School-Family-Community Partnerships Improving Communication Working Together School-Family-Community Partnerships A Toolkit for New Mexico School Communities Module 1: Improving Communication 1. Introduction Say: This training on Improving Communication is from the Toolkit sponsored by New Mexico Public Education Department (NMPED) and developed by the Center for the Education and Study of Diverse Populations (CESDP). It is called Working Together: School-Family-Community Partnerships, A Toolkit for New Mexico School Communities.

Background The Toolkit was sponsored by New Mexico Public Education Department (NMPED) and developed by the Center for the Education and Study of Diverse Populations (CESDP) It is based on the six national standards for family involvement of the National PTA It is available in hard copy, on CD and on the web: www.ped.state.nm.us www.cesdp.nmhu.edu 2. Background Instructions to Facilitator: Share the slide with participants. Show them the CD and a hard copy of the Toolkit. Let participants know where the Toolkit is housed and procedures for use and copying. Remind participants that the Toolkit is not copyrighted and can be used in a variety of ways. Say: The Toolkit has six Professional Development Modules as well as sections titled Teacher Tools and Family Tools. Each of the six modules contain information and useful resources, including ties to the New Mexico Teacher Competencies and Indicators that can be used for Professional Development Plans and Professional Dossiers. Instructions to Facilitator: Point out the Teacher Tools and Family Tools as they are in the Toolkit. (Use the hard copy or CD to do this.) Reinforce that there are useful resources in each section that can be copied or printed from the CD or web site.

Overview of Six Toolkit Modules 1. Improving Communication 2. Promoting Positive Parenting 3. Enhancing Student Learning 4. Increasing Volunteerism 5. Supporting Decision Making and Advocacy 6. Collaborating with the Community Overview of Six Toolkit Modules Instructions to Facilitator: Read the Overview of Six Toolkit Modules slide and point out that Module 1: Improving Communication is the first module in the Toolkit based on the National Standards for Parent/Family Involvement Programs, Standard 1: Communication. Say: Module 1 focuses on communication as the foundation of solid partnerships between schools, families and communities.

Goals for Module 1 Provide tools to measure and improve school-family-community partnerships. Understand and appreciate the benefits of two-way communication. Develop site-based, appropriate and effective two-way communication strategies. Enhance awareness of the diversity in the school community. Review strategies for effective parent-teacher conferences. Goals for Module 1 Instructions to Facilitator: It is suggested that you review the goals prior to the professional development session and add any that meet your needs. Read the slide Goals for Module 1 to participants. On chart paper, add any goals that you or participants contribute.

New Mexico Teacher Competencies The New Mexico 3-Tiered Licensure System includes competencies and differentiated indicators that apply to Module 1: Improving Communication This training can assist in fulfilling requirements for Teacher Professional Development Plans (PDP). New Mexico Teacher Competencies Instructions to Facilitator: Share the slide with participants. Say: The New Mexico 3-Tiered Licensure System provides the framework for documenting teacher qualifications. In collaboration with the principal or designated administrator, New Mexico teachers are required to develop and maintain Professional Development Plans (PDP) based on nine teacher competencies and accompanying differentiated indicators for their respective level of licensure (Level I, II, or III). This module on Improving Communication addresses New Mexico Teacher Competencies 5, 7 and 9. Let’s review them on the following slides.

Competency 5 The teacher effectively utilizes student assessment techniques and procedures. Relevant Master Teacher –Level III Indicator: D. Develops a two-way system of communicating with students and families about student progress. Competency 5 Instructions to Facilitator: Share slide with participants. Remind participants that they may be familiar with these competencies and indicators through their work on Professional Development Plans (PDP). Participants may raise questions or experiences with the development of a PDP. Say: Competency 5 and the Level III Indicator focus on effective home-school communication as a two-way sharing of information that is vital to student success. Strong parent-teacher partnership requires two-way communication, goal setting and follow-up interactions.

Competency 7 The teacher recognizes student diversity and creates an atmosphere conducive to the promotion of positive student involvement and self-concept. Relevant Master Teacher – Level III Indicator: G. Fosters the development of respect for individual, cultural, linguistic, disability and religious differences. Competency 7 Say: Competency 7 and the Level III Indicator focus on the importance of being sensitive to diversity issues when communicating with families.

Competency 9 The teacher works productively with colleagues, parents and community members. Relevant Master Teacher – Level III Indicator: E. Works collaboratively and creatively with colleagues, parents, and community members regarding educational matters. Competency 9 Say: Competency 9 and the Level III Indicator focus on using effective communication strategies to build collaboration and partnerships with families and community. For a complete list and more information on the New Mexico Teacher Competencies, visit the website listed on the slide. Next we will take a look at the Teacher Self-Assessment Rubric for this module that addresses these competencies and indicators. For more information and a complete listing of competencies and leveled performance indicators visit www.teachnm.org

Activity: Teacher Self-Assessment Divide into small groups of no more than six. Individually, complete and date the Teacher Self-Assessment Rubric for Improving Communication included in the handouts. Discuss findings as a small group and record strengths and needs. Discuss how you may be able to use this rubric in a teacher PDP. Report out to the group. 9. Activity: Teacher Self-Assessment Materials: Handout: Teacher Self-Assessment Rubric for Module 1: Improving Communication, chart paper and markers. Say: The inquiry process asks teachers to become actively involved in reflecting on their own practices. Reflection often takes more time than we have now, but let’s begin the process by reviewing the Teacher Self-Assessment Rubric for Module 1: Improving Communication in your handouts. Follow the instructions on the slide. Toward the end of this workshop, you will be completing a self-reflection that will allow for you to record plans for improvement based on the information we share today. Instructions to Facilitator: Allow about 15-20 minutes for participants to review and complete the rubric activity. Follow up with whole group reactions, questions, responses and discussion about how the rubric may be used as part of a teacher PDP.

Effective Parent-Teacher Communication There are two general types of communication strategies: One-way and Two-way One-Way Communication: One-way communication is linear and limited because it occurs in a straight line from sender to receiver and serves to inform, persuade, or command. Effective Parent-Teacher Communication: One-Way Communication Say: Let’s take a look at the differences between one-way and two-way communication and why both are useful in communicating with families. Instructions to Facilitator: Read aloud the definition on the slide.

Effective Parent-Teacher Communication Two-Way Communication: Two-way communication always includes feedback from the receiver to the sender that lets the sender know the message has been received accurately. In two-way communication both sender and receiver listen to each other and work toward a clear understanding. (Adapted from Harcourt Assessment, 2004) 11. Effective Parent-Teacher Communication: Two-Way Communication Say: Two-way communication involves meaningful dialogue between people. The following examples and activities will give us a chance to look more closely at effective communication practices. Instructions to Facilitator: Read aloud the definition on the slide.

Examples One-way: Two-way: Newsletters Bulletin boards School handbooks Progress notes Report cards Surveys Focus groups Informal conversations Progress Reports with request for parent response Problem solving and goal-setting Examples Instructions to Facilitator: Read the examples on the slide and ask participants how these methods are used in their schools. Facilitate whole group responses. Say: Let’s look at these examples of one and two-way communication. How are these methods used in your school? Are there any examples that you would add to these lists?

Activity: Effective Communication In small groups review the handout: A Model for One-Way and Two-Way Communication. Complete the bottom section of the handout. Prepare to share responses with the whole group. 13. Activity: Effective Communication Materials: Handout: A Model for One-Way and Two-Way Communication Say: Let’s take a look at what good communication looks like for us. Use the handout in your packets A Model for One-Way and Two-Way Communication. Following the instructions on the slide, we will take about 10-15 minutes to complete the activity and then share our responses.

Two-Way Communication: What the Research Says Students achieve at higher levels when they have strong support from both school and home (SEDL, 2002). When students receive complimentary and consistent support at school and at home they are more successful (SEDL, 2003). 14. Two-Way Communication: What the Research Says Say: It is crucial that we work to establish direct relationships with families – we need to bridge home and school culture for students, instead of students being the bridge between their teachers and families. Let’s consider these research findings. Instructions to Facilitator: Guide whole group discussion, reactions, questions and responses.

Two-Way Communication: What the Research Says Using both formal and informal methods of communication help families better understand what schools expect from them and their children. Parents have good intentions yet may not understand how to help their children or how the school works (SEDL, 2003). 15. Two-Way Communication: What the Research Says Say: This research indicates that we should take advantage of every opportunity to form partnerships with families. We can be explicit about how families can most effectively help their children succeed in school. Parents need to know what expectations the teacher has for their child and teachers need to know parental expectations. Instructions to Facilitator: Guide whole group discussion, reactions, questions and responses.

Promoting Two-Way Communication 1. Create opportunities for frequent, open communication. 2. Use everyday language and avoid using educational jargon. 3. Focus conversation on teaching and learning. 4. Maintain a positive tone. 5. Practice patience and active listening. 6. Prepare for conferences with families. 16. Promoting Two-Way Communication Instructions to Facilitator: Read slide to participants and elaborate with notes below. Say: In order to build a positive rapport with parents, frequent, two-way communication is necessary. Frequent communication helps parents feel more comfortable discussing their child’s progress. 2. As educators, it is easy to use educational jargon. Be mindful that families may not understand educational jargon, and jargon creates an insider-outsider dynamic. Use everyday language or be willing to explain what these terms mean. 3. When time is limited, be prepared with the information you want to share regarding the child. 4. It is important to stay professional and positive when communicating with students and families. Be patient, it is easier to work with some families than others. Consistency is the key to making your partnership successful. Listen actively. People know when you are interested in what they have to say and when you are not. 6. Being prepared for conferences facilitates two-way communication and allows for parents to share relevant information about their children and ask questions about how to help their children at home rather than you simply reporting student progress.

Activity: Family Involvement Ideas Review the handout: Family Involvement Ideas: Communication In small groups discuss which of the ideas have been successful and which ones have presented challenges and why. Prepare to share responses with the group. 17. Activity: Family Involvement Ideas Say: Let’s take a look at some communication practices. Use the handout in your packets titled Family Involvement Ideas: Communication. Following the instructions on the slide, we will take about 10-15 minutes to complete the activity and then share our responses. Instructions to Facilitator: Allow 10-15 minutes for small groups to complete the activity. Allow another 10 minutes for groups to share responses, whole group discussion, questions and responses.

Diversity: A Viewpoint “Acknowledging and valuing diversity means more than celebrating food or holidays. It means making room for a range of voices, perspectives, resources, and styles of interacting.” -Adger, 2001, Lopez, Sanchez and Hamilton, 2000 18. Diversity: A Viewpoint Say: Read this slide and think about what this means as it relates to your school setting. What are your responses? Instructions to Facilitator: Facilitate whole group discussion by allowing individuals in the group to offer responses.

Activity: Diversity What does diversity look like in our school families? 1. In small groups, brainstorm a list of examples of diversity represented in your school and community. 2. Identify key factors that need to be taken into account when working to improve one-way and two-way communication with diverse populations. 19. Activity: Diversity Materials: Slide with directions, chart paper and markers. Say: Form small groups and take 15 minutes to respond to the activities on the slide. Instructions to Facilitator: After 15 minutes conduct a whole group discussion to identify key factors based on the small group discussions. Assist participants in achieving consensus on the top three factors that need to be taken into account to improve communication with diverse populations.

Diversity in Our Schools Ethnic Diversity Language Diversity Grandparents Raising Children Non-Literate Families Religious Diversity Families with Disabilities Families Living in Poverty Single Parent Families Homeless Families Same Gender Parents Diversity in Our Schools Instructions to Facilitator: Read this slide aloud. Tie these ideas to the work completed in the previous activity. Say: Are there any types of diversity here that were not raised in the previous activity?

Activity: Strategies for Working With Diverse Families Reach out in more than one way to increase parent and community involvement. Become familiar with the culture, language, and activities of the community you serve. Understand and value different ways parents are involved at home with their children and acknowledge their efforts. 21. Activity: Strategies for Working With Diverse Families Materials: Handout: Examining Assumptions About Families, chart paper, and markers. Say: These strategies point to the importance for us as educators to be culturally aware. One way we do this is by attending community events to gain further understanding of our students’ cultural backgrounds. We can also celebrate and acknowledge cultural and linguistic diversity. We want to communicate to families that their efforts support what is going on at school. We can also offer specific instructions and strategies for families to use in helping their children at home. In small groups, review your handout called Examining Assumptions About Families. On the chart paper list areas of strength and areas that need improvement in your school. Prepare to share your responses with the whole group. Instructions to Facilitator: Allow about 10-15 minutes for the small group work and about 10 minutes for whole group discussion. Consider using this time to brainstorm action steps to take towards improvement and using the results from this activity during development of the schoolwide EPSS.

An Opportunity for Two-Way Communication Powerful Conference Strategies: Be strategic. Send home a planning guide for parent-teacher conferences that facilitates two-way planning and communication. 2. Be prepared. Provide grade-level standards, samples of work, test results, and other student data. 22. An Opportunity for Two-Way Communication: Powerful Conference Strategies Materials: Handout: Making Parent-Teacher Conferences Meaningful Say: We have a prime opportunity at parent-teacher conferences to establish a positive communication pattern with families. We need to make the most of this opportunity to develop a relationship. For a successful conference, preparation is key, especially since most schools allot so little time for parents and teachers to talk. Families, students, and teachers all need to be prepared. We can prepare for parent-teacher conferences by assembling the necessary material in advance. For instance, if you will be discussing assessment results, have the child’s scores ready. Also, parents want to see samples of their child’s work so it is always good to have readily available samples that support your points. An example of a comprehensive guide is included in your handouts, Making Parent-Teacher Conferences Meaningful. This tool can be used as it is or it can be modified. Let’s take a look at the conference strategies listed on the next few slides. As we look at these, consider the challenges and strengths of each strategy. Instructions to Facilitator: Allow a few moments for participants to take a look at the handout and discuss its use in the school.

More Powerful Conference Strategies 3. Consider student participation in conferences. 4. Have an interpreter if necessary. Maintain eye contact with the parent. 5. Always begin the conference with something positive about the student and/or family. 23. Powerful Conference Strategies Say: Take a look at each of these strategies. Are there any responses to these? What do you consider as the strengths and challenges of each of these? Instructions to Facilitator: Facilitate a whole group discussion regarding each of the strategies, allowing for sharing of personal experiences, questions and responses.

More Powerful Conference Strategies 6. Begin the conference with a question that is open-ended, but linked to the conference goal. 7. Don’t try to do too much. Make sure to leave enough time to listen to families. 8. Use the same models of communication that work with the students in your class. More Powerful Conference Strategies Instructions to Facilitator: Following are some discussion points regarding each strategy to share with participants and stimulate discussion regarding the strengths and challenges of each. Say: These strategies allow parents to tell their story. Individuals are open to listening to another’s opinion only when they feel that they are also being heard. Teachers can guide the discussion so that parents are not rushed yet stay on track. If the topic of a conversation becomes tangential, a teacher can guide the conversation back to the original issue by rephrasing the parent’s comments or asking for clarification about their comment. It is important to remember that people can tell when someone accepts them and is interested in their point of view. Teacher acceptance of the parent is critical to parent participation in the student’s educational program. What are your reactions to these strategies?

More Powerful Conference Strategies 9. Always follow conferences with a thank you, including a general summary of the benefit you gained as a teacher, and the positive impact on the student. 10. Be sure to follow up on what you have agreed to do. More Powerful Conference Strategies Say: Consider these last two strategies regarding appreciation and follow up. What are some challenges and successful examples that have worked for you?

Best Practice Recommendations Practice one-way and two-way communication with families. Carefully consider the diversity in your community (such as ethnic, cultural, linguistic, educational, and socio-economic diversity). Plan for effective parent-teacher conferences. View the Toolkit on the web or CD and utilize the resources in the Teacher Tools and Family Tools for this module. 26. Best Practice Recommendations Say: Let’s review some of the key points that were covered during this session. Remember that the Toolkit is available in hard copy, on a CD and on the web. There are useful resources related to all the topics we discussed today. Instructions to Facilitator: Review the practices included on the slide and ask participants what else they would add to the list based on the information shared during the professional development session.

Activity: Teacher Reflection Reflect on the workshop and the strategies you have learned to improve communication. Refer again to the Teacher Self-Assessment Rubric. Then review the Teacher Reflection Tool for this module and take 10 minutes to individually complete the Plan for Improvement Column. 27. Activity: Teacher Reflection Materials: Handout: Teacher Reflection for Module 1. Say: Now refer to the Teacher Self-Assessment Rubric completed earlier and pull out the Teacher Reflection Tool included in the handouts. These evaluation tools will help us reflect on what we have learned and make plans for improvement through implementation of some of the workshop strategies discussed during this session. Please take about 10 minutes now to reflect on what we have learned by following the instructions on the slide. Say: (After 10 minutes) In the months that follow, you can revisit the Teacher Reflection Tool and add examples of Evidence of Mastery in the third column. Consider using the Rubric and Reflection Tool in your PDP or dossier. What are some of the plans for improvement that you included on this reflection? Instructions to Facilitator: This activity can be adapted to include a follow-up discussion on plans for revising the schoolwide Educational Plan for Student Success (EPSS), next steps and establishing task groups.

Inside the Toolkit Teacher Tools Resources Worth a Click Links Examining Assumptions About Families A Model for One-Way and Two-Way Communication Family Involvement Ideas: Communication Positive Phone Calls Can Make a Difference Half and Half Letters Making Parent-Teacher Conferences Meaningful Parent and Child Rights in Special Education Bilingual Education in New Mexico Progress Report Template 28. Inside the Toolkit: Teacher Tools Resources Say: There are numerous useful resources in the Toolkit for this section. Instructions to Facilitator: Point out where the resources are located within the Toolkit. Show the participants the Toolkit notebook and CD you are working from. Review where they can find the Toolkit and how they can access it on the CD and on the web. Optional Extension: Tour the resources using the CD and/or provide hard copies of the Teacher Tools Resources for Module 1 for all participants or small groups to share.

Inside the Toolkit Family Tools Resources Worth a Click Links Communication Ideas for Parents Experiences with One-Way and Two-Way Communication Talking with Your Child Ask the Right Questions Understanding Standards-Based Education Communicating the Importance of Education Developing a Vision for Your Child Planning Guide for Parent-Teacher Conferences Parent and Child Rights in Special Education Bilingual Education in New Mexico 29. Inside the Toolkit: Family Tools Resources Instructions to Facilitator: As you did with the Teacher Tools Resources, point out that there is a complete set of useful Family Tools Resources included in the Toolkit. Optional Extension: Tour the resources using the CD and/or provide hard copies of the Family Tools Resources for the Module for all participants or small groups to share.

Activity: Where do we go from here? How can we use what we learned in this workshop in our schools, homes, and communities? 30. Activity: Where do we go from here? Instructions to Facilitator: This is a fun and interactive capacity building activity that will strengthen participants’ ability to share and implement strategies learned during this session with students, colleagues, families, and community members. Say: Work in small groups to develop a script of what you might say to students, families, colleagues, or community members about the module and what you plan to do as follow up to improve communication. Take 15 minutes to develop a short script. Each group will role play the script as it would be delivered to someone who was not at this professional development session. Optional Activity: Use this time to make plans for next steps, strengthening/updating the school EPSS, and establishing task groups.

To Learn More: Access the complete Toolkit with resources, references, and websites at: www.ped.state.nm.us www.cesdp.nmhu.edu Complete Evaluation Form 31. To Learn More Materials: Handout: Evaluation Form Instructions to Facilitator: Encourage participants to find out more and see what else the Toolkit has to offer. Use the CD to tour the Toolkit with participants pointing out the Teacher Tools and Family Tools and the numerous resources. Ask participants to complete the Evaluation Form for Module 1 found in the handout section of this module. Thank participants.

32. Certificates of Completion Materials: Handout: Certificate of Completion Instructions to Facilitator: Have each participant write their name on the Certificate of Completion found in the handout section. As the facilitator, sign and date each certificate. If the facilitator is not the school principal, also arrange for the principal to sign and date each certificate. Distribute completed certificates and celebrate engagement in professional development in the area of school-family-community partnerships. Another option is to print out the certificates prior to the session, include participants’ names, facilitator and/or principal’s names and dates, as appropriate.