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I have not been the best at involving parents in certain things, including EBP discussions. The parents at my school are very involved and constantly question everything I do. One thing I would like to implement this year, is being proactive rather than reactive. I am hoping to let my parents know my plan right away and ask for suggestions. To deal with disagreements, I hear them out then try to explain why I am doing what I am doing. It doesn’t always work, but most times it does.

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I communicate with my parents/families almost daily, either through direct contact (when they are picking their child up at the end of the day, emails, phone calls or a note home.  Also, prior to their child's IEP meeting I make sure to reach out and ask them what their goals are for their child, because I believe parent involvement in writing goals and present levels of performance are very important for student growth!  If we had a disagreement, I would try first show the parents/family why I am doing what I am doing and how it will positively impact their child.  If that didn't work, I would try to work out some sort of compromise with the parents/family.
Heidi

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I communicate with my parents by whichever means is easier for them. However, I prefer over the phone because it eliminates confusion and lines getting crossed. I also feel that parents are more comfortable asking questions over the phone if they don't understand what I am telling them than infront of a table full of strangers at an IEP meeting. Even the words intervention and evidence-based practice are intimidating to some parents. Being as descriptive and transparent  as possible with what we are doing in the classroom helps them feel more comfortable and more open and more likely to get involved.

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As I mentioned earlier, I've had parents come to me with things they've "read online" or things they think will help their child's speech. It's always a hard conversation because I never want to make the parent feel like they don't know their child, or their idea isn't a good one. However, sometimes there just isn't evidence to support these therapy techniques, and I don't spend time working on things that aren't proven to work! I just think it's all about the presentation. I try and tell the parent their intention is great, and attempt to look in to other EBPs that target the goals the parent wants!

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Sadly, I have limited contact with parents at my school. Many of my students live in poverty, which leads to limited parent involvement. Additionally, some parents have a disability themselves. These factors leave me with somewhat of a barrier; however, I do send notes home and encourage parents to look at my classroom website. Next year, I plan to send out a monthly newsletter describing practices and skills taught in the classroom. If I use an evidence based practice with a student, I normally discuss this at report card pick up with parents, if they show. Also, out of the nine IEP meetings I had this year, only two parents showed up. I have not had any disagreements with parents, but if I were to, I would explain the research behind a practice and offer to work with them.

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Like many have said, I also see a lack of parent involvement. Often times, I have a hard time getting parents to show up for IEP meetings or signing a sheet that needs to come back to school. This is not because of a lack of communication but rather a lack of interest of involvement with their student's education. I think it would be awesome to have a parent night and let the parent's see how some of these practices look and how their child may benefit from it. If a disagreement were to happen, I feel that it is important to see all perspectives, and come to a common ground with the learner in mind.

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I have great difficulty getting parents to be involved in their child's education. Apart from attending the yearly IEP, I have very little contact with most of my families. I send home letters and emails instructing what to do with homework, and how to help them based on the EBP we're focusing on at the time. I've never had a parent question the EBP we work on, one ones who are invilved sign off on the homework, but because of the general lack of involvement I don't send home much per week.

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I have great difficulty getting parents to be involved in their child's education. Apart from attending the yearly IEP, I have very little contact with most of my families. I send home letters and emails instructing what to do with homework, and how to help them based on the EBP we're focusing on at the time. I've never had a parent question the EBP we work on, one ones who are invilved sign off on the homework, but because of the general lack of involvement I don't send home much per week.

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When I implement an intervention based strategy such as Guided Reading Plus, Comprehension Focus Group, or another intervention, I always send home parents a letter outlining the intervention that describes what the intervention is. I feel like I have sat in a lot of those "data day" meetings where we make decisions about interventions and grouping without parental input, which I think should change. Before creating an intervention group and stamping the label, parents should be informed of the strategies and the evidence behind the intervention and how it works. The school and the parent have an equal partnership in supporting the learner. With any disagreement, it's important to reflect on your experiences, consider the perspective of the family, and then reach a common understanding.

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I have had a few parents in recent years come to me with input on programs to use with their children.  These cases all involved students who were diagnosed by outside resources with Dyslexia.  I think when professionals outside our district recommend certain resources, the parents feel more confident in bringing it up.  Otherwise, I'm not sure they would know the types of programs that would be beneficial to their child.  Occasionally parents get their information from other parents and pass that information on as well.  Sometimes it is helpful, and sometimes it involves programs that we don't have, but possibly utilize similar resources already.  Usually discussing this with them goes over pretty well.  I have not had a parent really challenge the programs we are using in school.  We usually meet at least three times a year and can generally show them growth that's being made or discuss changes we can make to see better results.  I do wish we had more parental involvement, and I really wish more of our parents who request resources to use at home from us would follow through with using them at home as well.

Patti

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Over the years, I have become more effective when talking to parents. Some parents are extremely defensive and hostile. It can take years to build a positive relationship and prove good intent. Sometimes it feels like an intricate dance. Although i have learned the dance, i am still very honest with parents and attempt to build a relationship with them.
Along the way to building those positive relationships with parents, I am attempting to show parents the importance of why I am doing what I do. I have recieved positive feedback from parents, stating they understand now why i taught them to wash dishes or make toast (and clean up after).
It is not easy and there are still parents who do not understand the ultimate goal of increased independence.

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I've used EBP to guide my discussions with parents when they are unfamiliar with how to gauge their students performance. I often use curriculums that are based in evidence and this helps to back up my reasoning for their child's performance. Many curriculum's
have research that you can provide to the parent on the validity of use for their student. Many parents respond positively to that. If there is conflict, I often explain that what I've been doing is backed up by research and share that research with the parent. However, if they are still unhappy with my choice, I want to work with them to find something else that will work for their student. In those cases, I will research myself or ask another teacher or the special education director for guidance. I will invite the parents to search for themselves, as well. Then we would meet again and discuss what we've found and come up with a plan of action.

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I do not have a lot of parent involvement.  It would be nice to have a conversation with the parents about the programs that we use and have them carry it out at home.  I send notes home everyday about what we did that day, but usually no communication back.  I feel that parent involvement is very important and it needs to be something I concentrate on in the next school year.

Lindsey

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My students' parental involvement is quite high. At the beginning of the year, I usually have a formal conversation with parents to discuss the plan of action for their child. Most times, parents are in agreement with the path chosen but, sometimes, they do disagree. When they happen to disagree, we discuss the reasons for/against the practice chosen and try to reach an agreement on which to chose. I haven't yet had a situation where the parent is adamant about getting exactly what practice they want for their child but, if I had that situation, I would listen to their reasoning, do my own research, and then further discuss with the parent the next steps.  If it seems like a practice that would potentially help the child, I would not mind trying it.  If, in my experience with said child, I know that it wouldn't work, I would explain my reasoning and the route I'd like to take (and hope for the best).

Alysha

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I have not had experience with parents challenging my curriculum decisions. I wish I had more parent involvement but, sadly I get no response from parents. I send notes home and no response comes back. Many parents do not attend IEP meetings. However, some parents are more than happy to vent on Facebook.

If I were to have a parent problem, I would give them the research and proof to back up my decisions. If the discussion is happening through email, I would also cc my assistant principal or principal just as a precaution. As a new teacher, I would want to make sure I am covered and have a plan in case the discussion would get heated.

It is important for parents to not feel threatened when you try to prove to them what you are doing as a teacher is right. The best way I feel to accomplish this is to make it into a discussion rather than an argument.

Hilari

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Parent involvement is important in many aspects. As a teacher, I communicate with parents daily, and we conference three times a year. I ask parents how they think their child learns best and about behaviors. However,as I reflect I do not believe I have included them on academic evidence based learning. In the area of behavior, parents and I work together to develop EBP's that we will both work on with that child in each environment, and make sure to collect data. In academics, I will throw out their child's strengths and weaknesses. Keeping in mind the EBP we can use for the subject, and what it is suppose to provide.  I will always make sure to get an opinion since they know child best. However, unfortunately most of our parents are not educated in academics or the disability to contribute ideas. It is my job to inform them and help them to understand, then hopefully they can research and come up with some ideas. Disagreements are handled calmly and I always try to walk in that parent's footsteps. All people will be heard, and then we will develop a plan together.