Including Parents in Your Classroom GDEAF 2004 Wednesday, July 21, 2004 Melody Stoner, PhD Student...

Including Parents in Your Including Parents in Your ClassroomClassroom

GDEAF 2004GDEAF 2004Wednesday, July 21, 2004Wednesday, July 21, 2004

Melody Stoner, PhD StudentMelody Stoner, PhD StudentGeorgia State UniversityGeorgia State University

Who Am I? (Part 1 of 2)Who Am I? (Part 1 of 2) Teacher of high school students at AASDTeacher of high school students at AASD

Special needsSpecial needsLanguage delayedLanguage delayedFunctional curriculumFunctional curriculumVocational objectivesVocational objectives

Doctoral student at Georgia State Doctoral student at Georgia State University in Special EducationUniversity in Special EducationConcentration in language development Concentration in language development

of students who are deaf/hard of hearingof students who are deaf/hard of hearing Former secondary English teacher in Former secondary English teacher in

general education settinggeneral education setting

Who Am I? (Part 2 of 2)Who Am I? (Part 2 of 2) Mother of a beautiful two year old daughterMother of a beautiful two year old daughter

Who Are You?Who Are You?

Why is this information important to Why is this information important to you? you?

(Part 1 of 4)(Part 1 of 4)

As a teacher of the deaf, it is As a teacher of the deaf, it is critical that you communicate critical that you communicate WITH (not AT) your parents…WITH (not AT) your parents…

How???How???


(Part 2 of 4)(Part 2 of 4)EfficientlyEfficientlyEffectivelyEffectivelyFrequentlyFrequentlyPersonallyPersonallyPositivelyPositivelyExpecting a responseExpecting a response


(Part 3 of 4)(Part 3 of 4) You may be the first teacher to do this, You may be the first teacher to do this, providing…providing…

HopeHope in the educational system that has perhaps in the educational system that has perhaps failed them thus farfailed them thus far

CareCare for their child by someone outside of the for their child by someone outside of the familyfamily

A A positive outlookpositive outlook on their child’s personality and on their child’s personality and unique qualities and strengthsunique qualities and strengths

InformationInformation in response to the simple questions of: in response to the simple questions of: What did you do today?What did you do today? What did you learn today?What did you learn today? How are you feeling today?How are you feeling today?

A A personal relationship with a teacherpersonal relationship with a teacher A A connection to a childconnection to a child they may not be able to they may not be able to

communicate withcommunicate with


(Part 4 of 4)(Part 4 of 4) With parents on your team, you will With parents on your team, you will

accomplish more with your studentsaccomplish more with your students

Students will recognize and care that you Students will recognize and care that you carecare Students will see a carry-over from school to home and Students will see a carry-over from school to home and

from home to schoolfrom home to school

Parents will recognize and care that you Parents will recognize and care that you carecare Parents will help you support learning in the classroom Parents will help you support learning in the classroom

and in the homeand in the home

That’s a tall order! That’s a tall order! How can I do ALL that?How can I do ALL that?

(Part 1 of 6)(Part 1 of 6)EfficientlyEfficiently

With as little work as possible, stream-line itWith as little work as possible, stream-line it Find the shortcuts you needFind the shortcuts you need

Providing the maximum benefit for you, the Providing the maximum benefit for you, the student, and the parentstudent, and the parent

View communication with parents as critical for View communication with parents as critical for more effectively impacting the students and the more effectively impacting the students and the familyfamily You need parents on your teamYou need parents on your team Parents need you on their teamParents need you on their team Students need you and their parents on their teamStudents need you and their parents on their team


(Part 2 of 6)(Part 2 of 6)EffectivelyEffectively Communicate clearly, concisely, and simplyCommunicate clearly, concisely, and simply Consider your parents your audience and modify Consider your parents your audience and modify

your message and your languageyour message and your language

Parents may have different cultural valuesParents may have different cultural values Parents may have different moral valuesParents may have different moral values Parents may have different educational backgroundsParents may have different educational backgrounds Parents may be struggling to put food on the tableParents may be struggling to put food on the table Parents may be dealing with other children with a disabilityParents may be dealing with other children with a disability Parents may be working more than one jobParents may be working more than one job Parents may be stressedParents may be stressed What you have going on in the classroom may not be the What you have going on in the classroom may not be the

most important thing in the world to themmost important thing in the world to them


(Part 3 of 6)(Part 3 of 6)FrequentlyFrequently

More often than once in a six- or nine-week More often than once in a six- or nine-week grading periodgrading period

Depending on the number of students you have, Depending on the number of students you have, you should be able to communicate with parents you should be able to communicate with parents at least once a weekat least once a week

Make time for this in your daily/weekly scheduleMake time for this in your daily/weekly schedule Get students involved in helping you Get students involved in helping you

communicate with their parentscommunicate with their parents



PersonallyPersonally

Talk to the parents more often about their child’s Talk to the parents more often about their child’s learning, not always about the class’s activitieslearning, not always about the class’s activities

Provide multiple opportunities for the parents to Provide multiple opportunities for the parents to share what is happening at home if they choose share what is happening at home if they choose to do soto do so

Listen to the parents’ voicesListen to the parents’ voices



PositivelyPositively

Communicate about positive events, positive Communicate about positive events, positive learning experiences, and student achievementslearning experiences, and student achievements

If you do need to communicate about something If you do need to communicate about something not so positive, you should already have the not so positive, you should already have the parent on your side if you have already parent on your side if you have already communicated with them positively and communicated with them positively and frequentlyfrequently



Expecting a responseExpecting a response

Without the expectation of a response, your Without the expectation of a response, your communicative efforts are one-sided and AT, communicative efforts are one-sided and AT, rather than WITHrather than WITH

Provide opportunities for parents to respond to Provide opportunities for parents to respond to correspondence sent homecorrespondence sent home Multiple copies of paperwork; one for parent to keep, Multiple copies of paperwork; one for parent to keep,

one for parent to return with commentsone for parent to return with comments Provide space for specific comments or questions from Provide space for specific comments or questions from

parentsparents

Reminders…Reminders… You may find that one activity works well for one You may find that one activity works well for one

student’s parents while a different activity works student’s parents while a different activity works equally as well for another set of parentsequally as well for another set of parents

Take a survey at the beginning of the year to Take a survey at the beginning of the year to gauge level of interest in and teacher-parent gauge level of interest in and teacher-parent communication options that parents are most communication options that parents are most interested ininterested in

Follow through on correspondence sent home if Follow through on correspondence sent home if no reply/responseno reply/response

Follow through when you leave a message on an Follow through when you leave a message on an answering machineanswering machine

How are you communicating How are you communicating with your parents now?with your parents now?

Listen and learn from your colleagues…Listen and learn from your colleagues…

Are you listening to and learning from your Are you listening to and learning from your parents in the same manner?parents in the same manner?

Keep your ears open Keep your ears open Your parents have a lot to say and a lot of Your parents have a lot to say and a lot of

knowledge about your students knowledge about your students

Here are a FEW other ideas for Here are a FEW other ideas for including parents in your including parents in your

classroom…classroom…(Part 1 of 4) (Part 1 of 4) Home visitsHome visits

Videotapes of students sent home with a Videotapes of students sent home with a personal note and space to reply/respondpersonal note and space to reply/respond

Provide activities at school for parents to Provide activities at school for parents to participate in and personally invite them participate in and personally invite them inin

Call at least one parent a week with a Call at least one parent a week with a positive report or simply to call; keep positive report or simply to call; keep trying if you get the machine or no answertrying if you get the machine or no answer


classroom…classroom…(Part 2 of 4)(Part 2 of 4)

Write a personalized letter home to at least Write a personalized letter home to at least one parent a week with a positive report or one parent a week with a positive report or simply to write and provide space to simply to write and provide space to reply/respondreply/respond

Include parents in a dialogue journal activityInclude parents in a dialogue journal activity Have parents send in pictures of family Have parents send in pictures of family

members or events with a short note of members or events with a short note of descriptiondescription

Send home a letter before school starts and Send home a letter before school starts and shortly after school commences, as well as shortly after school commences, as well as phone callsphone calls



Personally invite a parent, sibling, or Personally invite a parent, sibling, or other family member to be a guest other family member to be a guest speakerspeaker

Provide parents personalized Provide parents personalized information on local deaf gatherings information on local deaf gatherings and attend yourself as welland attend yourself as well

Personally invite parents to Personally invite parents to presentations by studentspresentations by students



Send home videos/DVDs/CD-ROMS of Send home videos/DVDs/CD-ROMS of ASL for entire family to share and ASL for entire family to share and learn fromlearn from

Make your own videos for parents to Make your own videos for parents to learn new sign language vocabulary learn new sign language vocabulary from, while teaching students at the from, while teaching students at the same timesame time

Send home a weekly newsletterSend home a weekly newsletter

Home VisitsHome Visits(Part 1 of 6)(Part 1 of 6)

Go while the student is still at school, Go while the student is still at school, or shortly before he will arrive home, or shortly before he will arrive home, or while the student is already at or while the student is already at homehome

Take along some support (or not…)Take along some support (or not…)AudiologistAudiologistSocial WorkerSocial WorkerTransition CoordinatorTransition CoordinatorAnother teacherAnother teacher


If the parent lives far away or does If the parent lives far away or does not want you to come to the house, not want you to come to the house, what can you do?what can you do?

Suggest a restaurant, a bookstore, a coffee Suggest a restaurant, a bookstore, a coffee shop…shop…

What if they’re working?What if they’re working? How about a lunch date?How about a lunch date?

What if they’re only available on the weekends?What if they’re only available on the weekends? No one said teaching was finished at 3:00 on Friday…No one said teaching was finished at 3:00 on Friday… Meet them on their ground, wherever they are Meet them on their ground, wherever they are

comfortable and willingcomfortable and willing Find a deaf social to attend and show them the ropes! Find a deaf social to attend and show them the ropes!


What can you talk with the parents about during What can you talk with the parents about during a “home” visit?a “home” visit?

You don’t talk, you listen…You don’t talk, you listen… Just listen to the parents…Just listen to the parents…

Take notes or tape-record or just remember it best as Take notes or tape-record or just remember it best as you can for later if the parent is uncomfortable with your you can for later if the parent is uncomfortable with your taking notes or a recordingtaking notes or a recording

Remember that this is the parent’s opportunity to Remember that this is the parent’s opportunity to speak about themselves and their relationship speak about themselves and their relationship with their childwith their child

Just listen and mull it all over, it is the parent’s Just listen and mull it all over, it is the parent’s turn to speakturn to speak

It is NOT your turn now, your turn will come laterIt is NOT your turn now, your turn will come later


Here are sample questions that you could use, Here are sample questions that you could use, but you can read the parent to determine what but you can read the parent to determine what types of questions would be most effectivetypes of questions would be most effective

By all means, add to this list to personalize it for By all means, add to this list to personalize it for yourselfyourself

What are the parent’s dreams for the child?What are the parent’s dreams for the child? What are the parent’s fears for the child?What are the parent’s fears for the child? What does the parent realistically expect for the child?What does the parent realistically expect for the child? How does the parent view the child?How does the parent view the child? How does the parent communicate with the child?How does the parent communicate with the child? Would the parent like some support in communicating more Would the parent like some support in communicating more

effectively with the child?effectively with the child?


When it IS your turn…When it IS your turn…

READ your parents for subtle READ your parents for subtle communications about comfort and communications about comfort and discomfortdiscomfort

Is it time to go, can you stay longer, or Is it time to go, can you stay longer, or do you need another visit at a later do you need another visit at a later date?date?


Talk about yourself so that they may Talk about yourself so that they may get to know you, if it feels get to know you, if it feels appropriateappropriate

Ask if they have questions or Ask if they have questions or concerns about current services or concerns about current services or current optionscurrent optionsYou may get a different answer in the You may get a different answer in the

home, in their comfort zone, than in the home, in their comfort zone, than in the schoolschool

Videotapes of students sent home with Videotapes of students sent home with a personal note and space to a personal note and space to

reply/respondreply/respond(Part 1 of 3)(Part 1 of 3)

Did you take a CBI somewhere?Did you take a CBI somewhere?Are your students working with another Are your students working with another

class?class?Are your students working off- or on-Are your students working off- or on-

campus?campus?Are your students working on a special Are your students working on a special

project?project?Any of these ideas would work, as would Any of these ideas would work, as would

almost any instructional activityalmost any instructional activity



Send home a note to provide Send home a note to provide backgroundbackground CasualCasual ShortShort SimpleSimple

Ask parents to watch video, discuss Ask parents to watch video, discuss with child, and return video/note by a with child, and return video/note by a specified date with a response of specified date with a response of some sortsome sortFollow-up if you do not receive a responseFollow-up if you do not receive a response



Provide yes/no choices in print for parents to circle and Provide yes/no choices in print for parents to circle and some short blankssome short blanks

Here are some ideas to get you started:Here are some ideas to get you started:

Did you enjoy this activity with your child?Did you enjoy this activity with your child? Would you like to receive more videos like this?Would you like to receive more videos like this? Do you have any questions about this video?Do you have any questions about this video? Do you have any suggestions to improve this activity? If so, Do you have any suggestions to improve this activity? If so,

what?what?

Also provide several blank lines at the end for parents to Also provide several blank lines at the end for parents to provide input with an open-ended question, such as:provide input with an open-ended question, such as: ““Is there something in particular you would like to see on the Is there something in particular you would like to see on the

next video sent home?”next video sent home?”

Provide activities at school for Provide activities at school for parents to participate in and parents to participate in and

personally invite them inpersonally invite them in Communicate with your parents before you Communicate with your parents before you

plan and find out if they’re available on such plan and find out if they’re available on such and such dates at such and such times and and such dates at such and such times and confirm, confirm, and confirm again…confirm, confirm, and confirm again…

Here are a few ideas to get your gears turning:Here are a few ideas to get your gears turning:

Throw an open-classroom party at the beginning of the school Throw an open-classroom party at the beginning of the school yearyear

Invite parents in to see your students mentoring or reading to Invite parents in to see your students mentoring or reading to younger studentsyounger students

Consider putting on a production of something you are reading Consider putting on a production of something you are reading for the parentsfor the parents

Have a tea party to socialize with the local deaf communityHave a tea party to socialize with the local deaf community You have ideas, too!You have ideas, too!

Call at least one parent a week Call at least one parent a week with a positive report or simply with a positive report or simply

to call; keep trying if you get the to call; keep trying if you get the machine or no answer –machine or no answer –

Follow-up, follow-up, follow-up…Follow-up, follow-up, follow-up… You can call about something as simple as You can call about something as simple as

an “A” on a vocabulary test or a new friendan “A” on a vocabulary test or a new friend You can call to make sure that the parent You can call to make sure that the parent

has seen the latest journal entry or that the has seen the latest journal entry or that the parent has the latest vocabulary word listparent has the latest vocabulary word list

It’s more important that you have gone the It’s more important that you have gone the extra mile to communicate with the parents extra mile to communicate with the parents than that the success may seem “small”than that the success may seem “small”

Write a personalized letter home to at least Write a personalized letter home to at least one parent a week with a positive report or one parent a week with a positive report or

simply to write and provide space to simply to write and provide space to reply/respondreply/respond(Part 1 of 2)(Part 1 of 2)

Provide personalized information about the student for the Provide personalized information about the student for the parentparent Casual Casual Short Short SimpleSimple

Here are some ideas to get you started:Here are some ideas to get you started:

Explain what you taught this weekExplain what you taught this week Provide information about how the student performed: Provide information about how the student performed:

strengths and weaknessesstrengths and weaknesses What was successful in your teaching/reaching the studentWhat was successful in your teaching/reaching the student Provide suggestions for reinforcement of instruction within the Provide suggestions for reinforcement of instruction within the

homehome Does parent wish to continue receiving this sort of feedbackDoes parent wish to continue receiving this sort of feedback Does parent have any questions/suggestionsDoes parent have any questions/suggestions Would parent like to meet to discuss any concernsWould parent like to meet to discuss any concerns

Write a personalized letter home to at least Write a personalized letter home to at least one parent a week with a positive report or one parent a week with a positive report or

simply to write and provide space to simply to write and provide space to reply/respondreply/respond(Part 2 of 2)(Part 2 of 2)

Also provide several blank lines at the end for Also provide several blank lines at the end for parents to provide input with open-ended parents to provide input with open-ended questions, such as:questions, such as:

““Is there something in particular you would like to see on Is there something in particular you would like to see on the next letter sent home?”the next letter sent home?”

““Is there anything happening in the home now or soon that Is there anything happening in the home now or soon that I should be aware of?”I should be aware of?”

““Is there any other information that you could share with Is there any other information that you could share with me to provide conversational material for me with your me to provide conversational material for me with your child? (i.e., a sibling’s birthday, a new pet, an upcoming child? (i.e., a sibling’s birthday, a new pet, an upcoming trip)”trip)”

Include parents in a dialogue Include parents in a dialogue journal activityjournal activity

This can be done in a variety of ways:This can be done in a variety of ways:

Student and parentStudent and parent Student, parent, and teacherStudent, parent, and teacher Parent and teacherParent and teacher

Explain what the purpose is of the dialogue Explain what the purpose is of the dialogue journal for the parent and just read and journal for the parent and just read and respondrespond

Treat parent entries as you would a student’sTreat parent entries as you would a student’s

Have parents send in pictures of Have parents send in pictures of family members or events with a short family members or events with a short

note of descriptionnote of description

Have the student discuss these in class Have the student discuss these in class with previously prepared questions that with previously prepared questions that were sent home to the parents to guide were sent home to the parents to guide their note writingtheir note writing Students LOVE picturesStudents LOVE pictures

Do a writing activity at the end of the Do a writing activity at the end of the picture discussion and send home a picture discussion and send home a sample to the parentssample to the parents

Send home additional questions about Send home additional questions about pictures for parentspictures for parents

Send home a letter before Send home a letter before school starts and shortly after school starts and shortly after school commences, as well as school commences, as well as

phone calls phone calls Provide some information for parents before Provide some information for parents before

the deluge of paperwork begins the first week the deluge of paperwork begins the first week of schoolof school

Tell them a little bit about yourself, how Tell them a little bit about yourself, how excited you are about the upcoming school excited you are about the upcoming school year, what you plan to teach, and provide year, what you plan to teach, and provide accessibilityaccessibility

Shortly after school starts, send home Shortly after school starts, send home another letter or make a phone call to touch another letter or make a phone call to touch base and request parent wishes for the school base and request parent wishes for the school yearyear Perhaps parent sees a need for instruction in an Perhaps parent sees a need for instruction in an

area that popped up over the summer that’s not area that popped up over the summer that’s not addressed on the IEPaddressed on the IEP

Personally invite a parent, Personally invite a parent, sibling, or other family member sibling, or other family member

to be a guest speakerto be a guest speaker Consider the units you are teaching for the yearConsider the units you are teaching for the year

How can you incorporate the expertise of the How can you incorporate the expertise of the various families into your unitsvarious families into your units Perhaps you are working on categorizing department store Perhaps you are working on categorizing department store

items; perhaps a parent works at a department store items; perhaps a parent works at a department store Perhaps you are working on community services; perhaps a Perhaps you are working on community services; perhaps a

parent works in the radiology lab at the hospitalparent works in the radiology lab at the hospital

Stretch your imaginationStretch your imagination Find out what your parents do and work from that Find out what your parents do and work from that

Provide parents personalized information on Provide parents personalized information on local deaf gatherings, provide a personalized local deaf gatherings, provide a personalized

invitation, and attend yourself as wellinvitation, and attend yourself as well(Page 1 of 2)(Page 1 of 2)

www.gachi.orgwww.gachi.org Scroll down to Silent Happenings in Georgia (SHIG) on your left and clickScroll down to Silent Happenings in Georgia (SHIG) on your left and click You will see several month’s worth of eventsYou will see several month’s worth of events You can click on events for more information, directions, and phone number You can click on events for more information, directions, and phone number

contactscontacts Last accessed on July 12, 2004Last accessed on July 12, 2004 Information for three months available, June-August 2004Information for three months available, June-August 2004

Future eventsFuture events Church servicesChurch services MoviesMovies EntertainmentEntertainment SportsSports Social DinnersSocial Dinners WorkshopsWorkshops

Provide parents personalized information on Provide parents personalized information on local deaf gatherings, provide a personalized local deaf gatherings, provide a personalized

invitation, and attend yourself as wellinvitation, and attend yourself as well(Page 2 of 2)(Page 2 of 2)

www.whatsupga.orgwww.whatsupga.org Scroll down to Events Calendar on your left and clickScroll down to Events Calendar on your left and click You will see one month, you have to click on the next month to You will see one month, you have to click on the next month to

move forward through the monthsmove forward through the months You can click on events for more information, directions, and You can click on events for more information, directions, and

phone number contactsphone number contacts Last accessed on July 12, 2004Last accessed on July 12, 2004 Information for the remainder of 2004 available, and two events Information for the remainder of 2004 available, and two events

are already listed for next year as wellare already listed for next year as well Interpreted playsInterpreted plays Captioned moviesCaptioned movies Silent DinnersSilent Dinners Deaf gatherings Deaf gatherings

GolfGolf RVsRVs

Personally invite parents to Personally invite parents to presentations by studentspresentations by students

What kind of presentation?What kind of presentation? What are you working on?What are you working on? What kind of project can you develop that will What kind of project can you develop that will

showcase student talent and engage parent showcase student talent and engage parent interest?interest?

Find out when parents are available to attendFind out when parents are available to attend Send home personalized invitationsSend home personalized invitations Talk it up to the students to encourage Talk it up to the students to encourage

parent attendanceparent attendance Call parents to confirm attendanceCall parents to confirm attendance

Send home videos/DVDs/CD-Send home videos/DVDs/CD-ROMS of ASL for entire family to ROMS of ASL for entire family to

share and learn fromshare and learn from Send home a personalized note to explain Send home a personalized note to explain

how the current material is incorporated how the current material is incorporated into instruction/unitinto instruction/unit

Specify particular child’s weaknesses and Specify particular child’s weaknesses and strengths in ASLstrengths in ASL

Clarify and simplify how the parent can Clarify and simplify how the parent can help child with ASL skillshelp child with ASL skills

Provide opportunity for parent feedback Provide opportunity for parent feedback and questionsand questions

Make your own videos for parents to Make your own videos for parents to learn new sign language vocabulary learn new sign language vocabulary from, while teaching students at the from, while teaching students at the

same timesame timeSend home a personalized note to Send home a personalized note to

explain how the current material is explain how the current material is incorporated into instruction/unitincorporated into instruction/unit

Specify particular child’s weaknesses Specify particular child’s weaknesses and strengths in ASLand strengths in ASL

Clarify and simplify how the parent Clarify and simplify how the parent can help child with ASL skillscan help child with ASL skills

Provide opportunity for parent Provide opportunity for parent feedback and questionsfeedback and questions

And my personal favorite…And my personal favorite…Send home a weekly newsletterSend home a weekly newsletter

Request parent permission to take and use pictures of the Request parent permission to take and use pictures of the students for all parentsstudents for all parents

Take pictures all week long of different activitiesTake pictures all week long of different activities Spend some time reviewing each day with pictures and Spend some time reviewing each day with pictures and

creating sentences to matchcreating sentences to match Select a series of pictures to send home on FridaysSelect a series of pictures to send home on Fridays Request parents to read, share, and discuss newsletter with Request parents to read, share, and discuss newsletter with

children over the weekendchildren over the weekend Provide opportunity for parents to respond, make Provide opportunity for parents to respond, make

comments, and provide suggestionscomments, and provide suggestions Students use newsletters for independent and shared Students use newsletters for independent and shared

reading the following weekreading the following week They love to see themselves in pictures!They love to see themselves in pictures! See my sample newsletters being passed around now…See my sample newsletters being passed around now… My students looked forward to this, and so did my parentsMy students looked forward to this, and so did my parents

What are your questions and What are your questions and comments?comments?

Feel free to contact me at any Feel free to contact me at any time:time:

[email protected]@hotmail.com (home)(home)

mstoner@[email protected] (work, August-May)(work, August-May)

Please e-mail me with any questions, Please e-mail me with any questions, concerns, comments, suggestions, and concerns, comments, suggestions, and successes! successes!

Assignment? Yes, Assignment? Yes, assignment. assignment.

Make one goal for the Make one goal for the 2004-2005 school year 2004-2005 school year based upon this based upon this workshop and support workshop and support each other in each other in achieving this goal by achieving this goal by contacting and contacting and replying to each other replying to each other at least once a month at least once a month via e-mail. Copy me to via e-mail. Copy me to each of these e-mails. each of these e-mails.

Including Parents in Your Classroom GDEAF 2004 Wednesday, July 21, 2004 Melody Stoner, PhD Student...

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