student. The student will feel like they are in control and I will be able to limit those choices so that they are appropriate for the classroom. I feel like that would result in a win-win situation.

* Revenge Behavior- One thing I would do to address this type of behavior is by hugging it out. Hugging it out does not mean that we have to necessarily hug it just means that the student and I will have a conversation about what I may have done to hurt their feelings so that I can apologize for it and show them that their voice is being heard. If the revenge behavior is towards another student I will address it right away if it is harming the student/disrupting the class but if it is not then I will have both students "hug it out" in a safe space with me there as the mediator.

* Inadequacy Behavior - To address this behavior I will build them up. I will instill positivity by saying things like they are important, they are loved, they are smart, they are capable, etc. I feel like this will help them to develop a sense of positive self-worth and build up their self-esteem.

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This resource incorporates ways for me to develop a behavioral intervention plan with an intervention team, identify/understand the functions of behavior, provide a behavior intervention printable sheet, and the next steps after planning the function-based intervention plan.

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Connecting your behavior intervention plans to the function of behavior is the most effective way to create behavior change. Get strategies to address the four major functions of behavior and grab the

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This is another great resource to remind me of what the functions of behavior are and how to access them.

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To return back to mini-course: Applied Behavior Analysis and Autism

Introduction

Welcome to the second unit of this course. This unit consists of 2 lessons.

The first lesson is What are the four functions of behavior?

The second lesson is How do we assess the function of a behavior? ABC Contingency

Each lesson has it's own specific readings, videos, and assessments for you to complete.

Objective: Identify specific behaviors pertaining to the four functions of behaviors to assist in bettering an individual with special needs.

Unit Readings

Lesson #1 Readings

Lesson #2 Readings

Lesson #1: What are the Four Functions of Behavior

It is important to understand that all behaviors occur for a reason. All human behaviors can be categorized into four functions. These four functions are escape, attention, access to tangibles, and sensory.

Note that these four behavior categories do not imply that these behaviors are "bad". These categories are labels for both positive and negative behavior actions.

An easy way to remember these four functions is that "Everybody EATS".

E scape

A ttention

T angibles

S ensory _____________________________________________

An individual engages in a behavior to end or avoid something they do not like.

Example #1: Every time Ms.Sam places a vocabulary worksheet on Stella's desk, she rips up the paper and throws it on the floor. As a result, Ms.Sam does not make her do her vocabulary homework. In the future, Stella continues to engage in this behavior every time she receives a vocabulary worksheet because it results in escaping the vocabulary work.

Example #2: Kyla tantrums every time a demand is placed on her by her teacher Ms.Jenning. Ms.Jenning will ask Kyla to clean up her mess and Kyla will instantly engage in tantruming behaviors. The tantrum will go on until Ms.Jenning decides that it would be easier to clean up the toys herself instead of going through the trouble of getting Kyla to do it. In the future, Kyla continues to engage in this behavior every time a demand (like cleaning up) is placed on her because it results in escaping from having to clean up.

Solutions & Suggestions If the individual you are working with is avoiding a demand or task some strategies that may be effective are:

Using a first-then board

Using a visual schedule

Establishing a good rapport o Using social stories TM

Offering choices

Clear expectations

Follow through [2]

____________________________________________________________________________________________________________________

An individual engages in a behavior to receive attention.

Example #1: Sarah screams every instance that her father walks away from her. When she engages in this screaming behavior, her father returns to her and asks, "What's wrong Sarah?" This behavior is attention-maintained because the behavior consistently results in attention. When Sarah "wants" attention, she screams.

Example #2: Jordan licks the fence in the school yard when he is by himself. Every time Jordan licks the fence, his teacher walks over to him to tell him no. Jordan continues knowing that his teacher will come over to him again. This behavior is attention0maintained because the behavior consistently results in attention. When Jordan "wants" attention, he licks the fence.

(Please note that licking things can be a sensory component of having autism, in some situations it can also be an attention seeking behavior like in this case).

Other Examples: The following are examples of attention seeking behaviors in Autistic children:

Being way too loud, screaming, dancing, jumping

Asking for things way too often (If they are verbal)

Pretending they can not do something they are perfectly capable of doing

Fake crying

Whining

Throwing tantrums

Acting violently, kicking, biting, or hitting siblings or other children.

Beating themselves, hitting his/her head on things, throwing themselves on the floor, pulling their hair, etc.

Solutions and Suggestions "If the individual you are working with has the intent to socially engage or get a reaction from another person some strategies that may be effective:"

Teach your child new and more appropriate ways to seek attention (e.g., tap on shoulder, "look at me") and reinforce when these new behaviours occur

Give positive attention many times throughout the day

Ignore when undesired attention seeking behaviour occurs [2]

____________________________________________________________________________________________________________________

An individual engages in a behavior to get access to an item or activity. A tangible is something an individual could touch or pick up. Individuals on the autism spectrum develop attachments to unusual objects like straws, rocks, scrap paper, pieces of dirt, flags, sticks, etc.

Example #1: When Jenna cries, her mother gives her a pacifier. In the future, Jenna cries because it consistently results in access to the pacifier.

Example #2: Joey wants a toy from his friend. During playtime, Joey will hits a peer which results in the peer dropping the toy and crying. As a result of the hit, Joey now has access to the toy he wanted. This hitting behavior will continue because he realizes when he hits a friend, more than likely he will then have access to the toy he wanted.

Solutions and Suggestions: "If the individual you are working with has an activity or item they want some strategies that may be effective:"

Increase the variety of activities/items your child is interested in so there are more things to help motivate your child

Teaching your child to accept 'no' o Control access to tangibles

Teach your child to request

Transitional warnings [2]

____________________________________________________________________________________________________________________

An individual engages in a behavior because it physically feels good or relieves something that feels bad.

Example #1: Christopher engages in hand flapping in the absence of any specific antecedent or consequence stimulus. This behavior provides automatic sensory stimulation.

Example #2: Derek holds his ears when his peers are talking on the rug. This behavior provides automatically sensory stimulation as it reduces loud noises for Derek.

"Since the goal of sensory-seeking behaviors is to obtain some form of feedback from the environment, they can involve lots of different parts of the body. Sights, sounds, smells, tastes, textures, or body movements can all trigger sensory issues. Some examples include:"

Body movements (e.g., hand-flapping, covering the ears, hair twirling) Providing pressure or squeezing to certain parts of the body Waving or placing objects near the eyes Covering the eyes to avoid bright lights or patterns Chewing on objects or clothing Avoiding perfumes, lotions, or air fresheners Strong aversions to specific food textures. [1]

Solutions and Suggestions: "If your child has behaviors that are internally reinforcing that could provide a need for relief, a calming sensation, or a pleasing sensation, here are some strategies that may be effective:"

Introduce your child to self management techniques

Redirect inappropriate behaviors to more functional ones and reinforce those behaviors (e.g., tapping fingers on a table tapping keys on a piano)

Reinforce behaviors that are incompatible with the self stimulatory behavior (e.g. a child that flaps their hands would be reinforced for keeping their hands folded)

Physical exercise may decrease behavior

Seek medical advice [2]

____________________________________________________________________________________________________________________

Now You Try: Assess Yourself

Now that you have completed the required journal articles, readings, watched selected videos, and have take notes on the lesson material, let's assess!

1.) Classify the behavior.

http://www.quiz-maker.com/QBEPPDMYY

Click the link above and read the behavioral situations. Classify each behavior. If any are incorrect, go back to the corresponding section and review.

Lesson #2: How do we assess the function of a behavior? ABC Contingency

ABC contingency:

"A" stands for "Antecedent" or the events that occurred right before the behavior began

"B" stands for "Behavior" or the actions of the person we are observing

"C" stands for "Consequence" or the events that occurred immediately following the behavior.

By viewing behavior in this frame, we can start to discover the patterns that play a role in forming or maintaining a behavior over time.

Understanding Behaviors and Triggers

When working with a specific individual with special needs / autism, you may decide to keep an ABC contingency chart with you on a clipboard. This allows you to understand the individual's behaviors and find their triggers. When data is kept on this chart, you are able to see patterns that will help you understand certain behaviors. By understanding the behaviors and triggers, you can prevent future negative behaviors ahead of time.

Look at the handwritten ABC chart provided below by an educator in a classroom. In this chart, we look at an afternoon full of behaviors displayed by one particular student. The teacher documented the antecedent (what was happening just prior to the behavior occurring), behavior (the type of behavior occurring), and consequence (what happened after the behavior to resolve the problem).

After looking at this chart, take a few minutes to think about the behaviors.

Ask yourself:

What seems to be Dan's triggers?

What kind of behaviors does he engage in?

What may resolve these behaviors?

Summary of Data:

Looking at Dan's antecedents, it appears that his triggers are transitions. When a transition is to be made at some point in the day, the child displays tantruming behaviors. Referring back to the four functions of behavior, we can also infer that Dan displays these tantruming behaviors as a way to escape what is being asked of him. Because of this data we collected, we can look into ways to better manage transition times for Dan throughout the day. Some solutions fo ratios could be a 5 minute warning, a timer, a buzzer, or 1 on 1 guidance. These solutions can prevent the tantruming behaviors and allow for Dan to be more comfortable with transitions in the classroom.

Checklist or Handwritten Chart To collect data on behaviors you may use a pre-made checklist (see ABC template to the right). These pre-made checklists have options for the antecedent/behavior/consequence for you to check off. Once you get the hang of filling this out, you may consider transitioning into writing your own in a notebook like the example above. This will be your data, do it accurately and do it in a way that you will be able to understand.

Now You Try: Assess Yourself

Now that you have completed the required journal articles, readings, watched selected videos, and have take notes on the lesson material, let's assess!

1.) Read the following ABC chart:

After reading the chart, which of the four functions of behavior correspond with this student's actions? What is triggering this student? What would you do to alter the behavior?

Click the Google Doc link below:

https://docs.google.com/document/d/19QcUR9CMSvVIQk_tj0QSk9FLbqJiVIfjs6sKa83gL-U/edit?usp=sharing

When you click the link please select file > make a copy and input your responses. Please save your document and submit it to AppliedBehaviorAnalysisAutismKnilt@gmail.com

References

[1] "How Can You Treat Sensory-Seeking Behavior?" Applied Behavior Analysis Programs Guide, 2020, www.appliedbehavioranalysisprograms.com/faq/treat-sensory-seeking-behavior/.

[2] "Functions of Behaviour." Erinoak Kids Centre For Treatment and Development, 2012, www.erinoakkids.ca/ErinoakKids/files/51/515c37a7-fed0-4f5a-913b-4f658fb56335.pdf.

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To return back to mini-course: Applied Behavior Analysis and Autism Welcome to the second unit of this course. This unit consists of 2 lessons. The first lesson is What are the four functions of behavior? The second lesson is How do we assess the function of a behavior?

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1. Frequency/Event & Rate Recording
2. Duration Recording
3. Latency Recording
4. ABC (Antecedent-Behaviour-Consequence) Data
5. Scatterplot Analysis
6. Interval Recording
7. Time Sampling

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Measuring Behavior: 7 ABA Data Collection Metdods

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Collecting and analyzing data is a crucial component of Applied Behavior Analysis (ABA). Providers need data to understand the function of behaviors.

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Example of Behavior Contract

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Ideas for Connecting with Parents who Speak Different Languages 

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Ideas for Connecting with Parents who Speak Different Languages 

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* Learn about the family's culture/background/language.
* Learn the greetings in their language. Example "¡Hola!" for Spanish.
*  Use translation apps and a professional translator.
* Incorporate images in newsletters.
* Take example videos of homework problems so that they can still assist their child with their homework.
* Invite families to volunteer in the classroom or around the school.
* Locate and provide resources that are available from the school district and community.

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It's a children's minister's fantasy: Every parent involved in your ministry. You hear weekly, firsthand reports about kids' strides in their faith. Parents have an active role in nourishing their kids' faith development at home, and they feel connected to and supported by your ministry. They know what's happening when - and most importantly - why it's all happening.

Reality is probably a little different, though. Your connection to parents may be tenuous. You may wonder what it would take to build a powerful, lasting connection with parents that'll ultimately enhance kids' faith development.

It's an age-old ministry question: How can we effectively reach parents and connect with them? We asked children's ministers like you from across the country to share their most successful parent connection techniques. Here are their recommendations for parent connections that effectively connect parents, your ministry, and kids' faith growth.

1. Open Lines of Communication

Parents love to know what's happening and what's coming in their kids' ministries. Newsletters - effectively written and well-designed - are a great way to get the word out. Lynne McLaughlin and Lisa Udell at Thornapple Evangelical Covenant Church in Grand Rapids, Michigan, created the Parent Connection newsletter to increase and manage communication with parents.

"The newsletter was born out of wanting to communicate better with parents what was going on, what their kids were learning...and also to give them resources they could use at home," says McLaughlin. "We were getting questions about what we do and why, so the newsletter provided a forum for communicating that."

Since the newsletter began, McLaughlin and Udell say they've seen a marked increase in parents who are willing to assist in the ministry and who take an interest in what's happening. They also frequently get follow-up questions about something that appears in the newsletter, which leads to more opportunities to speak one-to-one with interested parents.

2. Cultivate Conversation

Most parents would dialogue with their kids about faith, but they don't know what to talk about. You can equip parents to initiate these important conversations by following the example of Bill Walton, family pastor at New Life Church in Colorado Springs, Colorado. Walton has created Road Talk, a kit for families that includes worship CDs, interactive activities, and parent tips. Road Talk translates into car conversations, soccer field chatter, and grocery store banter where families talk about God.

3. Support Parent-Child Relationships

"We work hard to hand the ministry of family back to the parents," says Greg Braly, children's and family pastor of New Hope Church in New Hope, Minnesota. "We create connection points to empower the parents to take a leadership role in their child's life."

Braly's ministry sponsors successful relationship-building events for parents and children. One of the most popular is the father-daughter relationship-building experience where dads and daughters build memories by eating together and then visiting several different stations such as a photo booth, prayer walk, ballroom dancing, picture frame-making, and scrapbooking.

4. Become an Information Hub

Coleen Bevan, pastor of children's ministry at Canyon View Christian Fellowship in San Diego, California, says a parent information booth has been one of her ministry's most effective tools for connecting with parents.

"Parent connection techniques are strategies to bring parents and children's ministry together with the purpose of building a strong faith in children," says Bevan. "Our information booth is up each weekend so we can communicate to parents about all of our events. All current events are announced during the service, and the pastor urges parents to visit the booth for further information and to register. This is a great way to connect with our leaders and parents."

The booth is located so new parents can find it easily, and volunteers personally introduce them to the teachers.

"We're expanding the booth to support families, too," says Bevan. "We're adding parenting helps information, devotion books, parenting books, and 'Faith Home' brochures (Cokesbury) that are designed to support families."

5. Create a Parent Advisory Board

Lori Aadsen, associate director of Lutheran Church Missouri Synod (LCMS) District and Congregational Services, advises ministries to create a parent advisory board.

"The board should meet quarterly to gain input on Sunday school, midweek, family events, and nursery programs," says Aadsen.

This shared-influence approach to your ministry will not only boost parent involvement, but it will also generate broader support and interest in what's happening in your ministry.

6. Put Parents and Children to Work

Michelle Anthony, former pastor of family ministry at Rock Harbor church in Costa Mesa, California, organized a family mission trip to the Dominican Republic. "I saw firsthand the impact on families as they prepared for the mission trip and then experienced how it felt to serve together as a family," says Anthony.

Mission experiences let family members see each other through a new lens while teaching them the value of service. These experiences also link parents to your ministry and elevate its value in their eyes.

7. Equip Parent-Teachers

As a former family ministry pastor, Ruth Pape of Colorado Springs, Colorado, says she was constantly looking for ways to equip parents.

"We offered parenting seminars and annual parenting conferences, but ultimately our most important equipping tool was what we used every day: our curriculum," says Pape. "We chose a curriculum, FaithWeaver (Group) because it had an intentional parent-connect tool that families could take home each week. It also had practical how-to experiences to do together that were fun and easy. I'm encouraged to see churches across the country intentionally teaching children and equipping parents on a week-by-week basis. The tools we give to parents need to be easy to do, with fun activities and experiences that are relevant to everyday family life."

8. Let Families Minister Together

"For as long as I can remember, my family has signed up to serve together in the 3- and 4-year-old class," says Pape. "What better way to spend time together as a family than giving to other families? My kids have also counseled at numerous day camps and served countless weekends in elementary classrooms. And it gives me no greater joy than to be 'Jeremy's mom' or 'Matt's mom' or 'Tim's mom' - because my boys have had an impact on the kids they've served. There's no greater legacy than to see your children serving Jesus because of what you've experienced serving the church together. Why not offer these kinds of opportunities to the families in your ministry?"

9. Make Family Time a Priority

The sky is the limit when it comes to creating fun and meaningful family experiences. Measure your events against this filter: Will this opportunity create a meaningful experience for the entire family?

Craig Swenson at Prince of Peace Lutheran in Burnsville, Minnesota, created a program called FamFest, where intentional ministry happens across three generations. Part of FamFest was W.O.W. -Worship on Wednesday Nights - for the entire family. Families ate a meal together and worshipped together. Then small groups of families or households met to read the Bible and apply what they learned to everyday life through fun, interactive activities.

10. Celebrate Children

"One of the most important things your church can do for parents is to create joyful experiences that celebrate families as they navigate each new stage in their children's lives," says former family ministry pastor Ruth Pape. Here are celebrations she's used successfully to connect with parents.

Prepare for birthdays.

Before a child is born, begin a supportive partnership with parents. First, provide parents-to-be with opportunities to connect with other young couples. Then offer pre-birth counseling to help new parents learn what it'll mean to shape the spiritual growth of a child. Make sure to celebrate when babies are born. Lastly, offer support by pairing new parents with veteran parents they can call for advice and support.

Mark milestones.

Dedications, baptisms, confirmations, First Communions - all are important times for churches to celebrate with families. Celebration encourages parents in their roles as their children's spiritual mentors and highlights their successes.

Safeguard family time.

Be careful of creating programs for the sake of programs. Many churches are reversing course and attempting to simplify and reduce the number of programs they offer. Decide what's best for your location, church culture, and families' needs.

Offer education.

Create parent education opportunities for parents of different-age children to meet, encourage one other, and learn together. Sponsoring programs such as MOPS (Mothers of Preschoolers) and Moms In Touch is an excellent way to encourage parents along the way.

Promote children's leadership.

Children aren't the church of tomorrow; they're the church of today. Model the value that Jesus placed on children by finding meaningful ways to include them in every aspect of church life, including worship. Weave children's prayers, songs, and messages into family worship experiences.

"The two most meaningful worship services I attended last year were at Cornerstone Fellowship in Livermore, California, and Copper Hills Community Church in Glendale, Arizona, where the children and youth led worship," says Pape. "The kids prayed, spoke, and were an integral part of the service. Neither of these services was perfect, nor were they performance-oriented. But they were heartfelt expressions from Jesus' youngest followers. Imagine how families and households could be transformed by witnessing this kind of value placed on children and youth."
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10 Ways to Create Parent Connections That Actually Work

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It's a children's minister's fantasy: Every parent involved in your ministry. You hear weekly, firsthand reports about kids' strides in their faith. Parents have an active role in nourishing their kids' faith development at home, and they feel connected to and supported by your ministry.