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Discover platforms designed to enhance communication between parents and teachers. These tools are crucial for sharing updates, tracking progress, and ensuring a cohesive approach to education.

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Apps and Websites for Improving Parent-Teacher Communication | Common Sense Education

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Apps and Websites for Improving Parent-Teacher Communication is a list of 17 apps, games, and websites curated by Common Sense Education editors.

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Educator Resource: Introduction to Collaboration

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Educator Resource: Introduction to Collaboration

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A comprehensive overview of why collaboration between parents of special needs students and schools is crucial for the student's development. This video provides a solid foundation for understanding the importance of partnership.

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Collaboration in Special Education

Collaboration among teachers, administrators, and school staff benefits all students, but special education students in particular are best served when a school has an effective collaborative culture. This includes having special education and general education teachers work together, as well as implementing cooperation among grade level teachers and between teachers and administrators. These levels of collaboration create a comprehensive special education program, one which strives to meet the needs of all students with special needs.

Collaborating for IEPs

One key collaborative effort you may engage in as either a special education or general education teacher is the creation of an Individualized Education Program (IEP), the document that describes a student's need for special education services and outlines the services the child will receive. In this process, once the student's areas of exceptionality are identified, the special education and general education teachers discuss goals for the student, as well as accommodations and modifications the student needs in order to be successful with those goals.

For example, Janet is a special education teacher who provides inclusion services for several middle school students. Janet's students share the same set of general education teachers. When updating each student's IEP, Janet consults with their classroom teachers in an IEP meeting, also attended by the student's parents, to discuss the student's existing goals and accommodations. The team examines the student's progress and together sets new goals for the year. They also discuss whether accommodations should remain or be changed or if new accommodations are needed.

Collaborating for Instruction

Another important collaboration involves designing and delivering instruction. In this instance, collaboration might be between grade level educators who teach the same subject area, along with the special education teacher. Collaborating for instruction might also be among members of a grade level team, with members planning interdisciplinary instructional units and including their special education colleagues so as to best serve students with special needs.

Janet collaborates with general education peers in both of these situations. Depending on the needs of her students, Janet meets with the grade level subject area teachers as they examine data from common formative assessments and plan upcoming instruction. As a group, the educators discuss various levels of proficiency and what information and practice students need to move forward. Janet is able to offer suggestions for her special education students, but also insights into other instructional strategies for students who are not on her inclusion caseload.

When her inclusion team plans their interdisciplinary units, in which students encounter information from various subject areas in one instructional unit, Janet again offers feedback on how her students can be most successful within the unit. The different subject area teachers can explain how the pieces of the unit fit together and what skills and knowledge students need in each class. Each teacher brings their knowledge of research-based instructional strategies to the planning process.

Collaborating for Other Needs

Successfully implementing a special education program involves collaboration among teachers and other staff to meet various needs of special education students.

Janet teaches a student diagnosed with a seizure disorder. This student takes various medications and must be removed from the building before each scheduled fire drill, as the strobe lights can trigger a seizure. As part of the IEP process, Janet works with the school nurse to plan for the student's access to medications. They also devise a plan to ensure the child is not exposed to the noise and flashing lights of the fire alarms. If the student's medications change throughout the year after various medical checkups, Janet and the nurse consult to update the student's school medication plan.

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school-wide collaboration in special education - video & lesson transcript | study.com

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School-Wide Collaboration in Special Education - Video & Lesson Transcript | Study.com

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Collaboration among teachers, administrators, and school staff benefits all students, but special education students in particular are best served when a school has an effective collaborative culture. This includes having special education and general education teachers work together, as well as implementing cooperation among grade level teachers and between teachers and administrators.

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This book offers a deep dive into strategies for collaborative education. It's a great resource for parents and educators looking to create a more inclusive and supportive learning environment.

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The Graduate School of Education and Human Development

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Collaborative learning - the practice of breaking students into small groups to answer questions, work on projects and learn from one another - has become one of the strongest core philosophies operating in classrooms today.

The concept is not new; much of the early research on collaborative learning (also called cooperative learning) was done in the 1980s and 1990s when most classrooms favored the traditional teacher lectures and individual student work. But with the growth of technology and the increasing value society places on the ability to work in teams, collaborative learning has become more common. Here are 10 strategies for encouraging the success of collaborative learning:

1. Deliberately select which students will work together

Left to their own devices, students will sort themselves into groups of friends who share common bonds. However, when a teacher creates the groupings, he or she can match students by strengths and weaknesses, deliberately mixing ability, diversity and social capability.

2. Size the groups for maximum effectiveness

If a group is too small, ideas and discussion may not be diverse or energetic enough; if too large, some students won't get involved. Optimum group size tends to be four to five.

3. Teach your students how to listen to one another

Among young learners, active listening isn't a natural skill. Taking time to discuss and practice listening skills with your students - teaching them to make eye contact, avoid interruption and repeat important points - has both short and long term benefits.

4. Set the rules of language and collaboration

There will always be one or two students in each group who will be more likely to take the lead - or take over. Take the time to teach students how to clarify issues, how to paraphrase, how to disagree constructively and how to build on what others have contributed.

5. Make goals and expectations clear

Specific goals and expectations are important. If students are not clear on the goals they are expected to meet, group work has the potential to trail off into socialization or apathy.

6. Assign roles to the members of each group

With roles delineated, students are able to better understand what is expected of them. With roles like leader (directs the group's actions for the day), recorder (takes notes and does all writing), encourager (enables discussion and gives positive feedback) and checker (checks the work and hands it in), its clear how each student needs to fulfill his or her responsibilities.

7. Use real-world problems, not imaginary ones

With practical, real-world assignments, students find information through research and forming real opinions. If you find a scenario that they feel involved in - an environmental issue, a recent Supreme Court case, a complicated social issue - they will take more ownership of the project. Even better, select a problem from the students' own community and challenge them to solve it.

8. Consider giving each group a different task

Delegating tasks gives each group a sense of importance and emphasizes the fact that large problems are solved by people working together. By solving different pieces of an issue, your student groups will have a more personalized learning experience and will better refrain from ill-spirited competition or "borrowing" each other's work.

9. Play a game to get students warmed up

This is particularly helpful for younger students, who may not be sure of their roles in the group or the classroom. Cooperative games require children to use the same skills that they do in collaborative schoolwork, and they can see results quickly. For example, Teach Hub offers cooperative classroom games that are appropriate for grades 1-3, grades 4-6 and grades 7-8.

10. Evaluate each group on its own merit

If you judge groups in relation to each other, students will feel like their success or failure is not entirely in their own hands. Try a system where you can give grades per how well each group met its goals, and/or how each student performed the duties of their assigned role. You can also reward by category, as in best discussions, best research or most original solution.

The Changing Trends of Education

Collaborative learning is just one of the countless ways in which education is changing today. To learn more about how you can develop your leadership potential and enhance your career with a Master's in Educational Leadership and Administration, Education Specialist (EdS) and Post-Master's Certificate from the George Washington University, request information or call 202-994-9283.

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10 Strategies to Build on Student Collaboration in the Classroom | The Graduate School of Education and Human Development | The George Washington University

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Collaborative learning, breaking students into groups to work on projects and learn from one another, has become ! of the core philosophies in classrooms today.

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Parent Resource: Navigating IEP Meetings

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Parent Resource: Navigating IEP Meetings

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Guidance on preparing for and participating in your child's IEP (Individualized Education Program) meetings. Find tips on how to effectively communicate and advocate for your child's needs.

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IEP meetings can be emotional for parents of children with ADHD. And it is hard to hear and understand everything a teacher or administrator says if you are keyed up or anxious. Keeping a positive tone is tricky, but it can be done.

At HOPE Educational Consulting, in Ohio, Katie Wetherbee - a former special-education teacher and a mother of a child with special needs - shows families how to do just that. Here she shares advice that has worked wonders for herself and other mothers of special-ed and children with attention deficit hyperactivity disorder ( ADHD).

1. Prioritize your child's ADHD needs. Before the meeting, write down your child's academic, social, physical, and emotional challenges, in order of priority. Request that the top three problems in each area be addressed. Some things may need to wait, but don't budge on the ones that are most important now.
[Free Download: How to Create An IEP or 504 Plan]
2. Write down everything. Keep a daily log of time spent and of the specific activities you do at home with your child to support his needs in school. For example, monitor the time spent on homework, or on completing daily organizational tasks. This will show the team how hard you work. It will also make it easier to set up programs at school that can work in conjunction with routines at home.

3. Do advance work. Find out which teachers will attend the IEP meeting. If you know that the speech therapist will be there, e-mail questions to her ahead of time. If you prepare well, the meeting time, about an hour in most school districts, can be used more effectively.

4. Make it personal. Nida Parrish, a proud parent of seven-year-old Collin, always brings along two items to IEP meetings: a photo of her son and a piece of his artwork. "Collin is artistic, and it may be a side of him his teachers don't know about. Bringing something personal sets the tone for the meeting and allows everyone to be on 'Team Collin,'" she says.

5. Prepare a presentation. Bring a written list of questions and subjects to discuss, so that you don't forget anything important. When Collin started kindergarten, his dad created a slide-show presentation that illustrated his concerns. It ended with two photos of Collin, side by side: One picture showed him smiling and the other showed him crying. The family left the slide up and asked, "What kind of year will we make for Collin?"
[How to Talk to Teachers About Your Child's IEP]
6. Invite a friend. Ask a friend or family member to come with you to act as a second set of ears and eyes. Your surrogate can take notes, so that you don't miss or misunderstand anything important. After the IEP meeting, while everything is fresh in your mind, review your friend's notes, jotting down questions.

7. Have an open mind. An education lawyer, from Ohio, explains that parents must have faith in the system. "Parents may get stuck on a specific reading program that they feel their child can benefit from. But there may be another program that would better suit your child's needs. Your goal is to explain that Johnny can't read, and to ask for the 'best' program the school can recommend."

Parrish was surprised to learn, before her IEP meeting, that the school had assigned her son a teacher she thought might be problematic. Instead of entering the meeting defensively, she asked why the school thought this would be a good match. Nida agreed with the school's assessment.

8. Designate a go-to person. At the meeting, determine which participant you feel most comfortable with, and ask him or her to be your contact when questions arise. Select someone who interacts frequently with your child.
[Test Your Knowledge: How Well Do You Know Special-Ed Law?]
9. Schedule a follow-up. After the initial IEP meeting, request a 60-day review with the team to see how the year is going. This can be arranged in person with the team or written down in the section of the IEP titled "Summary of Services."

10. Keep everyone on the same page. After the meeting, send everyone an e-mail or a letter summarizing the meeting goals and listing the people assigned to do specific tasks. This will serve as a record of the meeting.

11. Say thanks. Most people who work with special-needs children do it because they love the kids. Send a note that includes examples of how a teacher's actions made a difference.

12. Catalog the journey. Keep a notebook or file for each school year. Include copies of correspondence, the current IEP, test results, report cards, and samples of your child's work. This will help you keep the documents organized, and create a record of the progress your child has made. Refer to the notebook to remind you of how far your child has come, and of the new goals you want to help her work toward.

You are the expert on your child. No one - coach, teacher, or therapist-knows more about her strengths, her passions, her dreams than you do. What's the best way to convey your insights and practical knowledge to her teacher, so your child can succeed at school?

For many parents, the home/school checklist, developed by the Learning Disabilities Association of Minnesota, has been the answer. The document, which serves as an MRI of your child's learning profile, helps identify academic shortfalls and the strategies you're taking, or have taken, to solve them. This handy tool facilitates communication between you and the teacher, and sends the message that you are a valuable resource and part of the team. The checklist may also prompt the teacher to share classroom strategies that you can use at home.

The home/school checklist is especially useful at the beginning of the academic year, but can be used at any point during the semester with good results.

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Students with ADHD benefit enormously from a good Individualized Education Programs (IEP) or 504 Plan. Here, learn what to do before, during and after a 504 Plan meeting or IEP meeting with your child's teacher to set up and monitor the best ADHD accommodations possible.

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Explore workshops aimed at empowering parents of special needs students. These sessions cover strategies for supporting your child's education at home and fostering positive school relationships.

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August 2022

Tech for Teens Club : LEGO Stop-Motion Videos

Date: Saturday, August 13, 2022 — 10:00 AM - 11:30 AM CST

Location: Online Web Streaming

Using just a mobile phone and LEGO brand toys, we’ll be learning how to create stop-motion style videos that you can share with your family and friends. Learn the techniques to create smooth animation using the Stop Motion Studio app (iPhone & Android). Then create your own stories and bring your characters to life! Requirements: 1 mobile device with camera (iOS or Android), Stop Motion Studio app installed, your choice of movable figures or objects such as LEGO brand toys.

Understanding Special Education : Part 1 - IDEA: The Big Picture

Date: Tuesday, August 16, 2022 — 6:30 PM - 7:30 PM CST

Location: Online Web Streaming

Prepare for back to school with this three-part workshop series. Participants will gain an overall understanding of special education, its purpose, and the process. At the end of this presentation, you will understand the big picture of special education, the steps in the process, and how to go about obtaining an educational evaluation.

Video Game Accessibility

Date: Wednesday, August 17, 2022 — 2:00 PM - 3:15 PM CST

Location: Online Web Streaming

Video games provide an opportunity for social inclusion with an individual’s peers, but it can be hard when a lack of accessibility creates barriers. This workshop will showcase a variety of ways video games can be made accessible. Features covered will include Closed Captions and different adaptive devices.

Understanding Special Education : Part 2 - IEP: Access to Free and Appropriate Public Education (FAPE)

Date: Tuesday, August 23, 2022 — 6:30 PM - 7:30 PM CST

Location: Online Web Streaming

Learn how a child is determined to be eligible for special education, the next steps after a finding of eligibility, the required parts of the Individualized Education Program (IEP), and important action steps for parents after receiving an IEP.

Tech for Girls Club : Journey Through the Stars: Part 1

Date: Saturday, August 27, 2022 — 10:30 AM - 12:00 PM CST

Location: Online Web Streaming

Journey Through the Stars! In part one of this Tech for Girls workshop, we learn about long-distance space travel and what a spacecraft needs for long-distance travel. We then design our very own long-distance spacecraft using 3D printing software. The designs created will be printed and available in Part two of Journey Through the Stars in September.

Understanding Special Education : Part 3 - What’s Next: Parent Action, Accountability, and Resolving Differences

Date: Tuesday, August 30, 2022 — 6:30 PM - 7:30 PM CST

Location: Online Web Streaming

Parents and caregivers will learn the importance of their role, how to voice disagreements or concerns at any time within the process, and how to resolve differences or disagreements. Topics discussed include the importance of the Prior Written Notice (PWN), the dispute resolution processes available to parents, and additional ways to be involved in special education.

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Workshops and Live Stream Events for parents of children with disabilities and professionals

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PACER offers nearly 100 helpful, free workshops a year throughout Minnesota for families of children and youth with disabilities and the professionals who work with them. Topics include: Special Education, the Individualized Education Plan (IEP) program, Early Childhood, Transition for Students to A…

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PARENTAL INVOLVEMENT VS. PARENTAL ENGAGEMENT

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PARENTAL INVOLVEMENT VS. PARENTAL ENGAGEMENT

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What many may not know is that there is an important difference between parental involvement and parental engagement.

An involved parent takes part in the activities already determined by the school. An engaged parent takes a step further, often becoming part of the school’s decision-making process.

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Parents are vital in ensuring their children's safety, security, and well-being as well as their educational success.

Parental involvement in school is key: In a 1994 meta-analysis of 66 studies and other publications, researchers found that family ​"makes critical contributions to student achievement from the earliest childhood years through high school." Efforts to improve children's educational outcomes ​"are much more effective when the family is actively involved," the researchers concluded.

What Is the Difference Between Parental Involvement and Engagement?

What many may not know is that there is an important difference between parental involvement and parental engagement.

An involved parent takes part in the activities already determined by the school. An engaged parent takes a step further, often becoming part of the school's decision-making process.

Think of the two as complimentary actions, a kind of yin and yang that together produce better outcomes for students.

Parental involvement may include classroom volunteering, chaperoning school events, participating in parent-teacher conferences and other communication with teachers. Educators largely control these activities, inviting parents to participate.

With engagement, schools intentionally give parents opportunities to offer their own input, develop on their own abilities and take ownership over ideas. Effective engagement can include training for parents of children with special needs and involving parents in key school-wide decisions.

It is driven, foremost, by parents' needs as their children's primary caregivers.

Longtime educator Larry Ferlazzo has written that while parent involvement often involves one-way communication, parent engagement involves two-way conversations. These conversations occur not just through more intentional communication but through efforts like home visits and phone calls to parents in crisis or routine check-ins ​"that don't necessarily only happen when there's a problem with a child."

Download the Annie E. Casey Foundation's Engaging Parents, Developing Leaders report. This publication introduces an assessment and planning tool to help nonprofits evaluate their parent engagement efforts and chart a path toward deeper partnerships with parents and caregivers.

Examples of Parent Involvement vs. Engagement

Parents can become involved in their children's education by:

attending or volunteering at school functions;

discussing school events;

helping out with homework; and

reading with children;

Becoming more involved creates a supportive learning environment at home.

Schools can build engagement by:

involving parents in school-wide decision-making, from instruction to nutrition;

developing programming for parents that trains them in key areas such as digital skills;

inviting parents in to learn more about how schools work and how they can meet their children's needs;

initiating ​"parent academies" conceived and run by parents themselves, focusing on concerns and needs that they identify; and

encouraging parents to see their school as an institution that is part of a neighborhood or larger community.

Ferlazzo, the educator, said it best when he wrote: ​"A school striving for family involvement often leads with its mouth - identifying projects, needs and goals and then telling parents how they can contribute. A school striving for parent engagement, on the other hand, tends to lead with its ears - listening to what parents think, dream and worry about. The goal of family engagement is not to serve clients but to gain partners."

Parental Engagement and Parental Involvement Work Together for the Better Outcomes

Though parental engagement often produces better outcomes than involvement alone, the best school programs interact with parents in both ways. Benefits to students may include higher grades and test scores, better attendance and behavior, increased enrollment in challenging courses and improved social skills.

"As teachers, we know that families must be critical allies in creating learning communities where all children can achieve equitable outcomes," writes educator Ilene Carver. ​"We need to believe that all families sincerely care about their children and will do everything they can to support them. If we, as teachers, reach out with respect, family members will get involved."

Educators say that strong connections between schools and families can help address important non-school factors - such as health, safety, and affordable housing - that account for about two-thirds of the variance in student achievement. These connections can also improve parents' ​"feelings of efficacy" at school and increase community support for schools themselves.

Parent engagement is ​"the ultimate goal of great schools," according to the advocacy group Parents 4 Public Schools, ​"because it allows for not only the creation of better parent-school partnerships but also has a tremendous impact on student achievement."

How Schools Can Encourage Family Engagement

Schools must build relationships, first and foremost.

One place to start? By asking families how they want to be engaged, says Carver. This means asking families ​"what days and times are convenient for them, and what the school could do to support their involvement."

Carver points to small discussion groups or focus groups, hosted either formally or informally, as a means for gathering family perspectives. ​"If families say that transportation, childcare, or the need to prepare a meal before coming are barriers, set up a ride network," she writes, ​"invite the whole family, have activities for younger children, and serve dinner."

Schools should invite teachers, staff, families and community members who can help view the environment ​"as a new visitor would see it," says Carver. ​"How inviting is the entrance? Are there signs letting people know, in a friendly way, where to find what they're looking for? What happens when they go into the office? Can families easily get their concerns addressed, questions answered and problems resolved?"

Putting student work in the spotlight draws families, Carver adds. ​"Ask teachers and parents to be ​'greeters' and welcome families as they come in. Offer interpreters if English is not their first language. Ask local musicians (many may be parents) to provide music. And have fun!"

In areas stricken with poverty and violence, engagement is still possible, according to educators. For example: In Sacramento, California, Parent Teacher Home Visits - a collaboration among an interfaith organizing group, the local school district and the teachers' union - has resulted in better student attendance, higher graduation rates, more parent involvement and lower teacher turnover, advocates say.

The Sacramento program arose after parents complained that it was nearly impossible to talk to teachers about their children. After the visits, advocates say, families are more comfortable coming to school.

More on Parent Engagement and Parent Involvement

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Parental Involvement vs. Parental Engagement

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With parental involvement, parents participate in school-led activities, but with family engagement, they are empowered to bring ideas and take ownership.

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5 Effective Ways to Support Teacher Collaboration

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5 Effective Ways to Support Teacher Collaboration

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School leaders can make collaboration a priority so that teachers learn from each other and develop their instructional skills.

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Administration & Leadership

School leaders can make collaboration a priority so that teachers learn from each other and develop their instructional skills.

Time is precious, especially during the school day. To maximize student learning, teacher collaboration is essential. In my experience as a classroom teacher, a curriculum coordinator, and an administrator, I've observed that these five ideas work well for teacher collaboration.

1. Scheduled Planning Days With No Students

Teachers and instructional coaches need time to plan without interruptions and for a prolonged period of time.

Teacher collaboration days that are dedicated to various groups of teachers working (together or independently as needed) are important. This type of longer, more involved planning allows teachers to build deeper relationships, work without interruptions, and build a foundation for the upcoming school days.

Ideally, there would be eight planning days a year. A possible schedule would be two days at the start of each quarter-even better if it's before school begins for students in the quarter. Not all schools or districts have the luxury of creating their schedules in this way, but if it's possible, it's worth making the time for this.

2. Welcome Clubs and Activity Periods

Welcoming new faculty members and continuously building strong relationships with all members of the school community are often left out of teacher collaboration. If schools want teachers to collaborate, the first thing that needs to happen is mutual respect and understanding between colleagues. Making relationship building a priority creates a positive working environment.

A welcome committee or dedicated club can make it easier for new teachers to connect with people throughout the school, not just their teammates.

For example, a faculty-led club can plan monthly activities. I was once a co-facilitator of my school's Aloha Club, which planned events like a train ride with families, a ghost tour, karaoke night, bowling, and even an outdoor obstacle course. This bonding allowed us to collaborate easily as we worked on larger-scale events that impacted the entire school.

Time could be used in the planning day (with no students) to have faculty and staff share something to teach during an activity period. For example, an administrator might teach basic jewelry making, or an educational assistant might teach bullet journaling, or a teacher might share the basics of pickleball. This could occur, perhaps four times a year, for 60-90 minutes in the non-student planning day. This time builds meaningful relational capacity between teachers and stakeholders.

3. School-Level Opportunities and Teacher Learning Programs

Experienced teachers also benefit from opportunities to grow their collaboration. One way is to offer them paid leadership opportunities within the school or leadership programs outside of the school to grow their professional learning network.

For example, paid roles like being an official mentor for a new teacher or a department lead would allow seasoned teachers to build their collaboration skills in a new way. This is moving into leadership territory, but in order to facilitate good collaboration with others, a leader needs to be in the group. Gaining opportunities in leadership shows teachers a new perspective within a collaborative group and ultimately benefits student learning.

Another option is to have teachers who have played many roles within a school learn how to collaborate with educators outside of their school. Many school districts and teacher unions have dedicated teacher leadership programs.

Additionally, a quick online search reveals several national fellowship and learning programs for educators-for example, the Department of Education's Effective Educator Development Programs, such as the School Ambassador Fellowship, and the National Education Association Foundation's Global Learning Fellowship. Schools can celebrate and encourage teachers with experience to apply and enroll for these types of opportunities. As a result, new ideas will come into the collaborative space and enrich student learning.

4. Dedicated Planning Time with a Clear Purpose

This is one that teachers mention all the time. Dedicated planning time with other teachers is crucial for teacher collaboration. An example of this would be within the working hours for teachers on campus. Subject departments meet once a week for an hour before classes begin, teams meet once a week during a dedicated period, and academy leads meet once a week in the mornings with an academy director.

However, having time to meet is a waste of time without clear expectations. For example, school leadership can set expectations for departments to work on aligning standards to content, learning intentions, success criteria, and disciplinary literacy. Teams can focus on interventions and meeting the needs of all students socially and emotionally. Lastly, academies can plan a culminating project to showcase learning (usually for the end of a semester).

5. Pineapple Chart for Classroom Visits

I was introduced to the practice of pineapple charts at my former school. Instead of asking teachers to visit other classrooms without knowing what would be occurring in that classroom, teachers sign up for specific days and periods when they are using a particular strategy or doing an activity that they feel confident in showing. In the beginning, teachers are asked by the instructional leaders at school to sign up as a way to get the chart started, but eventually it should become something that runs itself.

Granted, this isn't for every school, but it's a way to make classroom visits feel like a menu of options and for visiting teachers to know what they're going to observe. This is rather different from having teachers go into rooms looking for school initiatives, like having teachers observe if learning intentions and success criteria are posted in the classroom. Pineapple charts put the responsibility for learning on the visiting teacher instead of the visit serving as a check-in on the teacher being observed.

This process also allows differentiated professional learning because teachers can select what they want and need to learn more about. These visits also help with teacher collaboration because visiting a peer and learning from them builds relational capacity across the school.

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5 Effective Ways to Support Teacher Collaboration

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School leaders can make collaboration a priority so that teachers learn from each other and develop their instructional skills.

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3 Tips for Parent-Teacher Collaboration When A Student Has Dyslexia

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3 Tips for Parent-Teacher Collaboration When A Student Has Dyslexia

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Parents and teachers need much better lines of communication. Many parents in the group are frustrated because they have been through the “system” so many times and there is so much red tape. By the time they get to dealing with the teacher, they are already angry and have pre-conceived notions about how their child is going to be treated.

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3 Tips for Parent-Teacher Collaboration When A Student Has Dyslexia

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At Learning Ally, we hear from parents, teachers and students every day. When we came across this letter from teacher Bethany Ivie, we were touched by her openness about her experiences as both a parent of a child who learns differently as well as a public school teacher. After joining a support board for parents of children who have dyslexia, she sometimes found herself feeling like an “outsider” since she works within the school system. In this heart-felt letter, she shares her desire, as a teacher, to help all of the children in her classroom, but she also sympathizes with the frustrations as a parent herself.

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Parent-Teacher Collaboration: From the Eyes of a Mother

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Parent-Teacher Collaboration: From the Eyes of a Mother

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One of the most important considerations in special education classrooms is parent-teacher collaboration; it is critical for student's success. Collaboration has many benefits as both the parties are working towards the common goal of improving the student's lives and preparing them for the future.

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This blog post is written by Vidya, a mom of a teenage boy with autism. She received an Autism Graduate certificate and started the blog, www.autismfamilystory.com. Continue reading to learn about the importance of school-home collaboration from the perspective of a mother to a child with a disability.
One of the most important considerations in special education classrooms is parent-teacher collaboration; it is critical for student's success. Collaboration has many benefits as both the parties are working towards the common goal of improving the student's lives and preparing them for the future. This means both the parents and teachers act as one team to help the students.

We are on the same team

One of the most important thing teachers must know is that parents are experts on their children as they tend to spend maximum time with them. It is very critical that if there are any problems the teachers are facing in the classroom in terms of behaviors, or any kind of skill regression, parents are one of the first people the teachers need to get in touch with. They will be in a better position to let them know if there are any changes going on in the child's life or maybe they are experiencing any sleep or health-related issues. This will help both the parties to brainstorm and come up with a possible solution to help the students.
(Don't forget to snag this FREEBIE below!)
It helps with skill generalization

Special education classrooms have children performing on all different levels. Many of the students require intensive support for learning and require staff who understand how to program for skill generalization. Skill generalization is very important for kids to make maximum gains and maintain the skills for a long time. Parents can play an important part in this. It is very essential the teachers keep parents updated on the kind of skills their kids are working on in the classroom. The teachers can share some ideas the parents can use at home to work on the same skills in a different environment with different materials.

Parents like to get feedback

Some students on the spectrum are non-vocal and are unable to tell their parents about their school day. It is important that there is some kind of communication that is daily facilitated between school and home. Getting feedback about their kids is important for parents especially when their kids are non-vocal. They often get told the things that their kids are not able to do. Most parents will appreciate a quick phone call from the teachers to tell them something positive their child did. This might not seem significant to the school staff, but it will mean a lot to the parents.

It helps with effective conflict management

There will be times when teachers and parents might not agree on things. Having a positive relationship with the parents will help both in solving the disputes amicably. This is very critical for the student's success.It is very important that both parents and teachers work together with a common goal of student success. In today's world technology has made it so much easier for being in touch. This will help in student success which is ultimately the common goal for both parties."

To learn more about Vidya and her son's journey, visit www.autismfamilystory.com or Instagram @autismfamilystory.

Interested in more behavior support resources like this one? Access them all inThe Behavior Institute.Here you will find training videos, implementation checklists, data sheets, materials, templates, and more to assist you and your team in the positive behavior-change process.

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Parent-Teacher Collaboration (From the Eyes of a Mother)

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Working along side with parents helps fast-track those positive behaviors. Learn about the importance of school-home collaboration from the perspective of a mother to a child with a disability.

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There are a variety of apps that make teacher-family collaborations a cinch. Apps like Remind allow teachers to text important updates to their students’ families without revealing their phone number and send file attachments or photos as needed to individual parents or family members, select groups, or the entire class.

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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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ClassDojo offers a classroom management system and a behavior management system, so families can monitor reports on their student’s advancements and behaviors.

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ClassDojo helps teachers, parents, and students build amazing classroom communities.

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Email can be a quick and easy way for teachers and parents to stay in contact about a student. Rather than opting for in-person meetings or even a phone call, the communication can be less regimented and easier to schedule—and it gives both parties a record of communication that can be referred to when making plans and problem solving.

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Video conferencing software, such as Zoom: For parents or families who prefer face-to face communications but don’t have time for in-person meetings, Zoom is another convenient way to address family-teacher collaboration. Teachers and families can set a predetermined time to meet online, and easily talk through a student’s triumphs or tribulations.

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Parent-teacher collaboration is an important part of a student’s education. When the family of a student is able to communicate with their child’s teacher, the two sides can work together to build a relationship and create an optimal learning environment, both at home and at school.

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Parent-teacher collaboration is an important part of a student's education. When the family of a student is able to communicate with their child's teacher, the two sides can work together to build a relationship and create an optimal learning environment, both at home and at school. Plus, they can commiserate on the student's strengths and weaknesses, create a plan of action to strengthen those weaknesses, determine which factors may be amplifying or hindering the student's learning capabilities, and become a united support system to help the student become their best academic self.

For example, if a student is struggling in math and hasn't necessarily told their family, the family may get that information from the teacher-and from there, the two can work together to create a more favorable learning environment. This can mean getting more one-on-one time with the teacher, the family taking on projects at home to supplement the student's in-school lessons, or even hiring a tutor.

On the other hand, if a student is struggling in school because of complications at home, the family can alert the teacher. Or if that information isn't shared, the teacher can ask the family if anything at home may be causing issues for the child. Through trust and a good relationship, the teacher and family can communicate about the issue and create a plan to help the student thrive through a tumultuous time.

Teachers are often expected to be mind readers when it comes to their students, but by forging a strong collaborative relationship with a student's parents or family members, a teacher can gain the insight needed to provide support for the student.

There are countless benefits associated with parent-teacher collaboration, but some of the key benefits include:

Building a positive relationship and trust with the student and their family.

Creating open lines of communication that support the student's academic pursuits.

Creating a more welcoming space for the student to learn.

Getting to know more about the student and how they learn.

Creating understanding between the teacher and the student's parents, ensuring all are on the same page about the student's goals and capabilities.

Keeping parents abreast of their student's progress, both academically and socially.

Teachers who want to lay the groundwork for successful collaboration with their student's family have a number of avenues available to them-and it's ideal to leverage several at a time. Some of the collaborative avenues teachers should explore include:

Communication: There are a variety of options available to teachers under this category, such as:

Encouraging parental involvement such as volunteering at school events.

Making routine phone calls to the student's home to connect with parents and family on a regular basis.

Creating a weekly newsletter that can be sent to all family members for every student to convey generalized information.

Trying the Remind App to get information about school happenings or events to families via text, e-mail, or in the app itself.

Creating an action plan for setting and achieving academic goals and including the family in those plans.

Encouraging the student's family to reach out to you for anything related to the student's schooling or educational needs.

Coordinating Supplementary Activities: By encouraging a student's family to engage in activities that supplement or contextualize what they're learning in school, a teacher can help foster learning outside of the classroom-and make it more fun for the student.

For example, maybe the local museum has an exhibition that correlates with a recent lesson and can extend their learning through a family field trip. Or perhaps there's a math or science camp that takes place over a week during the summer that could bolster their in-class lessons in those fields. If a student's family needs help choosing activities that can enrich their child's in-class learning, teachers can offer specific suggestions or share resources to help guide the family in their choices.

It's also recommended to share more insight on how this approach to out-of-school learning can complement their in-school efforts, while also helping the family to understand the curriculum and how they can support it during out-of-school hours.

Feedback: Telling a family that their student is doing well can be a wonderful feeling. But relaying that they're facing challenges can be challenging. Providing feedback on a student's progress is important for the student and helpful in building on the parent-teacher collaborative environment. When giving feedback about a student, remember to:

Be clear.

Be encouraging.

Celebrate the positives.

Don't shy away from discussing negatives.

Offer constructive ways to help the student improve.

Offer insight on how the parents or family can be part of a student's success.

Make the family a partner in supporting the student through their challenges.

Work together to create a plan going forward, whether it's keeping the student focused on their current path, or creating a new path to help them excel.

Be open to feedback from the parents and communicate with them to address their concerns.

Remember that teachers and a student's family are a team and communicate as members of the same team.

Community-Building: Building an entire community around family-teacher collaboration is a great way to help students realize their academic goals and prepare for the next step on their education journey. While Parent Teacher Organizations can be a great way to collaborate with parents and make them an integral part of the school, but not every parent has the time to commit to being a dedicated board member.

But by creating events, fun educational activities, and other social opportunities that parents and family can attend à la carte, a student's family can still find ways to be active members of the school community and contribute. And by encouraging collaboration between families, students have even more opportunities for educational growth as supported by the community at large.

Empowerment: To provide the most enriching environment for their student to excel, parents need the resources and confidence to contribute to their child's education. Educators can cultivate that confidence by including their students' families in conversations and events that affect a student's in-school life and also direct families toward tools that can assist their student in realizing their goals. Additionally, teachers can also empower themselves through education by pursuing supplemental degrees or working toward an advanced degree in their field of choice. Parents notice this commitment and appreciate that kind of dedication to their child's education.

To foster effective family-teacher collaboration, teachers and educators should recommend the following tools:

Email: Email can be a quick and easy way for teachers and parents to stay in contact about a student. Rather than opting for in-person meetings or even a phone call, the communication can be less regimented and easier to schedule-and it gives both parties a record of communication that can be referred to when making plans and problem solving.

Video conferencing software, such as Zoom: For parents or families who prefer face-to face communications but don't have time for in-person meetings, Zoom is another convenient way to address family-teacher collaboration. Teachers and families can set a predetermined time to meet online, and easily talk through a student's triumphs or tribulations.

PTO or PTA membership: By becoming a part of a parent teacher organization or parent teacher association, parents and families can become more involved in school events and activities and have more opportunity to collaborate directly with teachers and educators.

Apps such as Remind or ClassDojo: There are a variety of apps that make teacher-family collaborations a cinch. Apps like Remind allow teachers to text important updates to their students' families without revealing their phone number and send file attachments or photos as needed to individual parents or family members, select groups, or the entire class. ClassDojo goes further by offering a classroom management system and a behavior management system, so families can monitor reports on their student's advancements and behaviors.

Of course, the key to a great family-teacher collaboration is to create a plan with a student's family. A teacher can share these ideas, methods, and insights with a student's family and develop an effective collaboration plan together-and then, they can watch their student excel.

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Teachers know it's important to create a collaborative partnership with their students' parents, but what are the best methods of collaboration?

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Hopefully, you and your child will have a wonderful school experience; each of your child’s needs will be met, and teachers and staff members will continually exceed your expectations. However, what happens when this isn’t the case? Navigating these delicate situations can be easier when you know where to take your concerns, and what you should expect to hear when you voice them.

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Voicing Concerns as a Parent of a Child in Special Education

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Parents of children with special needs often have concerns. Learn when you should speak with a teacher, principal, district administrator, or a lawyer.

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Family Engagement: Collaborating with Families of Students with Disabilities

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Family Engagement: Collaborating with Families of Students with Disabilities

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The involvement of parents can be a powerful influence on their children’s educational success and as such is regarded as a best practice in early childhood instruction.

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IRIS | Page 4: Family Engagement: Collaborating with Families of Students with Disabilities

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The involvement of parents can be a powerful influence on their children's educational success and as such is regarded as a best practice in early childhood instruction.

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Special Education Teacher Preparation and Family Collaboration

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Special Education Teacher Preparation and Family Collaboration

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Special education teacher collaboration with families is essential to supporting students with disabilities, yet such partnerships often fall short in practice, and teachers report they are not adequately prepared to work with families. In order to prepare competent teachers for working with families, a Family Collaboration Project was incorporated into a special education teacher education program course taken concurrently with clinical practice in the field.

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Teacher and parent relationships - a crucial ingredient: Cecile Carroll at TEDxWellsStreetED

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Teacher and parent relationships - a crucial ingredient: Cecile Carroll at TEDxWellsStreetED

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Organizer, parent and Chicago Public Schools graduate Cecile Carroll shares what she's learned about the need for relationships between teachers and parents. Based on achievements in her neighborhood, she offers concrete approaches and lessons learned for building stronger connections between home and school that are essential in all communities.

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Teacher and parent relationships - a crucial ingredient: Cecile Carroll at TEDxWellsStreetED

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Building relationships between parents and teachers: Megan Olivia Hall at TEDxBurnsvilleED

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Building relationships between parents and teachers: Megan Olivia Hall at TEDxBurnsvilleED

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Megan Olivia Hall teaches science and service at Open World Learning Community, an intentionally small Expeditionary Learning school in Saint Paul Public Schools. She founded Open's first Advanced Placement program, recruiting students from all walks of life to college prep classes. She is a leader in character education, providing professional development, curriculum and mentorship. In 2013, Hall was named Minnesota Teacher of the Year.

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Building relationships between parents and teachers: Megan Olivia Hall at TEDxBurnsvilleED

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A Tale of Two Teachers | Melissa Crum | TEDxColumbusWomen

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A Tale of Two Teachers | Melissa Crum | TEDxColumbusWomen

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Dr. Melissa Crum is an artist, education consultant and diversity practitioner who works with many educators in urban schools. She noticed that many teachers had challenges teaching and relating to students who did not share their same cultural background. So, she worked with a museum educator to create an arts-based professional development series that helps educators think about how they are thinking about their diverse students.

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A Tale of Two Teachers | Melissa Crum | TEDxColumbusWomen

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Parent Advocacy through Special Education Team Collaboration

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Parent Advocacy through Special Education Team Collaboration

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Parent Advocacy through Special Education Team Collaboration

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One Question: How can special education teachers and parents work together?

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One Question: How can special education teachers and parents work together?

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“The important thing is not to stop questioning,” Albert Einstein once said. “Curiosity has its own reason for existing.” In this series, we turn to NYU faculty—specialists in their fields—to address the general questions that we wonder about as we move through the world. Here, Natasha Strassfeld, assistant professor of special education, weighs in on how teachers and parents can forge effective partnerships.

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One Question: How can special education teachers and parents work together?

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Parents of Children with Special Needs Have Needs, Too | Debra Vines | TEDxOakParkSalon

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Parents of Children with Special Needs Have Needs, Too | Debra Vines | TEDxOakParkSalon

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When Debra's son was born, little was known about what we now refer to as “the spectrum.” She began searching for answers in her under-resourced community but found none. Instead, she found a coping mechanism that changed her life forever. Debra's TEDx Talk takes us through her quest for answers and how her love for her son drove Debra to make a difference in her community. Debra Vines comes to us from Maywood, Illinois. In 2007, Debra founded The Answer Incorporated, a nonprofit organization that filled a void that was painfully absent when Debra needed her own answers. The Answer Inc helps parents and caregivers of people with disabilities navigate systems of social services and academic institutions.

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Parents of Children with Special Needs Have Needs, Too | Debra Vines | TEDxOakParkSalon

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The survey exists as a series of scales, or groups of survey questions, that work together to measure a single construct, or topic (e.g., Family Engagement or School Safety). Schools and districts can customize the survey by selecting the topics they value most. We recommend choosing between four and seven topics so families can complete a short, focused survey that delivers valuable information on their attitudes and perceptions toward school.

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A Parent’s Guide to Communicating with Your Child’s School

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A Parent’s Guide to Communicating with Your Child’s School

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Throughout your child’s school years, there is always a need to communicate with school: teachers, administrators, and others concerned with your child’s education. There are also times when the school needs to communicate with you. This is particularly true when your child has a disability and is receiving special education services. Some of this communication is informal, such as phone calls, comments in your child’s notebook, a chat when picking up your child from school, or at a school function. Other forms of communication are more formal and need to be written down.

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The importance of collaborating with families to promote participation in educational decision-making has been identified as one of the key principles of the Individuals with Disabilities Act (IDEA).

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The importance of collaborating with families to promote participation in educational decision-making has been identified as one of the key principles of the Individuals with Disabilities Act (IDEA). IDEA provides for specific rights that enable parents to participate as equal members of the IEP team and to be involved in evaluation, placement, and special education and related service decisions. Family–professional partnerships have been defined as a relationship in which families (not just parents) and professionals agree to build on each other’s expertise and resources, as appropriate, for the purpose of making and implementing decisions that will directly benefit students and indirectly benefit other family members and professionals. Teachers should respectfully and effectively communicate considering the background, socioeconomic status, language, culture, and priorities of the family, and ensure families are informed about their rights as well as about special education processes.

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Teachers collaborate with families about individual children’s needs, goals, programs, and progress over time and ensure families are informed about their rights as well as about special education processes (e.g., IEPs, IFSPs). Teachers should respectfully and effectively communicate considering the background, socioeconomic status, language, culture, and priorities of the family. Teachers advocate for resources to help students meet instructional, behavioral, social, and transition goals. In building positive relationships with students, teachers encourage students to self-advocate, with the goal of fostering self-determination over time. Teachers also work with families to self-advocate and support their children’s learning.

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Parent Teacher Cross-cultural Collaboration in Special Education Parent Teacher Cross-cultural Collaboration in Specia

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Parent Teacher Cross-cultural Collaboration in Special Education Parent Teacher Cross-cultural Collaboration in Specia

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Collaboration in special education is vital for meeting the diverse needs of students with disabilities. It involves various stakeholders working together to create a supportive learning environment. This blog explores effective strategies for fostering collaboration in special education.

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Collaboration in special education is vital for meeting the diverse needs of students with disabilities. It involves various stakeholders working together to create a supportive learning environment. This blog explores effective strategies for fostering collaboration in special education.

A young boy receives attentive assistance from his educator as a specialist observes, ensuring a tailored educational experience.

Building a Collaborative Team

Inclusive Teams: Include special education teachers, general educators, therapists, administrators, and parents. Each member brings a unique perspective, as emphasized in the discussion about the role of a teacher in inclusive education.

Regular Meetings: Schedule regular team meetings to discuss student progress, share insights, and plan collectively.

Communication is Key

Open Channels: Establish open lines of communication among all team members, including parents and students.

Cultural Competence: Develop an understanding of and respect for cultural differences within the team and the student population.

Implementing Individualized Education Programs (IEPs)

Goal Setting: Work collaboratively to set realistic, measurable goals for each student.

Continuous Monitoring: Regularly review and adjust IEPs to ensure they meet the evolving needs of students.

Utilizing Diagnostic and Remedial Teaching

Identifying Needs: Use diagnostic testing to assess the specific needs of students and plan appropriate interventions.

Remedial Support: Implement remedial education strategies that are agreed upon by the team, ensuring that interventions are targeted and effective.

A student exudes excitement during a lesson, matched by her teacher's infectious laughter, embodying the delight of education.

Ongoing Learning: Encourage team members to engage in professional development to stay updated with the latest practices in special education.

Specialized Training: Pursue training in areas like special educator qualification to enhance the team's expertise.

Professional Development and Training

Parent Partnerships: Actively involve parents in the educational process, valuing their insights and concerns.

Community Resources: Connect with community organizations and resources to support students' learning and development.

Parent and Community Involvement

Digital Tools: Leverage technology for communication, resource sharing, and instructional support.

Accessible Resources: Ensure that digital tools are accessible to all students, including those with disabilities.

Utilizing Technology

Effective collaboration in special education is essential for creating an environment where all students can thrive. For those seeking to enhance their skills in this area, joining a Special Education Course at Vidhyanidhi Education Society is an excellent opportunity. This institution is dedicated to preparing educators who are well-equipped to collaborate effectively and make a meaningful impact in the field of special education.

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Strategies for Effective Collaboration in Special Education

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Collaboration in special education is vital for meeting the diverse needs of students with disabilities. It involves various stakeholders working together to create a supportive learning environment...

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High Leverage Practices: A Look at Collaboration

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High Leverage Practices: A Look at Collaboration

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For special education teachers, constantly working with a wide range of people—other teachers, school staff, families, and caregivers—is more than part of the job description. Working and collaborating with these various groups is essential and ultimately provides many benefits for students. Implementing collaboration practices builds effective relationships and creates a better understanding of students’ needs, which allows them to succeed.

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High Leverage Practices in Special Education: Collaboration: Research Syntheses

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High Leverage Practices in Special Education: Collaboration: Research Syntheses

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Effective special education teachers collaborate with a wide range of professionals, families and caregivers to assure that educational programs and related services are effectively designed and implemented to meet the needs of each student with a disability. Collaboration allows for varied expertise and perspectives about a student to be shared among those responsible for the student’s learning and well-being. This collective expertise provides collaborators with a more comprehensive understanding of each student’s needs, which can be used to more effectively plan and implement instruction and services.

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Partnering with Families Through Special Education Research-based Strategies for Special and General Educators

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Partnering with Families Through Special Education Research-based Strategies for Special and General Educators

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Special Education requires schools, communities, and service providers to come together as partners with families to provide tailored services, supports, and instruction for their children. It is clear from years of research that this partnership creates relationships and supports that form the best environment for any child to learn and grow. In these partnerships, families are the most enduring, expert supporters of their children. How professionals support and empower them in this critical role is the focus of this brief.

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TTAC Online: A community sharing resources to educate students with disabilities 

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TTAC Online: A community sharing resources to educate students with disabilities 

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Collaboration

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Description: Based on the work of the CEEDAR Center and Council for Exceptional Children, the GMU TTAC Team has created High Leverage Practice Crosswalks in the areas of Math, Literacy and Transition to support stakeholders in developing personalized professional learning and targeted support, with the goal of bridging research into "practical" classroom practice to improve performance outcomes. The HLP Crosswalks are dynamic documents that will be periodically updated with the most current...

Description: Each self-paced professional learning session is offered at no cost to Virginia public school educators and provides 3-5 hours of professional learning. These sessions guide educators in learning about specific HLPs through videos that model exemplar teacher behaviors. Educators may enroll in any of the following professional learning sessions described below: Enroll in School Leaders, Administrators, and Instructional Coaches: Strategies for Teacher Retention & Support...

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training and technical assistance centers

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The mission of Virginia's Training and Technical Assistance Centers (T/TAC) is to improve educational opportunities and contribute to the success of children and youth with disabilities (birth - 22 years). The Centers provide quality training and technical assistance in response to local, regional, and state needs.

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HLP Highlight Tool - HLP 2: Organize and Facilitate Effective Meetings with Professionals and Families

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HLP Highlight Tool - HLP 2: Organize and Facilitate Effective Meetings with Professionals and Families

# data[].attributes.body
The High Leverage Practices (HLP) Highlight Tools were developed to acquaint educators with the key components of each HLP in order to begin implementation into their instruction and strengthen inclusive practices with students. Each Highlight Tool contains a brief description, video clips, suggested activities and a Plan of Action activity teachers can implement with students to help get them started. As teachers become more acquainted with HLPs, additional resources are provided to help extend their understanding and build capacity for instruction. These tools reflect the main components of the 22 High Leverage Practices in Special Education, which were developed by The Council for Exceptional Children (CEC), in partnership with the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) Center.

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Description:

The High Leverage Practices (HLP) Highlight Tools were developed to acquaint educators with the key components of each HLP in order to begin implementation into their instruction and strengthen inclusive practices with students. Each Highlight Tool contains a brief description, video clips, suggested activities and a Plan of Action activity teachers can implement with students to help get them started. As teachers become more acquainted with HLPs, additional resources are provided to help extend their understanding and build capacity for instruction. These tools reflect the main components of the 22 High Leverage Practices in Special Education, which were developed by The Council for Exceptional Children (CEC), in partnership with the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) Center.

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training and technical assistance centers

# data[].attributes.attachment_link.title
HLP Highlight Tool - HLP 2: Organize and Facilitate Effective Meetings with Professionals and Families (VDOE TTAC at GMU)

# data[].attributes.attachment_link.description
HLP Highlight Tool - HLP 2: Organize and Facilitate Effective Meetings with Professionals and Families (VDOE TTAC at GMU) - The High Leverage Practices (HLP) Highlight Tools were developed to acquaint educators with the key components of each HLP in order...

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HLP Highlight Tool - HLP 3: Collaborate with Families to Support Student Learning and Secure Needed Services 

# data[].attributes.subject
HLP Highlight Tool - HLP 3: Collaborate with Families to Support Student Learning and Secure Needed Services 

# data[].attributes.body
The High Leverage Practices (HLP) Highlight Tools were developed to acquaint educators with the key components of each HLP in order to begin implementation into their instruction and strengthen inclusive practices with students. Each Highlight Tool contains a brief description, video clips, suggested activities and a Plan of Action activity teachers can implement with students to help get them started. As teachers become more acquainted with HLPs, additional resources are provided to help extend their understanding and build capacity for instruction. These tools reflect the main components of the 22 High Leverage Practices in Special Education, which were developed by The Council for Exceptional Children (CEC), in partnership with the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) Center.

# data[].attributes.attachment_link.readable_text
Description:

The High Leverage Practices (HLP) Highlight Tools were developed to acquaint educators with the key components of each HLP in order to begin implementation into their instruction and strengthen inclusive practices with students. Each Highlight Tool contains a brief description, video clips, suggested activities and a Plan of Action activity teachers can implement with students to help get them started. As teachers become more acquainted with HLPs, additional resources are provided to help extend their understanding and build capacity for instruction. These tools reflect the main components of the 22 High Leverage Practices in Special Education, which were developed by The Council for Exceptional Children (CEC), in partnership with the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) Center.

# data[].attributes.attachment_link.keywords[]
training and technical assistance centers

# data[].attributes.attachment_link.title
HLP Highlight Tool - HLP 3: Collaborate with Families to Support Student Learning and Secure Needed Services (VDOE TTAC at GMU)

# data[].attributes.attachment_link.description
HLP Highlight Tool - HLP 3: Collaborate with Families to Support Student Learning and Secure Needed Services (VDOE TTAC at GMU) - The High Leverage Practices (HLP) Highlight Tools were developed to acquaint educators with the key components of each HLP in...

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Building Capacity in Special Education: A Statewide Initiative to Improve Student Outcomes through Parent-Teacher Partnerships

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Building Capacity in Special Education: A Statewide Initiative to Improve Student Outcomes through Parent-Teacher Partnerships

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This article describes the implementation efforts of 80 school districts and the teacher preparation programs of seven IHEs regarding statewide school improvement efforts through parent-teacher partnerships.

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School improvement efforts to increase student performance are sought by states throughout the nation. One Midwestern state implemented a statewide initiative to do just that. The purpose of the initiative was to improve instruction and learning for students with disabilities as well as other at-risk learners through a districtwide state improvement process. Two phases comprised this initiative. The first phase involved districtwide reform efforts designed to support school improvement through capacity building, differentiated instruction, and process coaching. The second phase was to expand the school improvement initiative through parent-teacher partnerships in school districts and in institutions of higher education (IHEs). Each individual district's involvement was to teach current teachers and parents how to work together to improve student outcomes. The IHEs were chosen as part of a comprehensive sustainability effort to train teacher candidates how to work with parents and families, thus building capacity among current and future teachers and parents. This article describes the implementation efforts of 80 school districts and the teacher preparation programs of seven IHEs regarding statewide school improvement efforts through parent-teacher partnerships.

Descriptors: Capacity Building, Special Education, Parent Teacher Cooperation, Partnerships in Education, Statewide Planning, Instructional Improvement, Outcomes of Education, Individualized Instruction, Coaching (Performance), Higher Education, Elementary Secondary Education, Team Training, Educational Change, Sustainability, Universities

Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/

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ERIC - EJ1184770 - Building Capacity in Special Education: A Statewide Initiative to Improve Student Outcomes through Parent-Teacher Partnerships, School Community Journal, 2018

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School improvement efforts to increase student performance are sought by states throughout the nation. One Midwestern state implemented a statewide initiative to do just that. The purpose of the initiative was to improve instruction and learning for students with disabilities as well as other at-risk learners through a districtwide state improvement process.

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A Model for Parent-Teacher Collaboration to Promote Self-Determination in Young Children with Disabilities

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A Model for Parent-Teacher Collaboration to Promote Self-Determination in Young Children with Disabilities

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Parent-Teacher Partnerships in Special Education

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Parent-Teacher Partnerships in Special Education

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There is an old African proverb that says, “It takes a village to raise a child (Buzzell, 1996, p.1).” In today’s society, this saying is applicable to the idea of parent-teacher partnerships in education. The underlying assumption of such partnerships is that everyone who has a stake in a child’s life, including the parents, teachers, and community, should work together to give that child the best education possible. In reality, however, key stakeholders in a child’s life may have many different ideas and beliefs, and, as a result, a disconnect in communication and relationships among them can arise. In such situations, fluid partnerships between these stakeholders can be challenged and resulting tensions can emerge which, in turn, can affect a child’s educational experience (Staples & Dilberto, 2010).

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Abstract

There is an old African proverb that says, "It takes a village to raise a child (Buzzell, 1996, p.1)." In today's society, this saying is applicable to the idea of parent-teacher partnerships in education. The underlying assumption of such partnerships is that everyone who has a stake in a child's life, including the parents, teachers, and community, should work together to give that child the best education possible. In reality, however, key stakeholders in a child's life may have many different ideas and beliefs, and, as a result, a disconnect in communication and relationships among them can arise. In such situations, fluid partnerships between these stakeholders can be challenged and resulting tensions can emerge which, in turn, can affect a child's educational experience (Staples & Dilberto, 2010).

Recommended Citation

Braley, Cassandra, "Parent-Teacher Partnerships in Special Education" (2012). Honors Projects. 65.
https://digitalcommons.ric.edu/honors_projects/65

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special education; parent-teacher relations; parent; teacher; education; partnership; teachers and community;  communication;

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Parent-Teacher Partnerships in Special Education

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There is an old African proverb that says, "It takes a village to raise a child (Buzzell, 1996, p.1)." In today's society, this saying is applicable to the idea of parent-teacher partnerships in education.

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Encouraging Meaningful Parent/Educator Collaboration: A Review of Recent Literature

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Encouraging Meaningful Parent/Educator Collaboration: A Review of Recent Literature

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This document synthesizes findings from a number of recent academic studies and policy publications. Among the highlights is the idea that "involvement" may be too narrow a term to encapsulate the range and depth of partnerships that support students' success.

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ERIC - ED536983 - Encouraging Meaningful Parent/Educator Collaboration: A Review of Recent Literature, Center for Appropriate Dispute Resolution in Special Education (CADRE), 2011-Jul

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All parents can and should participate meaningfully in their children’s education, including those whose children receive special education services. The value of parent participation has been recognized under law since 1975, most recently as the Individuals with Disabilities Education Improvement Act (Coots, 2007). Many scholars and professionals in the field of special education have explored various approaches to collaboration since then, and research has demonstrated the benefits for all parties involved: from children and their families, to teachers and principals, to district administrators and the communities they serve. The body of literature on collaboration in family/school relationships has continued to grow. Within that literature are rich insights and implications for improved practice. Complementing well-known work in this area (including Kalyanpur and Harry, 1999; Marzano, 2003; Friend and Cook, 2009; and the works cited previously), researchers have undertaken

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Google Classroom is a free blended learning platform developed by Google for educational institutions that aims to simplify creating, distributing, and grading assignments. The primary purpose of Google Classroom is to streamline the process of sharing files between teachers and students

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ParentSquare. Helps schools comprehensively streamline communication between school staff and families.

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Teachers can use ClassTag to reach all families on their preferred channel—SMS, email, app, web, or paper. Caregivers can use ClassTag

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Seesaw gives elementary teachers the opportunity to create online portfolios for their students so that parents can view classwork

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Similar to ClassDojo, Bloomz also allows teachers to track behaviors and download reports to communicate information to families.

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Family Engagement 
​and Student Learning

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Family Engagement 
​and Student Learning

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NASFCE offers that family engagement includes the ways in which school systems commit to engaging families in meaningful ways, and the ways in which families are committed to actively supporting their child's learning and development. Family Engagement Lab believes that high-impact family engagement is collaborative, builds on the assets of educators and families, and is focused on student learning.

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Family Engagement & Student Learning | Family Engagement Lab

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Advance equitable learning outcomes through the power of families with Family Engagement Lab. Transform student learning with FASTalk today!

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This artifact builds on best practices for ongoing communication with parents while providing methods and tools to use towards collaboration between general education teachers and special education teachers within the realm of ongoing parent communication.

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BLOG: Strong Parent Communication in Special Education

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BLOG: Strong Parent Communication in Special Education

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It is essential that teachers are intentional about parent communication. Whether you are a first year teacher or veteran teacher, parent communication is a must. Teachers and parents need to be on the same team, and here’s some ways to help you get started with parent communication and collaboration!

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It is essential that teachers are intentional about parent communication. Whether you are a first year teacher or veteran teacher, parent communication is a must. Teachers and parents need to be on the same team, and here's some ways to help you get started with parent communication and collaboration!

Parent Communication Basics

Working with parents is so important. Parents have the opportunity to make or break your day. How many times have you come home feeling defeated because a parent made a comment about your teaching? Or blamed you for their child's struggles?

You need to find a way that works for them. Communicate with your families as early as possible to find their preferred mode of communication.

You also should ask how often they'd like to be communicated with. Many parents want daily communication and others prefer weekly. Take their preferences into account.

Keep open parent communication

Parent collaboration and communication needs to start before the school year begins. As soon as you get your caseload, you should begin communicating. If you haven't created a system yet, it's not too late to start.

Meeting with parents before the school year begins should be a high priority. You can begin to gain trust and build relationships. The extra initiative will go a long way with families.

A couple ways you can do this is by sending an email, making a phone call, sending a meet the teacher letter in the mail, or scheduling a video chat. A little bit of effort goes a long way with parents. Take the time to show them that you care.

When I reach out to parents before the school year begins, I am always mindful of their time. Ask if it is a good time to talk and if this is the best way to contact them. Some families prefer email, while others prefer phone calls. If this is not a good time to talk, try to schedule a time to talk in the near future.

Questions to ask parents

1. Tell me about your child.

1. Nicknames

2. Favorite items

3. Triggers

4. Medical information, allergies

2. Child's strengths?

3. What would you like your child to improve on this school year?

4. What would you like for your child's future?
Where do you see them in 5 years?

5. What is your biggest concern for your child in school or in life?

6. If nothing else, what 2 things would you like your child to be able to do by the end of this school year?

7. How often would you like me to communicate?

It is amazing to talk to parents about the hopes, dreams and fears they have for their child and their growth. Some of these questions scare parents. However, listening to them and their story makes a huge difference in gaining their trust.

Finally, I ask parents how often they would like me to communicate with them. This helps give me an understanding of their expectations from me. If a parent asks for daily communication, I would set up a daily communication notebook. If a parent asks for a weekly update, I may use a website (listed below) or send a weekly email at the end of the week. This ensures that I am communicating enough to meet the needs of the family.

How to communicate

As the school year starts, it may become difficult to keep up with parent communication. I get it. Make it a habit to schedule time each week to communicate with families. Take one planning period a week to send an email, post in your Seesaw class, or send home some photos of their child.

I typically use Fridays to communicate with parents. I may spend an additional 10-15 minutes at the end of a day to send out an email or make a meaningful phone call to recap the week.

Here are a couple helpful websites/apps that help parent communication:

At the beginning of the school year, I always communicate with families once a week.

As the school year progresses, I communicate with parents bi-weekly. This can be by sending reminder emails about an upcoming no school day, sending photos of their child in class, or just a general email about how their child did in a particular activity.

Read more about what parents can do with their children at home!

Set up Office Hours

Another way that you may want to communicate with parents is to have office hours. Set up a time where you are available to meet 1:1 with parents that have questions or concerns. I know some teachers may not have that freedom. Try to use a planning period once or twice a week to offer parent meetings.

A little bit can go a long way

Above all, take some extra time to show you care about their child. Some ideas are:

Send cards on birthdays

Every couple weeks send positive messages home (make sure they're authentic and not general). For example, "Josh did a great job in reading today" is a general comment. Try to be more specific and say, "Josh raised his hand and participated in reading today. I know reading can be a struggle for him and I loved seeing his willingness to participate. When he did his reading activity, he was able to correctly answer all the WH- questions about our story! I was so proud of him."

Over my last few years of teaching, I've realized that a little bit goes a long way with families. That extra time before the school year starts, that extra phone call you make during your school week, really means a lot to families.

Instagram | TeachersPayTeachers | Facebook | Boom Learning Library | Pinterest | Youtube

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Strong Parent Communication in Special Education

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It is essential that teachers are intentional about parent communication. Whether you are a first year teacher or veteran teacher, parent communication is a must. Teachers and parents need to be on the same team, and here's some ways to help you get started with parent communication and collaboration!

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Toolkit: Promoting Effective Parent-Educator Collaboration to Increase Student Academic Achievement

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Toolkit: Promoting Effective Parent-Educator Collaboration to Increase Student Academic Achievement

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Students who are English learners represent one of the fastest growing groups in U.S. schools. These students, who have a wide range of backgrounds and cultures, are developing proficiency in English and learning grade-level content at the same time.

Students who are English learners sometimes need supports called accessibility features or accommodations in order to access grade-level content in classes and on tests. Accessibility features and accommodations, such as a bilingual dictionary or extra time, can help these students learn and demonstrate their knowledge.

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Toolkit: Promoting Effective Parent-Educator Collaboration to Increase Student Academic Achievement

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Students who are English learners represent one of the fastest growing groups in U.S. schools. These students, who have a wide range of backgrounds and cultures, are developing proficiency in English and learning grade-level content at the same time.

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Building Successful Communication Between Parent or Guardian and Teacher

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Building Successful Communication Between Parent or Guardian and Teacher

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Two-way communication between parents or guardians and teachers helps to build trust. Trust between school and parents or guardians is important in supporting the learning of culturally and linguistically diverse students, including English learners.

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Funding statement

The Improving Instruction for English Learners Through Improved Accessibility Decisions project is supported primarily through a grant (#T365Z160115) with the Office of English Language Acquisition, U.S. Department of Education. The project is affiliated with the National Center on Educational Outcomes, Institute on Community Integration at the College of Education and Human Development, University of Minnesota. Opinions expressed in this document do not necessarily reflect those of the U.S. Department of Education or Offices within it.

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Improving Instruction for English Learners Through Accessibility Decision Making: Parent-Educator Toolkit | Building Successful Communication Between Parent or Guardian and Teacher

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The Improving Instruction for English Learners Through Improved Accessibility Decisions project is supported primarily through a grant (#T365Z160115) with the Office of English Language Acquisition, U.S. Department of Education. The project is affiliated with the National Center on Educational Outcomes, Institute on Community Integration at the College of Education and Human Development, University of Minnesota.

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It is important to have a good relationship with your child’s teacher. You know many things about your child. Together, parents or guardians and teachers can plan the best way to help a child learn. You will need to talk with the teacher at parent-teacher conferences and at other school meetings. You may have questions you want to ask the teacher at other times. You have the right to ask the school for a language interpreter to help you talk to your child’s teacher. Requesting an interpreter is free for you.

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Funding statement

The Improving Instruction for English Learners Through Improved Accessibility Decisions project is supported primarily through a grant (#T365Z160115) with the Office of English Language Acquisition, U.S. Department of Education. The project is affiliated with the National Center on Educational Outcomes, Institute on Community Integration at the College of Education and Human Development, University of Minnesota. Opinions expressed in this document do not necessarily reflect those of the U.S. Department of Education or Offices within it.

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Improving Instruction for English Learners Through Accessibility Decision Making: Parent-Educator Toolkit | Working with Language Interpreters

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The Improving Instruction for English Learners Through Improved Accessibility Decisions project is supported primarily through a grant (#T365Z160115) with the Office of English Language Acquisition, U.S. Department of Education. The project is affiliated with the National Center on Educational Outcomes, Institute on Community Integration at the College of Education and Human Development, University of Minnesota.

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Improving Instruction for English Learners Through Improved Accessibility Decisions

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Improving Instruction for English Learners Through Improved Accessibility Decisions

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Developed two professional development modules on accessibility and accommodations decision making for instruction and assessment for English learners. One module is for educators and the other is for parents/guardians and families. The project also examined the efficacy of these modules by conducting several pre- and post-module administration analyses.

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Improving Instruction for English Learners Through Improved Accessibility Decisions

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Developed two professional development modules on accessibility and accommodations decision making for instruction and assessment for English learners. One module is for educators and the other is for parents/guardians and families. The project also examined the efficacy of these modules by conducting several pre- and post-module administration analyses.

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Parents of English learners need to be involved in decisions about accessibility features for their children. This Toolkit created by the Improving Instruction project provides several concise briefs to guide parents through this process. Print and audio versions of these briefs are available in Spanish, Mandarin, Vietnamese, and Arabic. Additional briefs for teachers and principals give advice on how to make sure parents are included and listened to.

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Improving Instruction for English Learners Through Accessibility Decision Making (Improving Instruction): Parent-Educator Toolkit

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The parents of English learners need to be involved in decisions about accessibility features for their children. The Improving Instruction project has created several concise briefs to guide parents through this process. Print and audio versions of these briefs will soon be available in Spanish, Mandarin, Vietnamese, and Arabic.

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Building Successful Communication Between Teacher and Parent or Guardian 

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Building Successful Communication Between Teacher and Parent or Guardian 

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Engaging a parent or guardian in meaningful two-way communication will bridge the opportunity and academic gaps for students. This will establish a trusting relationship that will support the learning of culturally and linguistically diverse students, including English learners.

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Building a relationship and maintaining open communication with a student’s parents or guardians is an essential part of supporting your students’ learning. If communicating in English with parents or guardians is a challenge, you may need the support of a language interpreter. Understanding what support an interpreter can provide and how to make the most of the interaction is essential in developing open communication and establishing a trusting relationship with students who are English learners and their parents or guardians.

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Building Successful Partnerships Between the School Principal, Families, and Communities

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Building Successful Partnerships Between the School Principal, Families, and Communities

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Principals play a key role in providing successful leadership for partnerships between the school and its culturally and linguistically diverse communities. They can help create a shared understanding and a caring school environment and culture where all students, including English learners, are valued. Investing in building successful partnerships is vital to support academic learning.

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Building strong relationships with your students’ families is paramount for the success of your students. This partnership between families and principals can promote students’ abilities to learn and succeed in school. Parents or guardians who are not fluent English speakers are entitled to free access to language resources and assistance, such as trained interpreters and translators. These services create a warm and welcoming school environment for the parents who may have limited English proficiency, as well as improve the educational outcomes for students.

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Toolkit: Promoting Effective Parent-Educator Collaboration to Increase Student Academic Achievement

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Toolkit: Promoting Effective Parent-Educator Collaboration to Increase Student Academic Achievement

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Students who are English learners represent one of the fastest growing groups in U.S. schools. These students, who have a wide range of backgrounds and cultures, are developing proficiency in English and learning grade-level content at the same time.

Students who are English learners sometimes need supports called accessibility features or accommodations in order to access grade-level content in classes and on tests. Accessibility features and accommodations, such as a bilingual dictionary or extra time, can help these students learn and demonstrate their knowledge.

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Toolkit: Promoting Effective Parent-Educator Collaboration to Increase Student Academic Achievement

# data[].attributes.attachment_link.description
Students who are English learners represent one of the fastest growing groups in U.S. schools. These students, who have a wide range of backgrounds and cultures, are developing proficiency in English and learning grade-level content at the same time.

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Building Successful Partnerships Between the School Principal, Families, and Communities

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Building Successful Partnerships Between the School Principal, Families, and Communities

# data[].attributes.body
Principals play a key role in providing successful leadership for partnerships between the school and its culturally and linguistically diverse communities. They can help create a shared understanding and a caring school environment and culture where all students, including English learners, are valued. Investing in building successful partnerships is vital to support academic learning.

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PACER Center enhances the quality of life and expands opportunities for children, youth, and young adults with all disabilities and their families so each person can reach his or her highest potential. PACER operates on the principles of parents helping parents, supporting families, promoting a safe environment for all children, and working in collaboration with others.

With assistance to individual families, workshops, materials for parents and professionals, and leadership in securing a free and appropriate public education for all children, PACER's work affects and encourages families in Minnesota and across the nation.

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Students with Disabilities & Section 504 of the Rehabilitation Act of 1973

Section 504 of the Rehabilitation Act of 1973 (commonly referred to as Section 504) is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive federal financial assistance. Those programs include public school districts, institutions of higher education, and other state and local education agencies. To qualify under Section 504, a student must have a disability and that disability must limit a major life function. The Americans with Disabilities Act Amendments of 2008 (ADA) broadened the definition of disability in the ADA as well as in Section 504.

How does Section 504 define disability and major life functions?

Under Section 504, disability is defined broadly. A student is determined to have a disability if he or she has a physical or mental impairment affecting a body system.

This impairment or disability must substantially limit one or more major life activities. These activities include such things as walking, seeing, hearing, speaking, breathing, learning, working, caring for oneself, performing manual tasks, eating, sleeping, standing, lifting, bending, reading, concentrating, thinking, communicating, and more.

When determining whether a student has a physical or mental impairment, the school district must not consider the improvement of a disability caused by a "mitigating measure" such as medication, hearing aids, prosthetics, mobility devices, or other means. The language on mitigating measures was added in the ADA Amendments Act of 2008.

Does Section 504 require schools to do evaluations?

Yes. The school must conduct an evaluation to determine if the student has a disability as defined under this act. Based on documented information from varied sources, decisions must be made by a group of school personnel who are knowledgeable about the child, the meaning of the data, and the placement options.

Section 504 Flow Chart

How does a school determine if a child is eligible for services either under IDEA, the Individuals with Disabilities Education Act, or under Section 504? The adapted Minnesota Department of Education chart below gives you an idea of how the two processes work.

Does the disability substantially limit one or more major life activities? Under Section 504, disability is defined broadly. A student is determined to have a disability if he or she has a physical or mental impairment affecting a body system. The Code of Federal Regulations (CFR) defines a physical or mental impairment as "any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive; digestive; genitourinary; hemic and lymphatic; skin; and endocrine; or any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities."

This impairment or disability must substantially limit one or more major life activities. These activities include such things as walking, seeing, hearing, speaking, breathing, learning, working, caring for oneself, performing manual tasks, eating, sleeping, standing, lifting, bending, reading, concentrating, thinking, communicating, and more. The legislation also states that the school district must not consider the improvement caused by a "mitigating measure" such as medication, hearing aids, prosthetics, mobility devices, or other means when determining whether a student has a physical or mental impairment.

Determine an education plan comparable to that provided to non-disabled students: School districts are required to provide students with disabilities appropriate educational services designed to meet the individual needs of students as adequately as the needs of students without disabilities are met.

Accommodations: When a child is determined to be eligible for services under Section 504, the school must eliminate barriers to his or her access to full participation in school activities, including the general education curriculum. Barriers often are eliminated by providing accommodations to the student. Accommodations must give the child meaningful equal opportunities, consider his or her functional limitations, and offer different ways to show what he or she knows. Examples of accommodations include testing in a quiet room, preferential seating, digital textbooks, tailored homework assignments, or a sign language interpreter for a track meet.

What happens if my child is eligible?

Section 504 requires a school district to provide a free appropriate public education (FAPE) to each eligible student in its jurisdiction, regardless of the nature or severity of the disability. Under Section 504, an appropriate education for a student with a disability could consist of education in a regular classroom, education in a regular classroom with supplementary services, or special education and related services. A child who has a disability but does not qualify for special education services under the Individuals with Disabilities Education Act (IDEA) may still be entitled to services or accommodations under Section 504.

The school must provide a plan for providing reasonable accommodations and other services so a child may participate fully in the school setting. Parents are usually invited to a meeting where the plan is developed. Putting the plan in writing is an effective way to document what services the school will be providing.

What are accommodations under Section 504?

When the school determines that a child is eligible for services under Section 504, the school must eliminate barriers to his or her access to full participation in school activities, including the general education curriculum. The school can often eliminate barriers by providing accommodations for a student. Accommodations must give the child meaningful equal opportunities, consider his or her functional limitations, and offer alternative methods of performance. Examples of accommodations include testing in a quiet room, preferential seating, digital textbooks, tailored homework assignments, and a sign language interpreter for a track meet.

What responsibilities do schools have under Section 504?

To provide assurance that they do not discriminate, schools must designate an employee to ensure compliance, provide grievance procedures, identify and locate all children with disabilities who receive education within the district, and provide notice of the district's Section 504 responsibilities and procedural safeguards to parents.

The district also must give parents a copy of procedural safeguards within the school district. Procedural safeguards include the parents' right to:

receive notice of action regarding identification, evaluation, and placement of their child with a disability

review records

request an impartial hearing

have a review procedure

To request a Section 504 evaluation, parents are encouraged to call their school district's Section 504 coordinator. Parents may also request a copy of the district's 504 policy including grievance procedures if they do not agree with the district's implementation of Section 504.

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Section 504 of the Rehabilitation Act of 1973 - PACER Center

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Section 504 of the Rehabilitation Act of 1973 (commonly referred to as Section 504) is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive federal financial assistance. Those programs include public school districts, institutions of higher education, and other state and local education agencies.

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We all know how important it is to be involved in our child’s education. Parental involvement includes helping kids with their homework, participating in activities with kids, volunteering at school, attending school events, attending parent-teacher conferences, etc. Studies have proved over and over again that parental involvement significantly impacts student performance and school improvement. When schools, families and community groups work together to support learning, children tend to do better in school, stay in school longer and like school more.

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We all know how important it is to be involved in our child's education. Parental involvement includes helping kids with their homework, participating in activities with kids, volunteering at school, attending school events, attending parent-teacher conferences, etc. Studies have proved over and over again that parental involvement significantly impacts student performance and school improvement. When schools, families and community groups work together to support learning, children tend to do better in school, stay in school longer and like school more.

The direct impact of family involvement helps students:
* Earn higher grades and test scores, and enroll in higher-level programs
* Be promoted, pass their classes and earn credits
* Attend school regularly
* Have better social skills, show improved behavior and adapt well to school
* Graduate and go on to post-secondary education

In fact, the power of parental involvement is so high that in 2014 Gov. Jerry Brown signed a bill giving more power to Californian parents by allowing them to have a significant voice in the use of state budget funds for their schools. Parent involvement is one of eight "priority areas" identified by the state.

School Parent Teacher Organizations (aka PTA) play a vital role in getting families and communities involved at schools. They do so by not only acting as a liaison between school and parents but also by facilitating parental involvement in projects and policies that impact students at school and district level. PTA organizations are responsible for organizing academic and non-academic programs, recruiting parent/student volunteers to support such programs and events, and with fund-raising efforts for the school. Having had a first-hand experience running a PTA for a public school, I can attest to the fact that that running a PTA organization is certainly not for the faint of the heart. It requires the same dedication and leadership, similar work hours, carries the same amount of stress and even comes with its own set of dirty office politics, like that of any other paid job!

PTA organizations face several hurdles in getting parents actively involved at school - whether it be recruiting volunteers or getting parents to support school and teachers in different ways.

In talking to parents and PTA members at Oroola, we identified the following 5 major barriers to parental involvement in schools.

Time constraint

With both spouses working and multiple school-aged children, parents found it challenging to fit volunteering into their busy schedules. Many took time off from work to occasionally volunteer for special events at their school when there was a regular and frequent communication from their PTA about the dire need for volunteers. These parents agreed that if they were given sufficient advance notification, they would be better prepared to manage their schedule and find time to volunteer.
Solution: Communicate often, send repeated and advanced communication for major events requiring help and make volunteering signup easy. Publishing an events calendar and opening up the signup right at the beginning of the school year makes it much easier for parents to plan their schedule

Language Barriers

For many immigrant parents, language is a big hurdle that keeps them from getting involved in their children's school. 18 of the 52 schools that offered language translation services or those who communicated to parents in multiple languages saw an increased involvement from parents in schools.
Solution: Use free online services such as Online Doc Translator or Google Translate to send communication in multiple languages if you have a significantly diverse community with a large percentage of Hispanic or other language speaking students

Lack of knowledge about systems and processes

It is no secret that the US public education system is a complex one. Many immigrant families who attended school in a different country, found themselves overwhelmed and lost when it came to understanding the processes and functioning of the school system and that of the PTA. 56% of those surveyed did not clearly understand the role and importance of PTA in their school. When asked if they made any attempts to attend the PTA meetings to know and learn more about the PTA organization at their school, 75% of the parents responded they were either not aware that PTA meetings were open to regular parents or were unaware of the PTA meeting schedule
Solution: Again, communicate regularly. Send out notifications about the PTA goals, budget, etc. at the beginning of the school year and about the accomplishments and achievements throughout the year. Send regular reminders about PTA meetings and other important upcoming events.

Inconvenience

Even those schools where PTA functioned as a professional organization and comprised of very active parent community, about 75% of parents expressed challenges in managing the logistics of involvement. They complained about the inconvenience of remembering multiple logins to various websites, using different tools and sites for different activities, too much paper work and data entry, and about challenges and manual work required to make donations, as it involved paper-based trail, writing checks, etc.
Solution: Make getting involved easier - Make sure your website is set up with all the information required for volunteering, making donations, company matching information, etc,
Publish your organizations tax-id #, and all the forms on your website, set up a Paypal page for collecting donations. It will be worth it even if you have to pay the extra transaction fee. Use online calendars and event management to send out reminders.

Lack of motivation

All human beings require motivation to accomplish things, especially when they aren't compensated or incentivized for it. In our survey, many parents weren't motivated to help out at schools either because they did not realize how their time/money/efforts helped the school or when the school did not recognize their work
Solution: One way to motivate parents is to thank and recognize all volunteers by naming them publicly via school newsletters or emails. Some schools even hold year-end volunteer recognition ceremony where volunteers, PTA, school principal and staff participate in thanking and recognizing the volunteers.

Using Oroola's modern and safe collaboration platform makes it easy for parents to get involved in their children's schools and for PTA to build an engaged parent community. Sign up for a #FreeForLife PTA account for your school.

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Barriers to parental involvement in schools and what PTAs can do about it

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We all know how important it is to be involved in our child's education. Parental involvement includes helping kids with their homework, participating in activities with kids, volunteering at school, attending school events, attending parent-teacher conferences, etc. Studies have proved over and over again that parental involvement significantly impacts student performance and school improvement.

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theAsianparent - Your Guide to Pregnancy, Baby & Raising Kids

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Be sure to check out theAsianparent Community for more insightful stories, questions, and answers from parents and experts alike. If you have any insights, questions or comments regarding the topic, please share them in our Comment box below.

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Infographic: The importance of involving yourself in your child's education | theAsianparent

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Being involved in your child's education actually has a larger impact than hard work and brain power when it comes to academic success.

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Infographic: “Tips For Teachers On Family Engagement”

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Infographic: “Tips For Teachers On Family Engagement”

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The National PTA has created a nice infographic titled "Tips For Teachers On Family Engagement."

You can download the entire infographic here. Here's a partial screenshot:

I'm adding it to The Best Infographics About Parent Involvement In Schools.

This entry was posted in Uncategorized. Bookmark the permalink.

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Infographic: "Tips For Teachers On Family Engagement"

# data[].attributes.attachment_link.description
The National PTA has created a nice infographic titled "Tips For Teachers On Family Engagement." You can download the entire infographic here. Here's a partial screenshot: I'm adding it to The Best Infographics About Parent Involvement In Schools. This entry was posted in Uncategorized. Bookmark the permalink.