Standard III: Family and Community Engagement. The teacher promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
I have attended IEP meetings where parents ,therapists and teachers plan goals and objectives for the IPE year to promote growth and learning of the student.I have attended Trauma workshops after school which provided me with insight into how trauma affects student learning and how to promote better learning for the students who deal with trauma.( April 5 Trauma Conference) On a daily basis I or my staff communicate with some parents and caretakers pertaining to how the student did during the day and things that may help them at home. We also talk about what skills the students do at school that can be incorporated in the home. (cooking / cleaning tasks)
I participated in the September Holyoke Honor Roll where I talked about the Peer Skating Program and how it helps the growth of both regular education and special needs students.A former students of mine also talked about his experience in the skating program.
Indicator III-A. Engagement: Welcomes and encourages every family to become active participants
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Notices are sent in both English and Spanish. I try to speak Spanish when talking to my Spanish parents if I am not understood I will have a para professional translate for me. I also attended the PD on communication in Spanish to parents. This was an excellent PD because teachers got to practice communication with their peers in Spanish and could also use a script of various situations to help them communicate.Although , I am able to do some basic communication in Spanish I am far from fluent and could use more Spanish
With the addition of globalization, the world has become a tech freak in communications via email and phones. Therefore as a paraprofessional, you will require three critically essential tasks as a good communicator. First, it is important to make phone calls to parents whenever the student is have a fantastic day, if you were to simply call just when there seemed to be behavioral problems. The students would practically face less consequences and the frequency of the unwanted behavior doesn’t change. Always communicate with the parents on good and bad days. Second, if a parent doesn’t respond to a phone call, at least leave a voice mail, and if that doesn’t seem to work, then start sending letter home. Multiple means of communication sets a good reputation of who you are. Also those messages are bound to reach the parents at some point. Third, when a parent is upset for some reason, make sure to give the proper space and communicate in manner that is always positive. A mad parent will talk negatively to other parents about you and that will give a bad impression of who you are. The three critical steps are the best style of keeping up with a positive communication with
Warren, Hong, Rubin and Uy (2009) encourage teachers to take a slow approach to engaging with parents/carers and do it in a more authentic way through meaningful conversations. Even a short, five-minute conversation can help “1. Make a personal connection 2. Share your hopes and concerns about the student 3. Leave a lasting impression” (Major, 2008, p. 318). Major (2008) offers another way to engage parents/carers, by holding a ‘gala’ night with awards, food and an exhibition of student work and including other classes or even the whole
IEP Development. In developing the IEP, the team should determine the child’s present level of academic achievement and functional performance and project whether any additions or modifications to the instruction or services are necessary to enable the child to meet measurable annual goals and to participate, as appropriate, in the general education curriculum. IDEA requires that the team considers the student’s strengths; parents’ concerns; evaluation results; and academic, functional, and developmental needs of the student. The IEP team must also consider individual circumstances. One special consideration is whether the student’s behavior impedes that student’s learning or the learning of other students. If so, the IEP team must consider the use of positive behavior interventions and supports (PBIS), and other strategies, to address the behavior.
This is when we need to step up and help the parent and the child so they don’t fall through the cracks of the education system. We need to increase parent involvement in each child education. Increasing parent involvement, begins with education the parents. Parents don’t realize or know how to get involved with their child’s education. There are many ways families can be involved in the education process. The parent is the child’s most valuable teacher for their whole life. The most benefit this will bring to the families is confidence. Teachers need to help the parents know that they can assist in their child’s education and can help them at home. There are workshops and training to help families get involved. The key is to offer incentives to the training to help increase the parent’s attendance, Communication is the one key with the parents. In today’s socially they are many ways to stay in contact with parents because of technology by email, text, or social media. Invite parent to come to the classroom and volunteer and see firsthand what a day look like for their child in the classroom. Have different events that will increase parents interest and eventually great participation. Another idea could be to send home activities that encourages family involvement. This can be activity that have the parents engage with each other and can be short and dynamic. The
Olsen, Glenn W., and Mary Lou Fuller. Home and school relations: teachers and parents working together. 4th ed. Boston: Pearson, 2012. Print.
The Individualized Education Program is developed by a team that includes the parents of the student, a general education teacher, a special education teacher, a school representative (principal), a person knowledgeable about evaluation (school psychologist), and others at request of IEP participants. The primary job of the IEP team is to plan a program of special education and related services that is reasonably calculated to provide a meaningful education benefit. The IEP Process includes a review of assessme...
Sometimes a student is successful in one area and having difficulty in another or a student has trouble using their words to communicate and becomes aggressive. At this center, the teachers have the tools to assess each child and the parents are interested in knowing the strengths and supports their child needs. The article Understanding Families, states that there should be “opportunities for families to discuss their beliefs about their children, what they want for their children, and how they support their children’s development” (Christian, 7). As conferences occur every 6 months, parents also communicate with the school and teachers via email and during drop off and pick up times. Another great example of parent communication is in the article Building Bridges from School to Home. The teacher builds relationships with parents by getting them to understand the areas that their child struggles and continues to strive in. Making sure they know that their child will master these skills when they are ready (Lawrence-Lightfoot, 2). At Staples Child Care Center, all teacher will assessments and observations about the child and a few suggestions that the child will benefit
Activities and philosophies that advocate for the connecting of communities with socially sentient beliefs and actions is what have come to be referred to as civic engagement. They are thus individual or collective actions aimed at addressing issues that are deemed to be of public concern. They can be manifested in many ways including; public service, civil activity, service-learning, crusading and advocacy to mention but a few as the list is endless.
There are many ways to ascertain the Home to School Connection. In my class, I send home a weekly newsletter and a daily behavior log for each student. The newsletter helps parents stay abreast of what is currently happening in their child's classroom. My newsletter includes; skills for the week, homework, reminders, and upcoming events. The behavior
Teachers, parents, and the students all become better communicators when being involved in the process of inclusion into mainstream schooling. Teachers learn that communication can be key, while parents can alert teachers if their child is having a bad day. Due to the fact that the simplest things could affect the student drastically, the idea of open communication between teacher and parents is vital, since the parents will learn these tendencies before anyone else. Communication also works well the other way. If the student has a bad day a...
How would you define community and what it means to you? Describe one of these communities in your life (ex. residence hall, club, etc.). The term community has a variety of uses beyond the dictionary definition, based upon context and individual interpretation. For myself, a community has more significance than simply a group of people living in the same place. Community is defined by the unique characteristics of the individuals within the community and interaction of said individuals based on their commonalty- that is to say, the individuals define the community and not the reverse.
Commitment to community is a requirement for contemporary Americans and vital to its survival. “Love thy neighbor as thyself” is the unselfish act of sharing: from a cup of sugar to a wealth of information to the guardianship of all children involved and the protection of every individual in that said community. Whether that community consists of the “Classic Neighborhood, those with a common set of goals, or those who share a common identity” the thread that holds this matrix together is always woven into the shared identity as well as responsibility of all involved. (Redmond, 2010). A community cannot continue to exist through the will of withdrawn individuals who arms only embrace themselves and have no involvement whatsoever with neighbors one door away.
Telling your child's hobbies, pets, as well as learning difficulties and strengths will provide for a more intimate school year (Spencer, 2001). One of the ways in which parents play a critical role in their children?s social development is by encouraging their interactions with other youth (Updegraff, 2001). If children are able to work in group settings, this will not only help the child get along with other students, but it will also lessen the amount of disruptions in class thereby making it easier for the teacher to teach (Barbour, 1997). Parents need to stress the importance of little things your child can do to smooth the teacher?s day and help himself learn, such as listening when classmates answer questions, writing his name on assignments, and keeping his desk and work area tidy (Spencer, 2001). Parents can help your children avoid interrupting. Teachers love enthusiasm but yelling out too often will cause unneeded disruptions. Explain the good times to speak, such as when the teacher is inviting questions and the not so good times, such as when the teacher is talking to another student or giving directions (Spencer, 2001). Practicing these classroom manners will help with less disruptions and a better teaching and learning environment. Parental involvement promotes emotional growth of a child. The attachment between a child and parent is a long-lasting, emotional, learned response. It is the attachment in a parent and child relationship that forms the basis for a child to trust or not to trust their environment (Gestwicki, 2000). This proper attachment is essential for a child to trust other adults, such as their teachers and also to trust other students and make friends.
A lot of children have two main educators in their life; their parents and their teachers. Parents are their first educators, the majority of what a child learns in the first few years of their life is taught by their parents. It is only when the child starts to attend an early years setting that they start to learn from another educator. Both parents and teachers continue being a major influence on their children's learning all throughout school and for the rest of their lives. The parents and the child's school both have important roles to play in the child's education and should therefore work together as a team. Parents can get involved in many different ways such as; getting involved with the school itself by helping in the classroom or supervising lunch and break times, or for those parents who work in the day and cannot find the time to help at the school they can get involved by; reading to their child at home, assisting with homework and other learning activities, teaching them songs or nursery rhymes and letting them help with everyday tasks like cooking, baking and chores. This can be categorised as: Involvement of parents in the school life or involvement of parents in supporting the individual child at home.
Community engagement is the active participation of local residents and community groups in the decisions that affect their lives (Herefordshire Council, 2013). Therefore, community engagement should be about engaging in open communication to ensure the council understands the needs of the local community.