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Regular family-teacher communication is a meaningful step to long-term family engagement. As Candra Morris, VP of Professional Learning at Waterford.org, notes in a recent article, "Academic success for students requires a partnership between educators and families."

Read on to learn how to communicate more effectively with the families in your school. Included are classroom strategies you can share with your teachers as well as administrator-focused tips.

Prioritize Two-Way Communication with Families

One-way communication is information that only goes from the sender to the receiver. Two-way communication, however, is correspondence that goes back and forth between the sender and receiver.

One-way communication is:

And two-way communication is:

While one-way communication can have a time and place, too much of it can make families feel left out of classroom decision-making. When you can, choose meaningful connection by prioritizing two-way communication with families. A few examples of two-way communication between families and teachers in schools include emailing, in-person or video calls, and teacher apps that include a messaging system.

Effective, Personalized Engagement Strategies for Teachers

Use the following suggestions as possible techniques to encourage parental collaboration and communication. Remember: connecting with families isn't a cookie cutter process, and what works for some might not work for others.

Tailor Communication Based on Family Preferences

Encourage your teachers to get to know each family's engagement preferences early in the school year. That way, they can tailor their connection methods to be most effective for each family.

Celebrate Student Wins

In all communication methods with families, teachers should remember to celebrate a student's wins. Often, educators communicate a student's negative behaviors without sharing their successes. Families work hard to help their students succeed, and they want to celebrate improvement with you just as much as they want to stay informed on areas of growth.

In-Person Communication

Volunteer opportunities, parent-teacher conferences, and after-school events are all ways your teachers can apply in-person communication. But this form of interaction doesn't have to stay confined to the classroom. If a family cannot make it to the classroom for any reason, including transportation issues or a demanding work schedule, home visits can be another option.

As you plan in-person meetings and events, consider the accessibility needs a family may have to participate and communicate comfortably in the classroom. "When hosting parent conferences, family engagement activities, or concerts," Candra Morris notes as an example, "consider requesting an interpreter to meet the language needs of your school." [1]

Technology-Based Communication

Whether teachers are calling home or updating a classroom app, tech-based communication offers more flexibility to families. Of all the engagement strategies, families often prefer tech-based communication-especially texts.[1] Because every family is operating under their own schedule, virtual or asynchronous interaction options allow them to connect with teachers and support their child's education in ways that fit within their daily routines.

Written Communication

A take-home newsletter or note for families can help them feel in-the-know. It adds a personal touch for times when one-way communication messages are necessary and provides families with a physical reminder for upcoming events.

The key with written and tech-based communication is to personalize it. Families are more likely to respond and reach out to teachers when they receive personal notes instead of generic announcements.[2] That personal touch shows them that teachers truly care about them and want to keep in regular communication.

If you can, encourage teachers to add a few sentences to each written or tech-based message for a specific family. They could, for example, add how much they've enjoyed getting to know a family or invite questions about how to best practice the skills children are learning in class at home.

Family Communication Strategies for Administrators

As an administrator, the way you communicate with families in your school or district will, by necessity, differ from the ways teachers interact. Your opportunities for open or one-on-one communication with families, for example, may be more limited. But that makes it all the more important for you to approach the engagement opportunities you do have mindfully.

Get to know families in person during back-to-school nights, parent-teacher conferences, talent shows, or other school events. Introduce yourself and explain your role at your school. Ask families their names and what classroom their student is in, get to know what strengths and areas of improvement their student is working on, and offer your contact information so they know how to reach you.

When families come to you with questions or concerns, prioritize listening first rather than jumping in from the start with a solution (though of course offer assistance and resources when you can).[3] Families can give you first-person insights into how your school can improve-ideas that you may not have considered. Their perspectives are valuable and, as you make it clear that you are listening and want to understand, they will be more likely to feel welcome and continue communicating with you.

On a broader scale, continue to seek input from families through surveys and in-person parent-teacher group meetings. Anonymous surveys in particular can offer families an opportunity to be frank with what they appreciate about your school and what they feel needs improvement. As you develop ways to address these issues, continue seeking feedback from families to make sure you are meeting their needs.
Sources:
1. ​​ Morris, C. Why Every Child Needs a Village For Academic Success. 2020. Every Child Deserves a Village.

2. Benson, G.M. Parent-Teacher Communication, Student Engagement, and Math. AMLE Magazine. https://www.amle.org/parent-teacher-communication-student-engagement-and-math/

3. Lynch, M. 2020. 5 Tips for Improving Educational Leadership Communication. The Edvocate. (August).https://www.theedadvocate.org/5-tips-for-improving-educational-leadership-communication/

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How Two-Way Communication Boosts Family Engagement | Waterford.org

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Communication acts as a bridge to family partnerships. Learn what two-way communication is and how to improve family-educator relationships.

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You are welcome to print copies for non-commercial use, or a limited number for educational purposes, as long as credit is given to Reading Rockets and the author(s). For commercial use, please contact the author or publisher listed.

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Effective communication is essential for building school-family partnerships. It constitutes the foundation for all other forms of family involvement in education.

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A child's education can be greatly enhanced by their parents' involvement in the classroom and at home. Use these printables and articles to prepare for successful parent-teacher interactions during parent-teacher conferences, at an open house, and throughout the school year. Our collaboration forms will help you communicate with parents about their child's progress. You'll find great advice on how parents can support their child's development. Tapping in to the support of parents will enable you to teach more effectively.

Advice for Teachers

Whether you are a first year teacher or have been teaching for 20 years, there wil never be a moment where you aren't learning something new. In this section, puruse resources for working with your students in the classroom, students' parents, and utilizing strategies for teaching different grade levels. You're definitely going to want to put this in your teaching repertoire!

Top Teacher-Parent Collaboration Ideas
Encouraging parent participation in educating their children will help you to be a more effective teacher. Our Top 10 ideas on how to get parents more involved in many aspects of the school day are featured in this gallery of printables and articles. New teachers will find this resource particularly valuable.

Getting to Know Your Student
Send this letter home to parents to help you know your students better.

Parent-Teacher Communication Advice from Veteran Teachers
Communication with parents is an essential part of teaching. Here is a list of helpful suggestions from experienced educators.

Parent/Teacher Relations
Handy suggestions for creating and maintaining positive parent/teacher relationships.

Getting Parents Involved
Encourage parents to volunteer in the classroom year round as an important positive step in improving their child's education. New teachers, who are trying to build solid relationships with parents, will find this resource particularly valuable.

Reading Carnival
Host a reading carnival at your school -- it will give your students a chance to demonstrate the reading skills they've acquired and their parents a chance to be a more integral part of their education.

Advice for Parents

Sometimes as teachers we don't realize teaching our students' parents on how to work with our students at home is just as important as teaching in general. Work on the home-school connection and collaborating with parents with the resources in this section.

A Parent-Teacher's Guide to ADHD (K-12)
What is Attention-Deficit/Hyperactivity Disorder? Get the facts about attention deficit disorders, current treatments, and what the experts have to say about medications in this printable book.

Back to School from A to Z: A Parent's Handbook (K-5)
Help your students' parents prepare for this back-to-school season, with this printable book of advice, activities, and more. These handouts will be a perfect supplement to your Open House.

Power in Math and Science: Advice for Parents
Help parents find ways to reinforce math and science skills.

Step 7: Inform Students and Parents About the Adaptation
Step 7 in the framework for adapting language arts, social studies, and science materials in the inclusive classroom.

How Can Families Help Students Improve Their Writing Skills?
Families are a powerful influence in children's academic development. When family members are involved in student writing projects, students' self-esteem, interest, and language skills improve.

Organization: Advice for Parents
Offer these tips to parents to help them teach their children to become more organized.

Report Cards: Advice for Parents
Distribute this handout to parents to help them respond to their child's report card constructively no matter what the situation.

Help Parents Deal with Homework
The strategies outlined in this article will help parents work successfully with their children to finish homework. Discuss these methods with parents at teacher-parent conferences or on the phone.

Multiple Intelligences Questionnaire
Hand out this questionnaire to parents to help them learn about Multiple Intelligences theory.

More Advice for Parents

Parent-Teacher Collaboration Forms

Use these resources to send home key information to parents. You can use these assets as is or modify them to your individual purpose and classroom.

Letters to Parents
Discover a letter that can be sent home to parents explaining the Gorp's curriculum and message. This great school safety resource focuses on the danger of guns.

Parent Request Form
Use this survey to gather information about your students' parents, such as their hobbies and skills, and whether they can volunteer to share their interests with their child's class.

Parent-Teacher Conferences

Parent-Teacher Conferences are some of the most important days of the school year. Here, parents and teachers come together to make sure students are progressing and colllaborate to determine ways they can both help them continue to succeed. Use the resources in this section to be fully prepared for the big day!

Student-Led Conferences Resource Packet
Put a new spin on conferences by giving your students the opportunity to lead them! This packet includes a letter to parents, a planning sheet, and a self-assessment to use post-conference.

Conference Documentation Form
Complete this form during or immediately after a parent-teacher conference. Have all parties involved sign the form. This printable is customizable. Tailor the PDF to your teaching needs by typing in the highlighted fields before printing.

Parent-Teacher Conferences: Five Important Questions
Prepare yourself for parent-teacher conferences by having the answers for some very important questions, sure to be discussed at your parent-teacher conference. New teachers, unfamiliar with the dynamics of conferences, should find this resource particularly valuable.

Parent-Teacher Conferences: Before, During, and After
Teacher-parent conferences give you an opportunity to increase communication between school and home, keep parents informed about their child's progress, and develop a plan for the student's future. You'll find excellent advice to help you prepare for these meetings. New teachers will find this resource particularly valuable.

Open House Resources

Open houses are an extremely exciting part of the year for schools. Here is your time to shine and showcase all that is great in your classroom and school. Use these general tips or grade leveled resources to make this year's open house the best one ever!

Hosting a Successful Open House
Your students' parents are powerful allies and can make your job much more manageable. Learn some tips on how to foster a positive relationship with parents and host a successful open house. New teachers will find this resource particularly valuable.

Create a Meaningful Open House
Your students' parents are powerful allies and can make your job much more manageable. Learn some tips on how to foster a positive relationship with parents and host a successful open house.

More Open House Resources

Additional Resources

Need some resources for a rainy day? This section is a great place to look for things that you may need for your classroom or may need someday.

Back to School Headquarters
Return to school this fall prepared to conquer any questions you or your students might have about the school year. Our resources range from teaching students the school's layout to assessment tips.

New Teacher Resources
Discover everything a beginning teacher will need for a successful school year, from tips for your first day, to classroom-management advice, to printables and lesson plans that will support your curriculum all year long.

Browse Teacher-Parent Collaboration Resources

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A child's education can be greatly enhanced by their parents' involvement in the classroom and at home. Use these printables and articles to prepare for successful parent-teacher interactions during parent-teacher conferences, at an open house, and throughout the school year. Our collaboration forms will help you communicate with parents about their child's progress.

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There's often a rift in communication between educators and parents who suspect their kids have special needs. A parent describes the support that would have helped her initiate an assessment.

©Shutterstock/Africa Studio

Even as young children, we're able to identify a behavior that is not the norm for our peer group-the one kid in the class who seems a little more agitated than the rest, a little more loud and unruly. Across the room is a scared child. Another struggles with reading.

All of this may also be evident to a teacher, who can compare one child with his or her peers. But it may not be evident to the parent, who does not experience a whole classroom of children.

To the parent, a particular behavior may not seem beyond the norm. The first thing we parents observe is that our child is shy, or picky, or argumentative. We don't observe that behavior and diagnose our child as anxious, having a sensory disorder, or oppositionally defiant. We see behaviors that we seek to modify, not categorize.

A Gap in Experience and Understanding

This opens up a rift in experience, understanding, and communication between parents and educators. Education specialists may speak in professional jargon that parents don't always understand. An educator's perspective on how a student's behavior differs from that of his or her peers and on the demonstration of behaviors can be helpful to parents.

Parents are most often not mental-health experts, but they are experts in knowing their children. When they feel that something isn't right, there's reason to investigate. But most parents who have shared their experiences with me about asking for help for their children have not received it initially. Pediatricians may tell parents to be better disciplinarians. Teachers may say, "He doesn't qualify for services."

Many disabilities-most learning disabilities, most mental health disabilities, and many physical health disabilities-are hidden. A hidden disability is by its nature difficult to observe. Only someone trained in psychological assessment, using prescribed evaluation methods, can determine such a disability-educators generally don't have this qualification.

State departments of education have standards for assessing and evaluating a child for special education services, yet being denied this assessment and evaluation is quite common. A discussion between the parent and teacher or principal may result in an evaluation, but parents are often forced to make repeated requests to push the issue. Parents may also not understand that requests for evaluation must be in writing.

Parents new to the individualized education program (IEP) process are then confused and angry. Worse yet, some parents accept the initial denial, and then the child does not receive an evaluation.

These problems generally occur because educators lack knowledge. In preparing general education teachers, most education programs don't require a class on children with exceptional needs (gifted, special education etc.). States have tests and other assessments to evaluate the knowledge of an education program graduate, but even so, a teacher may not be able to recognize special needs or have knowledge about state regulations.

Parents look to teachers and principals to be experts. Not knowing what to do when a school declines to evaluate a child is a common dilemma for parents of children who are struggling. Advocacy groups may help, but a parent would need to understand that external help is available before they would seek it out. Many parents don't understand the obligation of the school to evaluate their child, and they may not know how to push through a request for evaluation when facing resistance.

Directing Parents to Organizations That Can Help

It would be helpful if school staff referred parents to the appropriate state advocacy organization listed by the Center for Parent Information and Resources. This would steer parents toward a group that could help them to find answers.

In Kansas, our parent group, Families Together, answers questions, holds informational and training sessions for parents and education advocates, and shares documents to inform parents. No one in the school environment let my family know that this group existed, and it took us several years to find it. During that time, we felt isolated and confused. If only a teacher, principal, or district staff member had shared this information.

Hopefully a parent can initiate an assessment and evaluation. He or she will then be accosted with a host of acronyms and other special terms such as IDEA, IEP, BIP, and 504.

My personal experience has been that at no time were the evaluation process or special terms like IDEA, IEP, or 504 explained to me, and I have yet to encounter a parent for whom this did occur. The process of getting help for a struggling child is bureaucratic and complicated, and for the most part educators don't mentor parents through it.

If they haven't located an education advocacy group for assistance, parents usually lack the understanding needed to represent their children well through this process. Following an assessment and evaluation of a child, which requires special services to support that child's education, the next step should be educating the parents about this process. Even a district FAQ website would be helpful. Parents should be part of their child's education team, yet how can one contribute without a good understanding of the framework for special education services and an understanding of how accommodations can be implemented to help a child succeed?

Some educators and schools are amazing. But as a college professor and a parent of a child with an IEP, I have met students who have not been supported through the K-12 years or who received only minimal support to get them through the system. We can do better, starting from the first time a parent approaches a teacher and says, "I'm worried that Olivia seems to be struggling."

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Supporting Parents of Students With Special Needs

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There's often a rift in communication between educators and parents who suspect their kids have special needs. A parent describes the support that would have helped her initiate an assessment.

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Collaborating with families is an important part of the job responsibilities of school professionals working with students with disabilities. Parent and family rights are specified in the Individuals with Disabilities Education Act (IDEA) and must be adhered to by all school personnel. But collaborating with families is not only a requirement, it is the right thing to do. "Over 20 years of research and experience [have] demonstrated that the education of children with disabilities can be made more effective by strengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at home..." [IDEA 97, Findings of Congress, section 601(c) (5) (B)]. As professionals consider developing and enhancing collaborative relationships with parents and families of students with disabilities, the following guidelines should be considered.

Use effective communication strategies in working with families. The use of effective communication skills will facilitate positive working relationships between families and educators. By consciously practicing active listening skills such as paraphrasing, summarizing, and clarifying, educators gain valuable information from family members and validate the importance of family participation in the educational process. Educators must also be aware of the words that they use, avoiding jargon and explaining unfamiliar terms when they sense uncertainty on the part of parents or family members.

Collaborate with families in the development of the IEP. The development of the Individualized Education Plan (IEP) is an important yearly event in the education of students with disabilities. The goals and objectives agreed upon by the IEP team provide the foundation for the student's educational program for the student for the current year. By seeking verbal and written input from parents or family members, scheduling IEP conferences at times that are convenient for them, and helping them understand the IEP process and their rights, a solid foundation for collaboration can be established.

Value the contributions of parents and family members. While educators may enter the relationship with more formal training and experience than most parents or family members, parents and family members have knowledge and experience gained from living with their child. They want what they believe is best for their child and have developed unique insights and coping skills. By providing opportunities for parents and extended family members to be involved in meaningful ways, the school and the student can benefit.

Take the initiative to develop a truly collaborative relationship with parents and families. Several characteristics of collaborative relationships as described by Friend and Cook (1992) apply particularly to developing collaborative relationships with families of students with disabilities. While schools and families may not agree on all areas, the existence of at least one common goal will facilitate the development of a collaborative relationship (Simpson, 1996). That goal may be helping the student pass the Standards of Learning (SOL) assessment, complete a project, or develop appropriate peer relationships. The recognition that school and home share responsibility for attainment of that goal furthers the collaborative relationship. For example, parents may follow up at home by assisting with homework or providing opportunities for students to meet with peers outside the school setting.

Demonstrate caring and concern for the student and his/her family. Consider the golden rule of parent involvement: Treat parents (and family members) as you would want your child's teacher to treat you (Canter, 1994). How would you want to be spoken to? How would you want to be listened to? In talking with parents of students with disabilities, school personnel might be surprised to find that even highly educated parents find the special education process overwhelming, frustrating, and intimidating. To paraphrase a common saying, parents and family members don't care how much you know until they know how much you care.

By initiating and nurturing collaborative relationships with families of students with disabilities, educators can increase the likelihood of successful outcomes for students. Valuing family contributions, providing opportunities for meaningful involvement, and demonstrating caring and concern for students and families are small actions that can pay big dividends in teacher, student, and family satisfaction with the school program.

References

Canter, L, & Canter, M. (1994). The high performing teacher: Avoiding burnout and increasing your motivation. Santa Monica, CA: Lee Canter and Associates.

Friend, M., & Cook, L. (1992). Interactions: Collaboration skills for school professionals. New York, NY: Longman.

Simpson, R.L. (1996). Working with parents and families of exceptional children and youth: Techniques for successful conferencing and collaboration (3rd ed). Austin, TX: Pro-Ed.

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Collaborating with families is an important part of the job responsibilities of school professionals working with students with disabilities. Parent and family rights are specified in the Individuals with Disabilities Education Act (IDEA) and must be adhered to by all school personnel. But collaborating with families is not only a requirement, it is the right thing to do.

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As a teacher of children with intellectual disabilities, speech and language impairments and autism, I have always been intrigued by the home-school relationship and the role it plays in the academic success of children with special needs.

When working on my doctoral degree in educational psychology, I embarked on a journey to explore the home-school connection, its challenges and the most effective ways to initiate it. I undertook a qualitative study that included 10 teachers of children with autism. I found clear evidence that parent-teacher collaboration improves learning in special-needs students.

Teachers of children with autism gain a special connection to their students and open a unique channel of communication.

Collaboration not only helps promote positive behavior, but it can also help reduce challenging behaviors. For example, I had a student who enjoyed hearing the sound he could make when he slammed a door. My colleagues and I attempted different interventions to discourage him from door-slamming. When we reached out to the child's mother, we discovered he spent a large portion of his time at home slamming doors. With this knowledge and his mother's involvement and support, we designed an intervention plan and implemented it both in his home and at school. With the same intervention being used in both places, we were able to drastically reduce the troublesome behavior.

The home-school connection also leads to greater academic success for special-needs children as the professionals around them gain a better understanding of factors that have an impact on their learning. If something is interfering with a child's ability to learn - such as the seating arrangement in class, a specialized diet, hypersensitivities or even lack of sleep the night before - the teacher and other school staff ought to be made aware of it.

Collaboration gives parents an opportunity to reinforce skills taught in the classroom. Children with autism feel more secure and display less anxiety when their parents are involved in their schooling. Home-school collaboration begins when a teacher reaches out to the parent to foster a connection and establish communication. Some of the ways that teachers can try to involve parents include sending home projects; reaching out via phone, text or email; or using an online communication notebook in which teachers and parents can write notes to each other.

You will sometimes face challenges when you set out to establish a collaborative relationship with the parents of your special-needs students. Sometimes parents refuse to collaborate because they are in denial about their child's diagnosis and abilities. Other parents find it difficult to find time in their busy schedules to get involved. In order to work through these challenges, teachers must encourage collaboration according to each parent's individual abilities. Teachers can learn so much from every moment shared with a parent, whether it's at drop-off, pickup, an IEP meeting or a parent-teacher conference.

If you find yourself in a situation where parents are reluctant to engage with you, there are multiple ways to encourage them. You can send home samples of the child's work or notes about activities or make a weekly or biweekly phone call home. If you aren't making any headway, take advantage of the parent-teacher conferences to discuss how to strengthen the connection.

I'd like to share a story about one student with autism who displayed challenging behaviors both in school and at home. His mom knew that he exhibited those behaviors but preferred to leave it to the school's judgments and expertise to deal with it. She sometimes even forgot to let her son's teachers know about a change in medication or routine. When the teacher tried to call or wrote notes home, the mother did not respond.

At parent-teacher conferences, the teacher was thrilled to see the student's mom walk through the door. It was the perfect opportunity to explain the situation and the importance of the home-school collaboration. The teacher shared prompting words, checklists and behavior-modification strategies with the mother. After two weeks of follow-up conversations, the boy's behavior improved dramatically.

It is important for teachers to seize every opportunity to ensure that parents are on board as active team players in their child's education.

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Parental involvement and special-needs students

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As a teacher of children with intellectual disabilities, speech and language impairments and autism, I have always been intrigued by the home-school relationship and the role it plays in the academic success of children with special needs.

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Whether you are a parent or a teacher, your goal throughout the individualized education program (IEP) process should always be to help your student reach his or her potential. Since parents and teachers are arguably the most important adults in a child's life, they are best suited to help that child prepare for and face challenges and new experiences. They are also uniquely positioned to model teamwork and compromise for a student by working together in a positive way to solve disputes.

Learning At Home and At School

Whether your child is new to special education or has been receiving services for years, transitioning to an unfamiliar environment can be frightening. By keeping lines of communication open and working together, parents and teachers can ease a student's anxiety about a transition and ensure that a child is always learning. In Making a Smooth Transition to School, parents and teachers are given practical advice to help ease a student into a new classroom, school or program. Parents and teachers will find helpful tips on how they can prepare the student ahead of time and solidify routines before that crucial first day of school.

Additionally, an important goal of the IEP process is to create students who are continual, lifelong learners. In Consistency Between the Classroom and Home, parents and teachers will find specific ways that they can encourage students to continue learning at home. Since parents are uniquely positioned to help students apply the skills they've learned, they are encouraged to work on their children's IEP goals outside of the classroom. In addition, teachers will find specific tasks that they can ask parents to complete at home with their children to support these goals and the overall academic progress.

Open Communication is Key

When the lines of communication are kept open, the parent-teacher relationship should remain a positive one. What happens when something goes wrong, though? In Where to Turn When You Have Concerns parents will find a list of important IEP team members who can answer questions or help to address concerns. In addition, this article will help parents understand the authority and the limitations of each team member so that parents can approach these team members with realistic expectations and goals. This section also encourages parents to go through the appropriate team members before considering any legal action.

Unfortunately, even the most well-meaning parents and teachers sometimes disagree. In Strategies for IEP Dispute and Conflict Resolution, parents will discover how conflict resolution is built into the IEP process. Parents and teachers will also find IEP-specific guidelines that will help make the process easier and reduce the likelihood that a conflict will escalate. And, both parents and teachers are reminded that the IEP process should be child-centered, and that all team members should work collaboratively to create a plan that best suits the needs of the child.

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Whether you are a parent or a teacher, your goal throughout the individualized education program (IEP) process should always be to help your student reach his or her potential. Since parents and teachers are arguably the most important adults in a child's life, they are best suited to help that child prepare for and face challenges and new experiences.