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Curated Engaging Personalized Learning Experiences | PowerMyLearning

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Learn how our K-12 personalized learning platform PowerMyLearning Connect can transform your school community by connecting students, teachers, & families!

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How to start a parent newsletter that bridges school and home

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Ask a kid how their day went at school and you may get a one-word answer: "Fine." What's a parent to do? For her TED-Ed Innovation Project, administrator Nola-Rae Cronan created a school newsletter template that's designed to start more textured conversations at home.
Below are her notes on the project:
The goal of my project is to make parent communication easy for schools and families in three distinct areas: general school/grade topics, class/course specific material, and parent-focused advice.

The newsletters

I designed three newsletters - one in March for 8th grade, and two in May for 6th grade and 8th grade. I struggled to find a format that would be free and easy to work with, both of which I felt were needed to insure accessibility for any school.

The first newsletter was completed on Google Docs, which is a free and somewhat easy to format option. Unfortunately, the videos cannot play within the newsletter and the formatting becomes wonky on various devices/screens.

I continued looking for an alternative format and was introduced to Sway by Office while at EdCamp Detroit. Sway is easier to use than Google Docs and has unique features such as video playback, animation and easy updating. The May newsletters were both developed using Sway. Here's the 8th grade newsletter and the 6th grade newsletter.

Let's take a closer look at the 8th grade newsletter.

In the first section, I decided to address general grade specific concerns. I used this TED-Ed Lesson about sleep to drive home the importance of balance during the end of the year finals. This section can be used to communicate general parenting advice (sleep, eating, study strategies, etc.), general school updates (vacations, holidays, programs, etc.), and special concerns (social media issues, bullying, behavior).

In the second section, I focused on the course material covered. I asked teachers to suggest 3-5 topics that had been covered in class with in the last month. I then researched TED-Ed Lessons that would be a good fit (in the March newsletter I also included foreign language, and created the complete lesson in the target language). I decided to have the teachers give me topics vs having them look up TED-Ed Lessons, to reduce their workload in this project. In the future, it might be easier to have the faculty offer the newsletter author actual lesson titles to use, and/or create lessons for material not available. In this section, I encouraged parents to take a peek at what their kids were working on and to have conversations with their children about their understanding of the material. Within this section, each subject area was highlighted with a short description/explanation of the material and a TED-Ed Lesson.

The third and final section was designed just for parents. For this section, I chose a fun TED Talk about children lying to address the stereotype of "normal" adolescent behavior. This section can be related to parenting, or just a wonderful way to introduce parents to TED. It can also be a great way to encourage parents to have meaningful dialogue with one another in the discussion part of the TED-Ed Lesson or at a parent event at school.

Parent Feedback

I received 9 responses for the 8th grade newsletter with the following responses:
8/9 found the newsletter "helpful in understanding what your daughter is covering in class"
8/9 found the newsletter "easy to navigate"
8/9 responded 'absolutely' to "would you recommend this newsletter?"

When asked if there is "anything you would like to add?" I received the following:
"The videos provide variety and a different approach to conversation with our daughters. I see this as an excellent communication tool that can be used in multiple ways."
"I would want to see more videos and get this newsletter on a regular basis as the girls are learning new concepts."
"Great way to send information. Very easy to use and a fun experience!"

When asked how the newsletters could be improved, I received the following:
"These newsletters might be helpful if they were shorter and given more frequently during the school year."
"Feature a teacher, so parents can become more acquainted."
"I suggest you walk through an example of this at parent visiting day so that we have a greater awareness that this is available."

Closing thoughts:

I really enjoyed making the project and the newsletters. I felt that the feedback, although a small sampling, was very positive. Additionally, working at a private school I am very conscious of the challenges some of our families might encounter. For some families, sending their student to our school might be a hardship financially, and the commitments we ask them to make to their students' schooling can also be difficult. Asking parents to actively engage with topics and material they may have forgotten or may never have experienced could inadvertently widen the divide they feel to the school. This can also be true for public school families, or for any family. My hope is that schools will use my newsletter template to strengthen connections between parents, teachers, and students - and that families will find it to be a meaningful way to deepen dinner time conversations about school.
This article is part of the TED-Ed Innovation Project series, which highlights 25+ TED-Ed Innovation Projects designed by educators, for educators, with the support and guidance of the TED-Ed Innovative Educator program. You are welcome to share, duplicate and modify projects under this Creative Commons license to meet the needs of students and teachers.

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How to start a parent newsletter that bridges school and home

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Ask a kid how their day went at school and you may get a one-word answer: "Fine." What's a parent to do? For her TED-Ed Innovation Project, administrator Nola-Rae Cronan created a school newsletter template that's designed to start more textured conversations at home.

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Smore | Communicate effectively with interactive school newsletters

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Cut through the noise and communicate effectively with Smore. Create interactive newsletters that parents and staff actually read. Get started with free school newsletter templates.

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8 Ways to Encourage Family Engagement in Secondary Schools

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When a school makes the decision to actively engage its diverse community of families, the benefits far outweigh the effort. Check out these eight ways to do it.

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No one escapes adversity. Yet some people appear much more resistant to the negative consequences of life's traumas than others.

Why?

This question first captured the imagination of researchers in the 1970s. They believed that focussing on children who developed well in the context of adversity might provide an understanding of how trauma causes trouble. The implicit assumption was if we knew what allowed people to escape damage we could enhance everyone's defenses against trauma. Their work launched the now crowded field of resilience.

Early reports suggested that resilience was an innate attribute of certain remarkable kids that made them invincible. This has been proven wrong despite its lingering presence in the press and popular culture. They are not invincible and it's not just about them as individuals.

Rather than an attribute you are born with or even acquire during development, resilience is now considered by many theorists to reside as much in a social context as in an individual. A key psychological attribute of the resilient is their connection to other people. Psychologists call this attachment.

The stage for healthy attachment is set early. Numerous studies on the consequences of the quality of attachment of infant and caregiver have shown that secure attachment during the first two years predicts future resilient traits. These include adaptive social behavior, emotional regulation, endurance with challenging tasks, and cognitive resourcefulness. Resilient children appear to be securely attached children.

The theoretical explanation in simple form is as follows. Children develop expectations about relationships on the basis of an aggregation of early interactions with the caregiver. Over time, these patterns come to organize their behavior in all significant relationships. An internal model of relationships is established. This extends to adulthood.

In studying resilient adults, one particular mental function has been repeatedly observed. Again, it relates to attachment. Resilient individuals have a complex internal model of relationships.

This complexity is reflected in the way they describe their childhood and adult attachments. They tend to value intimate relationships. They can discuss them coherently and without distortion. If they describe a generally good childhood, they can also relate shortcomings of their parents. On the other hand, if they report a hard early family life, it is with some acceptance of their parents' problems and an understanding of how it might have affected them. They welcome rather than resist the influence of close ties and can describe their role in relationships.

A complex internal model relationships provides resilient individuals with a capacity to reflect upon mental states, both their own and others. Such reflection allows them to make optimal use of the individuals available to them. It also enables them to modify unhelpful or erroneous internal relationship models. This expands their potential repertoire of relationships and arms them with an adaptive self-correcting function.

The popular image of the resilient as invincible individuals, unattached and unaffected by loss could not be more wrong. They have more interpersonal awareness and empathy than most.
Resilience is connection.

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No one escapes adversity. Yet some people appear much more resistant to the negative consequences of life's traumas than others. Why? This question first captured the imagination of researchers in the 1970s. They believed that focussing on children who developed well in the context of adversity might provide an understanding of how trauma causes trouble.

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Part Two of the toolkit provides tools for educators to use their developing cultural awareness in interactions with families. The main goals of these activities include: developing trust with families, identifying and respecting the strengths of students' families and communities, and empowering families to take an active role in their child's education. While multilingualism and multiculturalism are sometimes seen as obstacles, these activities guide educators through a process of flipping that lens by actively focusing on how language and culture could support students.

To accomplish these goals, schools need to communicate effectively with diverse families. The toolkit goes beyond simple recommendations (e.g. "translate documents") and urges educators to commit to substantive, two-way, cross-cultural communication with families. Part Three addresses such communication is bound up with culture, which can impact various components of verbal and nonverbal communication like tone, eye contact and appropriate physical proximity in conversation. Considering these details while interacting with families does not only enhance the clarity of educators' messages, but also signals that they value families' cultures. When families feel respected and valued, communication becomes a shared conversation where both parents and educators share vital information about students' progress.

The toolkit culminates in a guide for how educators can meaningfully share student data with all families. Given national debates surrounding student assessment and performance data, sharing this kind of information can be complicated for both educators and families. Again, simply translating a report (while helpful) is not enough. Cultural perceptions of testing, success, and improvement present in diverse communities may create further tension during these exchanges. Part Four of the toolkit provides a set of reflective activities and suggestions for best practices in sharing student data. Above all, it emphasizes establishing a initial foundation of trust with families, providing opportunities for in-person communication regarding data, and ensuring that schools share actionable next steps whenever sharing data with families.

As demographics in American schools reach a majority-minority tipping point, educators and staff will need to engage effectively with these students and their families. Whether schools have served a diverse population for decades, or they are on the cusp of local demographic shifts, toolkits like this can help ensure all students and all families feel welcome.

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This post comes from New America's Dual Language Learners National Work Group. Click here for more information on this team's work. To subscribe to the biweekly newsletter, click here, enter your contact information, and select "DLL National Work Group Newsletter."

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Bridging Language and Culture for Family Engagement

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Part Two of the toolkit provides tools for educators to use their developing cultural awareness in interactions with families. The main goals of these activities include: developing trust with families, identifying and respecting the strengths of students' families and communities, and empowering families to take an active role in their child's education.

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By: Audrey O'Clair

As educators, we go to great lengths to create a sense of belonging for all learners yet I struggle with the phrase "sense of belonging" as one can have a false sense of something. We must strive to create not just a sense, but an experience of belonging for the very young. When you truly belong, there is no misinterpreting the way that experience feels. When you truly belong, you experience it in your core and it shapes the way you learn and behave.

People and relationships are the key factors in building these experiences. It is my hope, not to create a sense of belonging for youngsters but rather to provide the undeniable experience of belonging. I believe the formula for this involves a cohesive partnership between a learner's home, school, and community that must begin very early in our educational journey. When a commitment has been shown to create feelings and experiences, we better prepare all learners to cope with adversity and understand that no matter which direction they turn, there are people invested in them and willing to play a role in their learning.

While there are certainly early childhood education programs that have figured out how to engage families and community members to create a culture of belonging, the professionals I have supported and talked with have repeatedly shared their frustration with finding meaningful ways to involve children's first and best teachers in their early education.

When considering what matters most in an early learning environment that puts children at the heart of our work, we must presume good intentions to create an inclusive environment that values each connection and the impact that such connections may have on future learning and success.

What if many of the obstacles we face in public and private education exist due to a disconnect between home, school, and community? You may have heard or even said things like "if only this child's family behaved this way..." or "if my child's teacher behaved in this way" or "clearly school isn't teaching this skill" or "if this new employee had been taught this skill or raised in a certain way." Perhaps the answer isn't in fixing one group but in connecting all three in an effort to create empathy and understanding of the intricacies involved in each.

If a youngster's family is welcomed and encouraged to participate, in their early learning experiences, they may be more likely to support the goals of the program. If early learning professionals feel as if their knowledge and experiences are valuable and worthy of sharing with the family and the world, they will be more likely to seek opportunities for continued learning and growth. If community members get involved and stay involved in the education process, they will be more likely to support initiatives to build an innovative workforce that has meaningful skills.

"There are two primary choices in life; to accept conditions as they exist, or accept the responsibility for changing them." - Denis Waitley

By creating the conditions for belonging in its truest form, we can lead learners to reach their potential. When we take simple steps to involve each group of this triad we create a village that is circled tightly around the very members of our society who need to understand that they truly belong to a family, truly belong to their school, and truly belong to their community.

For more ideas about creating a culture of belonging, see this collection of resources.

This post is an excerpt from an article at www.audreyoclair.com
Audrey O'Clair, is an educational consultant specializing in literacy, special education, technology, and innovation. She is the co-creator of KJS Early Literacy Initiative, an intervention for children that screen as at risk for reading struggles. Audrey is an Education Ambassador at , a Social Media Fellow for , and an evangelist for ReadyRosie, an organization focused on increasing family engagement through video. Follow Audrey on Twitter @audreyoclair

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Belonging Early: Fostering Strong Connections Between Family, School, and Community in Early...

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By: Audrey O'Clair As educators, we go to great lengths to create a sense of belonging for all learners yet I struggle with the phrase "sense of belonging" as one can have a false sense of something. We must strive to create not just a sense, but an experience of belonging for the very young.

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Teach Toddlers Colors Numbers Preschool Race Cars & Magnet Truck

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We used innovatorscompass.org to guide our thinking around the topic of Family Engagement. Powerful process!

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I've been giving this presentation for several years. Here is one of my earlier versions. There are still many valuable points to consider...

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This is the tool we used during our session tonight! How might you use this in other settings? Or with children?

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People dedicated to making "unstuck" accessible for every person and moment; the 5-question tool that's emerged; and resources and stories to share.

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Share your favorite book or tool for family engagement! (Use this with kids, too!)

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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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ReadyRosie uses video modeling & mobile technology to build partnerships between families & educators to promote school readiness. Using peer-to-peer modeling & two-way communication, we empower parents to support their child's learning and schools to scale their family engagement efforts.

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Family Engagement

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Back-to-School Night 2.0: Supercharge your delivery and find new ways to engage and connect with students' families using some of these technology suggestions. (Edutopia, 2015)

A Checklist for Back-to-School Night: Explore five ideas for the big night: sign-ins on tables, brochures, a classroom constitution, a presentation, and an inviting classroom environment. (Edutopia, Updated 2015)

Back-to-School Night: The Ultimate Conversation Starter for a Successful School Year: Review guidance on how to start the year right by being transparent, direct, and consistent. (Edutopia, Updated 2015)

Engaging Parents: An Elementary Teacher's Field Guide: Reflect on what matters most to parents at back-to-school night, and consider ways to engage more deeply. (Edutopia, 2011)

This Ain't Your Momma's Open House: Use QR codes, augmented reality, virtual tours, and other advances in classroom technology to change up the sometimes less-than-efficient rituals of parent open house. (Edutopia, 2014)

Parent-Teacher Conferences

Parent-Teacher Conferences ... or Collaborative Conversations?: Find guidance on how to make the most of parent-teacher conferences: team up with students' families, encouraging them to take a more active role in driving the conversation. (Edutopia, 2015)

5 Parent-Teacher Conference Prep Tips: When prepping for parent conferences, communicate with families early and often, keep data handy, balance the conversation, invite the student, and make the experience pleasant. (Edutopia, 2015)

Tips for Parent-Teacher Conferencing: Browse useful suggestions for making meetings with parents meaningful and rewarding. (Edutopia, Updated 2015)

5 Resources for Parent-Teacher Conferences: Dive into a curated list of resources to improve parent-teacher conferences, including ideas for highlighting student progress and questions every parent should ask. (Edutopia, Updated 2015)

Developing Relationships With Parents

Parent Participation at School

Using Technology to Connect With Parents

Old School or New School, Keep Parents Involved: Take a look at old-school and new-school strategies to keep parents involved. (Edutopia, 2013)

Parent Communication Toolbox: Review a wide range of digital tools to keep parents involved when face-to-face communication isn't possible. (Edutopia, 2014)

Using Scannable Technology to Reach Parents Year Round: Keep parents in the loop about classroom community activities and homework using tools like Quick Response codes and Augmented Reality triggers. (Edutopia, 2014)

6 Tech Tools That Boost Teacher-Parent Communication: Discover tools to facilitate better parent-teacher communication including messenger apps, portfolio tools, digital gradebooks, blogs, class websites, and social media. (Common Sense Education, 2016)

For resources related to working with parents, visit Edutopia's Family Engagement page; the " Family Engagement: Resource Roundup" is a great place to start. Looking for more resources for new teachers? Visit the " Resources Toolkit for New Teachers" page for other curated guides, and check out all of Edutopia's content on the New Teachers page.

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New Teachers: Working With Parents | Edutopia

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Back-to-School Night 2.0: Supercharge your delivery and find new ways to engage and connect with students' families using some of these technology suggestions. (Edutopia, 2015) A Checklist for Back-to-School Night: Explore five ideas for the big night: sign-ins on tables, brochures, a classroom constitution, a presentation, and an inviting classroom environment.

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20 ways to creatively involve families in ECE programs