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My name is Ashley Edmondson. I am a senior at the College of Charleston where I am obtaining my undergraduate degree in Special Education with a concentration in Intellectual and Emotional and Behavioral Disabilities. I am from a small town in Northern Michigan called Traverse city. Aside from the smaller details about myself that include loving being outdoors, boat rides, and new restaurants, these factors do not compare to the reality of how I grew up. From the age of 4-18 my life revolved around an ice rink.

I was a competitive figure skater for 14 years and in highschool I was invited by Team USA to travel several times to the olympic training center in Colorado Springs to train with olympic qualified coaches and learn from olympians themselves. Skating was my life. I lived and breathed skating. I was at the rink more than I was at home or school. At 16 I was qualified to be a senior level coach, one level under olympic coach qualifications. I taught private lessons and group lessons. In an unfortunate turn of events, I ended up having double knee surgery which did end my personal journey to team USA, as a competitor. However, this did not interfere with my coaching abilities. I finished out my senior year coaching but knew that my heart wanted to start a new chapter in my life and that did not involve what I lived and breathed for 14 years. I said goodbye to the rink and my coaches and started on the 1,251 mile journey to Charleston, South Carolina.

The only reason I knew about CofC was because my sister got a job offer in Charleston and we wanted to live together. She decided to stay in Chicago a month before we were supposed to move. I continued on my way and here we are!

In all honesty, there is not a single time in which I can pinpoint why I wanted to be a teacher nor why I chose special education. However, as soon as I made the decision to apply for the education program and major in special education I have never had a doubt in my heart that this wasn’t the right decision for me. This is the one path in life I have taken since ending my skating career that has made me feel just as confident and comfortable.

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As a special education teacher, I am determined to make sure all of my students know they are capable of anything. As a teacher I want to teach because I know what all children are capable of. I want to be the cheerleader they might not have but deserve to have. Most importantly, I want to build a relationship with all of my students so they feel confident enough to believe that they are capable of anything.

A child's success in life is greatly influenced in a classroom. I want to be a part of the realization in these people with and without a disability that they are no different. They can do that math problem, they can make friends, they can play sports, they can be a chef. They can do more than what people believe they can do and I want to be part of the reason they know that. With time, patients, and a plan, my classroom can be the best fit for what each student needs.

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Some background on family members with disabilities and  my work experience in education:

// I have nannied for two separate families who have children with ASD ages 4 and 13.

// I have been working at ECDC at the College of Charleston since fall of 2021 in an inclusion classroom for children who have mild-moderate disabilities.

// I worked as a lead teacher in a therapy camp during the summer of 2022 teaching fine motor skills to children with disabilities ages 3-8 years old.

// I have completed 45 hours in a low incidence classroom at Laing Middle School of Science and Technology.

--> I grew up with family members that have ASD, selective mutism, and Down Syndrome.  I have watched as they have gone through life and the struggles they have faced. I have been there when they have felt defeated and unheard, and I have been there when they have felt their most confident and invincible.

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The purpose of this project is to show the impact of family connection to their children with disabilities and how their efforts show in the academic and life skills in their future.

Sources:

Learning Policy Institute explains that "Insight gained through strong connections with families can support innovations that better meet student and family needs. With training and support, families can reinforce learning and skill development in the home" (Ondrasek, 2020, p.1). Family and teacher connection is crucial for the success of the students future.

Another great source that back my theme and purpose is from Youth First, The Importance of Family Involvement at School. Kelsey Weber states that, "When families are engaged in their child’s school life, kids develop a love of learning that will expand their knowledge base and sense of wonder. When teachers focus on family relationships, they often see change with those children in their classroom. The more teachers involve parents, the more motivation, positive behaviors, and good grades increase" (Weber, 2021, p.1). Another positive to this is that when families are involved they are able to support the ideas they want for their children for the future. They can help teachers understand exactly what they are looking for when it comes to their academics and how they want it to be approached.

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Collaborations should go through many people. This includes lead teachers, parents, PTs, OTs, SLPs, schools psych, counselors, even school nurses, and admins. Another great resource would be through colleges that are in your area that have Education and Human Development majors.

The National Center for Learning Disabilities talks highly of the benefits of collaboration between co-teachers, colleagues, and students. Author Lindsay DeHartchuck writes that "The primary purposes of collaboration include: identifying and sharing effective academic, behavior, and social-emotional instructional practices, ensuring that practices are consistent across all providers, and ensuring that the students benefit from those practices" (DeHartchuck, 2021, p.1). DeHartchuck makes clear that collaboration is a key importance in the success of children with disabilities.

The ASCD is a professional learning website. One of the topics discussed is When Special and General Educators Collaborate, Everybody Wins. Barb Casey writes about all the questions, concerns, positives, and negatives in regards to co-teaching. She states that "These are timely questions as districts like mine seek to push special education students into core instruction with more frequency. Some educators are hesitant to dive into this model, but solid support and intentional steps make the process easier" ( Casey, 2019, p. 1). Casey was disappointed when he school did not allow students in special education to learn general education curriculum. Once the Common Core State Standards were in play this all changed.

Casey explains that "Inclusive schools are most successful when leaders show visible commitment to growing the skills of staff responsible for inclusive implementation" (Casey, 2019, p. 1). Children in special education will always benefit from proper co-taught classrooms. Being exposed to all education is beneficial to all students.

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In the book High Leverage Practices for Inclusive Classrooms author Marilyn Friend and Tammy Barron talk about the collaboration with professionals within the school. Paraprofessionals are a highly used practice for students. They state that "Collaboration is multi-dimensional...shared efforts of professionals generally are exponentially more powerful than those carried out in isolation" (Friend and Barron, 2019, p.3). Professionals need to work together to form plans to help students through any help that is needed.

Paraprofessionals are a large collaborative interaction in schools.  a paraprofessional "...sometimes also called paraeducators, serve a vital function in special education" (Friend and Barron, 2019, p. 9). Paraprofessionals work with students that need physical, behavioral, special, and general education needs.

It is vital to involve paraprofessionals in on all important decision making when it comes to all of the students the para works with. This is because the para works directly with students throughout all appropriate needs, and things won't work if no one is on the same page with the same game plans.

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When a meeting needs to occur, there are several steps that should be approached to be successful.

One of them would be to determine the meeting goals. "All meetings should have clear goals so that all participants can direct their attention toward what needs to be accomplished by the end of the meeting" (Washburn and Billingsley, 2019, p. 16). There are several different reasons for having meetings as well. Such as facilitators needing specification on IEPs, communication plans, or concern about a child.

A second step to a successful meeting is how to determine who should attend the meeting. This is crucial, especially dependent on who is invited to be part of the meeting. The reason that it is important to have the proper people there is dependent on the meeting situation, people could include "...school psychologists, guidance counselors, and related service personnel" (Friend and Barron, 2019, p. 16). Another important person that may need to be there would be a translator. There are several students and families that come from many different backgrounds that may need a translator or advocate for them.

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An IEP is an Individual Educational Program. A students IEP has to be revised once a year at minimum. "...IEP team meetings are designed to set learning goals and to describe the services a school will provide" (Friend and Barron, 2019, p. 29). There are several components to an IEP. The more that a teacher or professional understands an IEP the better prepared they will be to implement and run an IEP meeting.

Components of an IEP consist of a four step process. It includes goals, services, placement, accommodations and modifications, assistive technology, testing participation, concerns, needs, strengths, evaluation results. (Friend and Barron, 2019, p. 30). The IDEA also requires certain people to be in attendance at all IEP meetings, two of which are the student and their parents or guardians.

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Virtual Lab School (VLS) is a website that has lessons for families, teachers, and any other professional that may be involved with working with families that have children with a disability. The information within this website includes Family Engagement, Family Engagement: Communicating With Families, Working With Families and Children With Special Needs, as well as resources for Strengthening and Supporting Military Families and Families Facing Challenges.

Some of the important highlights that are shared are how "Establishing meaningful relationships with families is a critical part of your work, and your communication is especially important when working with families with preschoolers with special needs" (VLS, 2022, p. 1). Another strong point made is the importance of understanding the stresses families are under with the amount of professionals they work with. Having patience while working is key and establishing a strong relationship with them will ease worries they may have about asking for help. Families thrive from strong relationships, as they will feel more inclined to ask questions, gain knowledge, and access additional resources they may need and don't feel are appropriate to ask about.

Working With Families of Children With Special Needs . Virtual Lab School. (n.d.). Retrieved September 15, 2022, from https://www.virtuallabschool.org/preschool/family-engagement/lesson-4

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Early Learning Network is sources that Dr. Susan M. Sheridan shared her expertise on establishing healthy parent-teacher relationships for early learning success. Dr. Sheridan states "Positive connections between parents and teachers have been shown to improve children’s academic achievement, social competencies and emotional well-being. When parents and teachers work as partners, children do better in school and at home" (Sheridan, 2018, p. 1). Teachers and parents that create a strong team relationship are shown to ease students thoughts about school being a negative place.

There are several other areas of a students social and academic life that can become increasingly positive such as, "They demonstrate better social skills, fewer behavioral problems and a greater ability to adapt to situations and get along" (Sheridan, 2018, 1). There are proven to be benefits in teacher and parents too.

https://earlylearningnetwork.unl.edu/2018/08/29/parent-teacher-relationships/

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One-way communication and two-way communication have a major difference. Most of the time this can sound like educational nonsense with all of the other words and acronyms used in this field of work. However, there is a major difference. One-way communication only allows for there to be a sender and a receiver. This means that either the teacher or the parent is not responding. This is not an effective way to a students success. Two-way communication between parents and teachers is necessary.

The reason that it is so necessary is because "Both listen to each other and share their thoughts or questions" (Waterford, 2021, p.1). This way, both the teacher and parent are responsible for their end of communicating what they need to get across. They are both at equal levels when two-way communication is present in their relationship. Two-way communication could also include directly what a student is needing or wanting. While the student may not directly communicate via email, text, or call, they are able to talk with both the teacher and the parent or guardian about what they are feeling.

A few examples of two-way communication are "...in classroom settings include parent-teacher conferences, phone calls, and committee meetings" (Waterford, 2021, p.1). It is important that before starting your two-way communication that you as the teacher and the parent go over and decide on what for of communication with work best. Communication also does not have to stay confined to the classroom, especially in in-person communication settings. A parent or teacher may feel more comfortable taking outside, at volunteer opportunities, etc. Whatever is both safe, comfortable, and professional with the parent and teacher. The great this about establishing communication is "Once you learn the right strategies, you can communicate effectively with every student’s family in your classroom or school. And, with time and persistence, communication can grow into strong parent-teacher relationships" (Waterford, 2021, p.1). It may be smart to learn your best forms for communication to gives as examples to parents so they may have an easier time finding how they want to communicate.

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Art is something that all students can do. There are no restrictions to art, there are no good or bad art pieces, it is a universal ability that all can do.

Art in the education world should be a priority. Art can be an escape from reality and can really show students true emotions. Art in special education is especially important. Education Alternatives states that,

Art promotes freedom of creative expression, which helps students to relax and think differently.

Anyone can make art, and there are so many different art forms, which helps students with special needs gain independence, confidence, and self-esteem.

Many students who may not excel in academics often find that they do excel in the arts. Allowing students to explore different mediums can help them discover hidden talents

(Sabrino, 2021, p.1).

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Microcultures can affect almost everyone. A microculture can be described as "a distinctive culture shared by a small group that is often based on location or within an organization" (Bell, 2022, p.1). A few examples of microcultures are, "...Restricted Group, Religion, Ethnicity, Geography, Age, Gender..." (Behavior, 2016, p.1). Microcultures help create the unique differences that everyone in the education system has.

Dawn Rowe and Grace Francis are authors at Sage Journals and they wrote a piece on Reflective Thinking: Considering the Intersection of Mircrocultures in IEP Planning and Implementation. They state that "Members of individualized education program (IEP) teams—including teachers, administrators, parents, related service providers and students—all have dynamic microcultures that influence the way they perceive education and their role in the IEP" (Rowe and Francis, 2020, p.1). Rowe and Francis also emphasize the importance of teachers and families communicating about students microcultures and how if they are not considered during an IEP meeting this can lead to failure of success in a student, "when teams fail to consider the intersection of student microcultures at the center of educational decisions, teams risk not providing students with what they need to be successful" (Rowe and Francis, 2020, p.1).

It is important to also note that many students who receive special education services are left behind in the area of microculture aspects. This is because many of times, these students are expected to do less. Less school work, less socialization, and less practice in their microculture itself depending on the nature of it. Rowe and Francis state that "Although special education services are intended to enhance educational services...evidence suggests that some students in special education are negatively affected by factors such as lowered expectations, fewer opportunities to learn, and isolation from the general education environment..." (Rowe and Francis, 2020, p.1).

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Teachers who set up a classroom that incorporates a consistent, organized, and respectful atmosphere, are already setting up their students for better success. All if not most all students, even teachers, thrive off of repetition. High-Leverage Practices in Special Education states “Teachers who are deliberate in setting up an environment where students have clear and ongoing information about what is expected and how well they are meeting expectations often achieve tremendous success in terms of students’ academic and behavioral performance” (HLP, 2020, p.1). Along with Staying consistent, a teacher must also have set clear classroom expectations, rules, and routines.

Through research, teachers are encouraged to only have a few classroom rules or expectations. Too many rules can get confusing and overwhelming. HLP states that “Class expectations should be few in number and stated positively such as “be responsible”. Research recommends between three and five expectations. The expectations should also be age appropriate and context specific” (HLP, 2020, p.1). In addition to the amount of rules and expectations, teachers also need to understand that “Procedures and routines should be clearly defined and explicitly taught. This cannot be accomplished merely in one or two lessons at the start of the year. Instead, teachers should review and reteach expectations regularly throughout the year” (HLP, 2020, p.1). Refreshing students and giving them time to learn what will help the with a successful school year is what we all should strive for.

My classroom expectations/rules will be clear. I find that having expectations such as respect, kindness, and being comfortable are all expectations that can be talked about each year by students to come up with what they would define as such things. That way, each student has a unique way of understanding what each rule means, and how they will have to go about following the rules that they were part of making up. Holding students accountable is another factor. I find that simple reward systems work best. As much as they are talked down on, every classroom I have been in has one and the students’ love it. This is also something that can be catered to each student since not all students go through every day motions the same.

Here are a few examples of how to set up a welcoming classroom; establishing a relationship early on, with both the student and their parents/guardian, build relevance between the classroom and your students lives’, create a space for curiosity and discovery, and inspire confidence in each student. (Rock, 2021, p.1).

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Communication with parents or guardians is one of the most important aspects of learning who your student is. There are many strategies to approach communication. To be more specific, the strategies I will be talking about are affective in the elementary age school setting. These strategies could also be used in higher education settings, but modification usually takes place the older a student gets. As well as how parents or guardians grow with their child.

The article 9 Ways to Improve Parent-Teacher Communication, talks about the challenging ways that parents face when learning how to communicate with teacher. It also emphasizes that teachers also  feel nervous about learning to communicate with parents as some of these parents have never had the opportunity to communicate with a teacher properly, or it is the first time their student is attending school.

Here are the nine strategies described in the article 9 Ways to Improve Parent-Teacher Communication. One is Be Warm. Two is Be Positive. Three is Foster a Sense of Trust. Four is Communicate Often. Five is Communicate in Forms that Work for Parents and Guardians. Six is Make Parents Feel Valuable. Seven is Acknowledge Involvement. Eight is Ask Questions and Listen. Last but not leas is nine, and that is Don't Make Assumptions. (Walden University, 2021, p.1).

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In my time in the field, I have been able to teach many lessons. One lesson I taught was how to make pancakes. This lesson was done because of a set back with a field trip that was supposed to take place. This lesson however, was able to create goals for the students and we meet objectives along the way. It covered comprehension of the waffle recipes, math with measuring the ingredients and how much of each item was needed, and it covered science with cooking the waffles and seeing what we created with the recipe.

When a teacher is figuring out what they need to teach their students, they need to first determine what learning goals are necessary and need to be covered. There are two main factors to setting these learning goals, general curriculum needs to be considered as well as individualized curriculum. All students present with different educational needs and they have to be meet with all lessons. Amongst these learning goals, "The National Reading Panel identifies phonemic awareness, alphabetic principle, fluency, vocabulary, and comprehension as instructional priorities to increase reading achievement" (Alter-Morgan, Konrad, Hessler, Helton,Telesman, 2019, p.148). So, while there are many needs that have to be meet, it is proven that these categories will help increase the success of the individual areas of each student.

Individualized Instruction:
STUDENT ASSESSMENT DATA:
"there are two types of assessments teachers can use to obtain data on a student's progress: formative and summative. The major distinction between formative and summative assessments is related to how the data will be used." (Alter-Morgan, Konrad, Hessler, Helton,Telesman, 2019, p.149).

When teachers collect formative data, they are able to use this to know what needs improvement. When they collect summative data is collected at the end of a unit, it can be in the form of quizzes, tests, writing assignments, etc. (Alter-Morgan, Konrad, Hessler, Helton,Telesman, 2019, p.150). After this data is collected teachers can then create the individualized learning goals. "Teachers are expected to make sure that all standards are accessible for all students regardless of learning challenges. For students receiving special education services, the goals and objectives included their IEPs should be the skills that are absolutely critical for student success and their ability" (Alter-Morgan, Konrad, Hessler, Helton,Telesman, 2019, p. 151). Teachers need to make sure that they are meeting the needs of the student and if they have an IEP. This doesn't mean that a student cannot surpass these goals.

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Each student who receives special education services has something called an FBA and a BSP, this stands for Functional Behavior Plan and Behavior Support Plan, and it is completely individual to each students needs (Lloyd, Willis, and Lewis, 2019, p.131). Each students FBA and BSP should be completed by the community of people that surround the student day to day. This means that the teacher should be getting feedback from other teachers and family members on what supports the student needs in certain areas.

To appropriately process the FBA, special educators are required to apply the A-B-C Model. Antecedent-Behavior-Consequence, "This model assumes that every behavior whether appropriate or inappropriate-severs some function or purpose in a student's environment" (Lloyd, Willis, and Lewis, 2019, p. 132). Teachers are trying to figure out where a behavior is stemming from. If a child throws a pencil across the room, a teacher can evaluate the behavior and try to figure out if that student is wanting attention or if it means something different. An FBA should be completed at the beginning of the school year, "In the critical first step of an FBA, educators must identify and define the targeted problem behavior(s). The goal here should be to describe the problem behavior in specific, observable terms, such that someone unfamiliar with the student could easily recognize the target behavior when it happens" (Lloyd, Willis, and Lewis, 2019, p. 133). Once the teacher is able to define a target behavior and hypothesize the considerations of the behaviors, goals to help subside the problem behaviors can be completed.

It is important that there are clear learning goals. Once the FBA is complete then the BSP can take place. There are five steps to completing the BSP process and coming up with the learning goals. "First, the team must identify an appropriate behavior to replace the targeted problem behavior. To effectively replace the problem behavior, this appropriate behavior must result in the same or similar outcome as the problem behavior" (Lloyd, Willis, and Lewis, 2019, p. 134). When defining the new learning goals stating that a student "shuts down" gives no indication as to why or when this behavior happens. To effectively approach the problem behavior someone witnessing it needs to know when and why it happens and how to respond to the situation.

STRATIGIES:

Here is an example from High Leverage Practices for Inclusive Classrooms;
( Lloyd, Willis, and Lewis, 2019, p. 135).

Student Kyree:

Functional Behavior Assessments:
1. Define problem behavior in observable terms
--> WHAT: Targeted problem behavior
a.) teach appropriate replacement behavior

2. Collect indirect data from those who know the student best
--> WHEN: Conditions that trigger problem behavior
a.) Modify appropriate replacement behavior

3. Collect direct observation data in relevant classroom context
--> WHY: Consequences that explain why problem behavior continues to happen
a.) modify environment to make replacement behavior more effective and efficient than problem behavior

BEHAVIOR SUPPORT PLAN:
A few other BSPs can include-

1.) Modify environment to prevent problem behavior from producing the previous consequence or outcome.

2.) Collect progress monitoring data for continued intervention planning.
(Lloyd, Willis, and Lewis, 2019, p. 135).

STUDENT CONNECTIONS:

"Special education teachers must acknowledge their students' behavior is impacted both by what they encounter within and outside of their classroom. While teachers cannot  control what their students encounter at home, in the community, or even in other classrooms... they must no discount what they can offer these students..." (Lloyd, Willis, and Lewis, 2019, p. 138). Here are a few examples of what teachers should offer their students.

a. A safe reliable learning environment in which adults clearly communicate expectations.
b. Follow through on planned consequences.
c. Celebrate major and minor successes.
d. Address problem behaviors as new opportunities to learn.

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There are many behaviors that arise during the school days and years and it is important to address these head on, "The prevalence of challenging behaviors in the classroom and the lack of teacher preparation in managing these behaviors, in conjunction with the need for teachers to implement evidence-based instructional and intervention strategies, underscores the importance of using positive, instructive, and corrective feedback in the classroom" ( Taylor and Francis, 2019, p.115). Here are a few examples of feedback a teacher can give,

1.)  Feedback should be specific, positive, and delivered contingently.
2.) Use corrective feedback to "teach," not "punish"
3.) Build in professional development opportunities that include performance feedback
(Taylor and Francis, 2019, p.115)

Teachers should use behavior charts in their classrooms to help students better understand how they should go about their day and to understand why and when things are making them upset, or what things make them happy.

Here is an example of a behavior chart. In my limited but progressive increase of real classroom time, I find that the most used behavior charts are the ones that are the most straight forward. This behavior chart above is used as follows.

The five days of the week, Monday-Friday, morning, afternoon, and outside of class spaces for observation. The outside of class section is used during gym, music, lunch, recess, etc. Next is the simple behavior section with faces that represent the emotions of those period of time. At the very bottom of the chart you can see the descriptions of what each face means. Then is the area where the teacher can leave comments in regard to the behavior, and the last section is for the parent/guardian signature.

What I find so appealing about this chart is that it not only is simple to fill out, but it is easily understandable, and you are able to always keep a connection with the parents and guardians of the students. Teachers are able to modify or add anything they would like to this kind of chart as well. An example is a place where parents could write back with questions, comments, concerns, etc!

Here is a link to other behavior charts that one can take inspiration from or to use in their classroom!

https://www.freeprintablebehaviorcharts.com/behaviorcharts3-10.htm

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When a teacher is establishing applications to use in the classroom setting there are many do's and don'ts. Here are a few examples and non-examples;

Type of Feedback:  Positive Feedback

--> EXAMPLE: "Nice Job!"
NON-EXAMPLE: "No, that's wrong."

--> EXAMPLE: "Way to go!"
NON-EXAMPLE: " Stop it!"

--> EXAMPLE:  "Yes, 3 times 4 is 12."
NON-EXAMPLE: " Yes, that is right."

--> EXAMPLE: " Great job putting the art materials into the cabinet table six."
NON-EXAMPLE: Thanks for your help."
(Bruhn, Freeman, Hirn, and Lee Kern, 2019, p.112)

While some of these examples and non-examples may seem about the same, when you take the time to acknowledge more profoundly what it was that the student/students have done correct, it seems that they have a much better attitude and outlook of being in the classroom and overall at school.

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Bell, K. (2020, September 3). Microculture definition. Open Education Sociology Dictionary. Retrieved September 29, 2022, from https://sociologydictionary.org/microculture/

buyerbehaviorgroup3, B. (2016, February 18). Microcultures. Buyer Behavior. Retrieved September 29, 2022, from https://buyerbehaviorgroup3.wordpress.com/2016/02/18/microcultures/

Casey , B. (n.d.). When special and general educators collaborate, everybody wins - ASCD. ascd. Retrieved September 16, 2022, from https://www.ascd.org/el/articles/when-special-and-general-educators-collaborate-everybody-wins

DeHartchuck, L. (2021, August 26). Collaboration: Partnering with colleagues, families, and caregivers to promote student success. NCLD. Retrieved September 15, 2022, from https://www.ncld.org/reports-studies/forward-together-2021/collaboration/

HLP. (2020). Consistent organized learning environment transcript. High-Leverage Practices in Special Education . Retrieved October 14, 2022, from https://highleveragepractices.org/sites/default/files/2020-10/HLP-7-Consistent-Organized-Learning-Environment-Transcript.pdf

https://youthfirstinc.org/the-importance-of-family-involvement-at-school/

McLeskey, J. (n.d.). High leverage practices for Inclusive Classrooms. Routledge.

Rock, P. (2021, August 24). Tips for setting up a warm and welcoming classroom. Participate Learning. Retrieved October 14, 2022, from https://www.participatelearning.com/blog/tips-for-setting-up-a-warm-and-welcoming-classroom/

Sabino , L. (2021, April 20). EA Schools. Retrieved October 10, 2022, from https://easchools.org/2021/04/20/the-importance-of-art-in-special-education/

Sheridan, S. M. (2020, November 9). Establishing healthy parent-teacher relationships for early learning success. Early Learning Network. Retrieved September 15, 2022, from https://earlylearningnetwork.unl.edu/2018/08/29/parent-teacher-relationships/

Walden University. (2021, March 25). Nine-ways-to-improve-parent-teacher-communication. Walden University. Retrieved September 29, 2022, from https://www.waldenu.edu/online-bachelors-programs/bs-in-elementary-education/resource/nine-ways-to-improve-parent-teacher-communication

Waterford. (2021, October 7). How Two-way communication can boost parent engagement. Waterford.org. Retrieved September 29, 2022, from https://www.waterford.org/education/two-way-communication-parent-engagement/

Working With Families of Children With Special Needs . Virtual Lab School. (n.d.). Retrieved September 15, 2022, from https://www.virtuallabschool.org/preschool/family-engagement/lesson-4

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By Kelsey Weber, LSW - February 10, 2021-
Many people gauge levels of student academic success based on teacher status, academic grades, or socioeconomic status. However, the real key to student success is none of these. The best indicator for student academic success depends on how involved families are with learning at home and in their child's school.

Families involved in their child's education at home and at school have higher academic achievements than those who do not. Many staff members such as social workers, teachers, counselors, and administrators play a vital role in connecting families with their school by encouraging family engagement. Family engagement is not only parent interest in their child's learning; it is a shared responsibility with staff and teachers to meet educational goals and encourage a student's growth.

When families are engaged in their child's school life, kids develop a love of learning that will expand their knowledge base and sense of wonder. When teachers focus on family relationships, they often see change with those children in their classroom. The more teachers involve parents, the more motivation, positive behaviors, and good grades increase.

Teachers often encourage parent engagement and involvement by inviting parents to school meetings or events, asking them to volunteer at school or get involved with PTSA, or suggesting parents meet with their child's teacher to set goals and objectives.

When parents and teachers commit to this learning atmosphere and work together to help students succeed, this is when we see success and growth. So, why is parent involvement so important? When school staff establishes relationships with families early on, families will feel more welcome and more willing to be involved in their child's education. If those relationships are not established early on, parents may feel they are not supposed to be part of their child's learning process.

Other factors can create a disconnect between parents and teachers, such as scheduling conflicts, transportation issues, and lack of cultural awareness for low-income or minority families. Working together to overcome these obstacles is an essential part of being an active participant in a child's education.

Children with engaged parents are more likely to earn higher grades and test scores, graduate from high school and attend post-secondary education, develop self-confidence and motivation in the classroom, and have better social skills and classroom behavior. According to waterford.org, children with engaged families are also less likely to struggle with low self-esteem, develop behavioral issues, or need redirection from their teacher in the classroom.

So, how can parents become more involved with their child's school life?

1. Save contact information for your child's teachers to be sure you can easily
address any concerns or questions regarding your child's progress.

2. Connect with the school by attending school events, meetings, and parent-teacher committees.

3. Discuss classroom goals with teachers.

4. Be responsive to both positive and negative feedback from teachers about your
child's progress.

Teachers can encourage more family involvement in the following ways:

1. Give parents your contact information to encourage parents to reach out when
needed and establish a strong communication with the teacher.

2. Invite parents to connect with the school by sharing school events, meetings, and parent-teacher committees.

3. Discuss classroom goals with parents.

4. Establish a connection with parents in person as much as possible. Communicate often with both positive and negative phone calls, upcoming events, and any classroom concerns you may have.

When parents and school staff work together, student academic success grows. By working together and establishing a relationship early on, this creates a positive school and working environment.

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The Importance of Family Involvement at School

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By Kelsey Weber, LSW - February 10, 2021- Many people gauge levels of student academic success based on teacher status, academic grades, or socioeconomic status. However, the real key to student success is none of these. The best indicator for student academic success depends on how involved families are with learning at home and in their child's school.