Parent/Teacher communications 

​Here are a few good resources:
http://www.edutopia.org/blog/20-tips-developing-positive-relationships-parents-elena-aguilar
http://www.readingrockets.org/article/understanding-concerns-parents-students-disabilities-challenges-and-roles-school-counselors 
http://www.specialeducationguide.com/pre-k-12/the-parent-teacher-partnership/
 
 

Here are some of my ideas....
​Considering the importance of good communication with parents, how would you ensure parents/guardians fully understand and support their child’s transition plan?


After consulting the Policy/Program Memorandum No. 156, and “Dear Teachers, Dear Parents: How to bridge the communication gap,” and peer discussions (thank-you everyone,) here are my learnings concerning communication and transition plans.
Policy Mandates:
According to Policy/Program Memorandum No. 156, transition plans need to be established for all students, with an IEP, from grade K-12. Transitions can include: moving to elementary school (preschool to elementary school, move from schools and transition from elementary to high school.) As stated by the memorandum, transition “provide the foundation for successful transitional experiences that support the building of student resiliency.” Transitions include teachers, the principal, special education teachers, parents and the individual student.  The memorandum states, “all transition plans must be developed in consultation with the parent(s), the student (as appropriate), the postsecondary institution (where appropriate), and relevant community agencies and/or partners, as necessary.” In my view this mandate ensures a collaborative/ team-focused approach to transitioning students with the ultimate goal being the academic, social and emotional wellbeing of the student.  Finally, the goal established the policy: “the school is responsible for ensuring that student transition plans are developed, implemented, and maintained in accordance with the requirements of this memorandum.” (Ministry of Education, 2013).
Communication for Transition Planning: Teacher’s Role:
Scenario 1- Student exiting school-
There are several reason for school exiting: moving to inclusive elementary school, exiting from primary to junior, exiting from middle to high school, exiting one school to another and exiting high-school to post-secondary. **There are probably more that I have not considered!
Here are the parent/teacher communication ideas I would try to employ for exiting kids to help the student/parent have a positive transition:

• Create an open dialogue with parents concerning future plans (communication logs, regular visits, and include parents in activities) maintain rapport
• Meet with parent and student to plan transition and establish mutual expectations and objectives.
• Help student/parent become familiar/comfortable with new school environment- planned tours and meet with new teacher, and in-school team.
• Open communication with new teacher/teachers to discuss exceptional needs of student- social, emotional and academic needs.
• Facilitate knowledge sharing and equipment sharing for student’s individual needs with new school.
• Provide as much data-sharing as possible to new school teacher(s): student portfolios, behavior/learning assessments, anecdotal notes, video/audio recordings, etc.
• Work with parents, in-school team and interdisciplinary team to confirm transition objectives and expectations. (communicate all information with parent and student.)

Scenario 2- Student Entering the school-
There are several reason for school entering: coming to inclusive elementary school, entering primary school, entering junior school, entering high-school, entering post-secondary or entering a new school at various grades due to change is school or family relocation. **There are probably more that I have not considered!
Here are my suggestions to ensure a positive transition for students/parents entering in a school:

• Contact parents immediately and invite them to come meet. Provide an introduction of self, school, environment and relevant material via meeting or paper-communications (welcome letter, weekly schedule, etc.): establish rapport.
• Encourage parent to develop ties to school community (volunteering, field trips, parent-board, etc.)
• Parent/teacher agree on a preferred method of communication (communication log, email, telephone, etc.)
• Look at OSR/IEP and transition plan: familiarize oneself with students needs and necessary documentation.
• Consult with parents about the transition plans objectives and expectations.
• Consult with in-school team about necessary assistive devices and knowledge needed to facilitate use.
• Open-lines of communication with previous teacher/in-school team to facilitate sharing.

** Many larger transition are universally designed; for example, students entering primary school, high-school or post-secondary. During these transitions, the school itself, in collaboration with other schools, provides opportunities for tours, class-sit-ins and guidance counsellor services, which often involve the parents.
References:
Ontario Ministry of Education. (2013). Policy/Program Memoranda 156. http://www.edu.gov.on.ca/extra/eng/ppm/ppm156.pdf, p.2
Special Needs.com. Dear Teachers, Dear Parents: How to bridge the communication gap.
http://www.specialneeds.com/children-and-parents/general-special-needs/dear-teachers-dear-parents-how-bridge-comm

Here are ideas presented by peers
​

​I thought the article about bridging the communication gap between teachers and parents was really informative.  It was interesting to see that the concerns for both sides are quite similar and that the way to prevent communication breakdown is to communicate.  The author, Angela, suggests that both parents and teachers make “sunshine calls”, preferably at the beginning of the year.  By establishing a positive relationship from the get-go it is much easier to approach difficult conversations that may lie ahead.  Transition plans, especially major ones for students with developmental disabilities, for example, can be very stressful for the parents of these students – ongoing, positive communications will help to relieve anxiety and stress and make the process of planning and implementing the plan much easier.

• Be sensitive to needs of the student and the family.
• Ask for parent/guardian’s input (what has worked in the past) when making the transition plan.
• Keep parents/guardians updated about the progress of the student throughout implementation of the plan.
• If adjustments to the plan need to be made, consult the parent/guardian.
• Invite parent/guardian to the school to get a feel for the school environment and for meetings with the IEP team.
• Provide resources for the parent so that they can do their part in supporting their child through this process.
• Constant communication with parents and students so that everyone is on board with the transition plan.

Open and continuous communication between the home and school are vitally important to a child’s success at school.  If the student’s parents and the teacher are able to speak openly about the child and his or her school life, this will benefit the child twofold. From a social level, the child sees that it is natural for the two sides to speak and discuss freely, and academically, both the teacher and parents will feel comfortable discussing the needs and strengths of the child as the year or semester progresses.
To ensure the parent(s) of a student in my class fully understood and supported their child’s transition plan, I would start the year off with a ‘sunshine call’ as About Angela calls it.  Starting off on the right foot by letting them know how their child is settling in will begin to build a relationship with the family.  I would let the parents know the best way to contact me, and find out the best way and time to contact them.  I would then encourage communication that way.  Starting a communication book between school and home is a good idea too so that each side can touch base as needed with short updates, events of the day or evening, or with any concerns. 
By communicating with parents on an ongoing basis, the parent(s) will probably already know what you as a teacher are doing at the school to help their child cope and transition from one situation to the next.  At the high school level, where parents and teachers don’t see each other as often, phone calls may work well.  Keeping parents informed about choices for their child and the interests they have will help to ensure that parents trust you are making wise choices for them when it comes to a transition either from gr.8 to high school, or grade 12 to the next stage of their lives. 
To avoid miscommunication or surprises when reading the transition section of an IEP, avoid surprises as one of my principals used to say, and keep the parent up to date with their child’s progress.
References:
About Angela, Dear Teachers, Dear Parents: How to bridge the communication gap.  Retrieved June 7, 2016 from Special Needs.com.
Creating Pathways to Success (2013) Ministry of Education, Ontario.



As a teacher, be prepared to communicate with the parent early in the school year and keep communicating often.  This is very important message that I learned very early in teaching.  If the parents are kept informed of their child’s ongoing progress and difficulties throughout the year, they will better understand their child’s transition plan to the next grade and/or institution (eg: high school).


Keeping and sharing notes at every meeting is a useful tool for parents to be on the same page as the teacher and student.  Both teachers and parents can review the notes and recall recent discussions about successes and difficulties.  If these notes are typed using vocabulary that is free of jargon and acronyms, parents will be better able to understand what was discussed. The teacher will have the most current information to utilize for a transition plan.  Additionally, review of the notes can allow the parent to feel more at ease with the content of the transition plan.

Using at least some of the same or similar transition strategies at school and at home can be beneficial for all as the child will be familiar with the process of transitioning from one activity or situation to another. 

Its so true, consistent strategies, at home and school, is a goal that we should focus on when working with teacher/parent communications. What areas, in your experience, do you focus on?

 I have focused in the past on things like;
-having the student organize his/her own things
-self-regulation-having similar strategies for dealing with outbursts
-independence-student works on taking the initiative do chores or work without being told