Ch.5+notes

Chapter 5

We have a guest lecturer (Linda Carmona Bell). There will be no activities other than preparing chapter 6 for 10/8/09 and a discussion reflection/response on Bell's presentation.

The powerpoint presentation for this chapter can be found under "manage the wiki" - file - chapter 5ppt.

Below is information that Linda Bell has passed on for you all: Patti, I promised your Thursday evening class to send them some information. See below:

SPECIALQUEST = I mentioned the SPECIALQUEST professional development approach which was designed initially for headstart through a grant program, and then developed for birth to three, then three to five and now we are working on the development of school-age faculty. I presented the approach at the higher education conference in June. It is an absolutely fabulous approach on providing professional development to adults on how to successfully include children with their typical aged peers. The materials are fabulous also and I wanted to show the Marvin and Jack Video. It can be linked to on the site. Note: All materials are free!!!! Just request the videos and the manuals. All of the PD provided have scripts. I'm actually using it for the October 12 session :) Enjoy! @http://76.249.171.46/specialquest/trainingmaterials/# A list of resources are available on their site. The list is constantly being updated. I was going to show parts of the INCLUDING SAMUEL VIDEO, but the network did not have the software loaded needed to view it. There is a link to the video on this resource list in case they want to view it on their own: @http://www.specialquest.org/resources/inclusion/index.html PIERPONT – PATH/MAPS I shared with the class my hopes to build the "circle of friends" for Sienna which led to the discussion on Jack Pearpoint. He is taught me how to do a PATH, MAP and Cirlce of Friends for Sienna. He is an independent Canadian Publisher (Inclusion Press) and catalyst for team work, diversity and change! Jointly with John O’Brien and Marsha Forest (deceased), Jack created person-centered approaches such as PATH, MAPS and Circles of Friends. Jack’s forty years of organization experience include seven years in Africa implementing post-war reconstruction; sixteen years as President of Canada’s oldest literacy organization, Frontier College; and nearly two decades as a full-time publisher and presenter. Jack is the founding director of the Marsha Forest Centre: Inclusion, Family and Community and remains its Executive Director. Jack with his wife and partner, Lynda Kahn, consult and learn with people with disabilities and their families, and organizations engaging in positive change, through planning events and workshops. Work in several countries has expanded their network beyond Canada and the United States to include people in Australia, England, India, the Netherlands, New Zealand, Scotland, and Uganda. This is his website: @http://www.inclusion.com/ There use to be lots of free stuff, but now I see you have to purchase nearly everything. hmmmpf! KATHY SNOW = Finally, I mentioned Kathy Snow who is an awesome woman and I will forever remember her training session :) Her website is here: @http://www.disabilityisnatural.com/ Thanks for passing on the information. Get better and take care, Linda C-B :)

** Chapter Five  ** ** Working with Families  ** __ Chapter Outline __ __ Learning Objectives __ __ Keeping Parents Informed __ // Importance of early contact // Research suggests that students do better in school when there is open communication between the teacher and the student’s primary caregiver. Many teachers, however, express that contact with parents can be difficult and a relatively undesirable aspect of their job. Numerous studies show that the effort a teacher puts into establishing relationships with parents is well worth the time. // Methods for obtaining parental support // o Description of curriculum o Introductory letter (background, philosophy) o Class schedule o Handout describing emotional/social characteristics at grade level o Management procedures o Materials student s will be reading throughout year o Parent resource form eliciting parent help o An interpreter or language appropriate material if necessary 
 * 1) List methods for keeping parents and caregivers informed about their student’s work and behavior at school
 * 2) Demonstrate how to structure a successful parent/caregiver conference
 * 3) Demonstrate how to deal effectively with criticism and confrontation from adults who are responsible for your students
 * 4) List methods for working with parents of second language learners
 * Introductory letter
 * Establish agreement on academic and behavioral expectations early on
 * Ask for assistance if language differences exist.
 * Introductory phone calls
 * Introduce yourself
 * Share interest with having their child in your classroom
 * Relate positive experience
 * Ask if they have any questions or requests.
 * Home Visits
 * Shows that you care and what to support families
 * Initial meeting (back to school night)
 * Following up on the initial meeting
 * Don’t wait too long before reinforcing ideas
 * Send home packet or letter to parents who missed

o Phone contact
o Keep accurate records // Parent Conferences // // Teacher preparation // __ Conducting an effective conference __ // Student-led conferences // · promote goal setting and self evaluation · role play with the students  // Dealing Effectively with Parents’ Criticism and Confrontations // // Placing School-Home Interaction in Perspective // · Assessing Parent Contacts · Implementing and Assessing New Methods // Positively Engaging Parent of Second Language Learners // 1. Using the website __ [|www.blogger.com] __ create a website to allow students to read and comment on the Pause and Consider activities in the book. This forum will allow the students to read and respond to each other’s comments. (Similar functions are available through Blackboard and WebCt) 2. Have each student develop an outline for a parent conference. Place students in groups of four and conduct a read-around in which students read and respond to a peer’s outline then pass it on to the next person in the group who adds his/her comments until each person has read and responded to all three of their colleagues’ outlines. 3. Have the class list difficult parent personality types. Some examples might include: critical, shy-quiet, over protective, egotistical, and anxious. Create a simple conference scenario, such as Timmy is talkative, rarely hands in his homework and talks back. Have students role-play both the teacher and parent role. Have the rest of class guess the personality type and critique how the teacher handled the parent. 4. Have to students search the web for parent support sites, homework sites and other parent resources. Have the students develop a webpage, brochure, or pamphlet for distribution to parents. 5. Have students use the language translation programs available on the web. Have them convert a letter they have written to Spanish or another language. Have a native speaker check for translation errors. Parent-Teacher Conference Tips: Distribute the information on child development and helping parents respond to report cards at your conferences. Use the printables to help you organize and plan for conferences. [] Preventing and Resolving Parent-Teacher Differences []
 * Newsletters (use parent friendly language and clipart for non-English speaking)
 * Progress reports
 * Preparing for the conference
 * Preparing students
 * Discuss goals, allow students to express concerns
 * Preparing parents
 * On-going positive contacts
 * One week prior, send home an agenda
 * Prepare students, parents
 * Organize student information
 * Create comfortable relaxed atmosphere
 * Collecting Data
 * On students’ and parents’ feelings about class
 * On students’ behavior and results of behavior intervention
 * On students’ academic work
 * On conferences with colleagues and specialists aimed at generating solutions
 * Start positive-state several positive qualities of the student
 * Set a time limit if necessary and state that you can meet again if necessary
 * Discuss academic matters
 * state with students strengths than discuss weakness or areas that need work (always use data and student work samples)
 * Discuss behavioral or peer issues
 * use data and formal observations
 * Leave time for the parent to ask questions
 * Make a plan
 * Meet the parent/guardian in a safe setting
 * Greet parent/guardian in pleasant manner
 * Use active listening
 * Be interested and listen carefully
 * Present a calm, professional manner
 * Ask parent/guardian what they wish to accomplish
 * Set a time limit
 * Ask if student is aware of problem
 * Be honest
 * Emphasize specific data
 * Make a plan of what needs to be done to deal with problem
 * Build on cultural values
 * Stress persona contact with parents
 * Foster communication
 * Create a warm inviting environment
 * Facilitate accommodations for parent involvement
 * __ Activities __**
 * __ Websites __**