HLP 3: Collaborate with Families to Support Student Learning and Secure Needed Services

By Hannah Broadstreet, Nyla Dahlberg and Blane Ozbun

Definition of High Leverage Practice 3

Find an effective and positive way to communicate with each family that best supports their needs and secures their individual services and learning. For example, this could be via phone, email or in-person meetings. Establishing a bridge between the teacher and the student’s family and continuing to keep in communication is important for a student’s overall success. 

Principles That Aid in Collaboration (Expectations Set for Teachers) 

Communication — Teachers create space for voiced opinions, preferences, and needs

Example: Learn about families beliefs and values 

Professional Competence — Teachers knowledge is continued in regards to knowing how to involve families. 

Example: Setting high expectations for school and post-school outcomes

Respect — Teachers value family members expectations and preferences. 

Example: Respecting family decisions

Commitment — Teachers show dedication and time to empowering and addressing families needs in order for students to succeed.

Example: Listen to families concerns and questions and commit to addressing them

Equality —Teachers value family members as equal partners in their child’s education 

Example: Highlight student and family accomplishments 

Advocacy — Teachers take action to support and meet the needs of their students and families.

Example: Demonstrate to families that there is a team working together for their student to best meet their needs and preferences

Trust — Teachers act in the best interest of the families

Example: Create an honest vision for students’ successes at school and in the community

What is respectful communication?

Tips for Teachers When Supporting Virtual Students

1. Make sure all new IEP documents are included and correct.
2. Contact parents at the beginning of the school year or end of summer to introduce yourself.
3. Determine if the student will be in person or the virtual classroom.
4. Get sign in information for all aspects of the virtual classroom.
5. Set up a meeting with parent to discuss what system will be used in the virtual classroom.
6. If there are different websites and programs being used clarify which one holds the bulk of assignments and the programs that are supporting. 
7. Set up a calendar in Google Classroom for the students and parents to check each morning. 
8. Include an example of the typical classroom schedule for parents in Google Classroom. 
9. Make sure each day has the programs that will be used clearly stated. 
10. Complete check-ins with parents and students either during online class time or twice a month.
11. Establish a line of communication with parents where they can reach out with questions at any time during the school day. 
12. If schedule changes are expected let the parent know using Google Classroom or email. 

Supporting Families with Implementation of Teaching Practices

If families are having difficulty getting their student Applied Behavior Analysis (ABA) therapy and practices in the online setting, then a teacher could provide family training. They could use the website that has modules related to ABA practices. Autism Focused Intervention Resources and Modules (AFIRM) has a wide variety of practices that a family member could learn from home and then implement into their child’s learning from home. 

Tips for Families Supporting Virtual Students at Home

If a family member is having trouble with their child’s school schedule due to the inconsistency of the different ways to access classroom material or information, a schedule would help. If a student is being provided different information from multiple teachers then making a schedule for their specific needs would benefit the student and their family. As the special education teacher, communicating with colleagues is important so you have an idea of what your student’s day looks like and a general understanding of what your student is learning/accessing. The next step would be helping the family create a schedule for their child. Meeting with the family or family member  to help create this should be done early on or providing resources such as excel training or scheduling templates or examples. IRIS modules are also a great tool to use when providing training on specific tasks such as these. 

1. Follow school instructions for obtaining materials needed for virtual learning.
2. Double-check all materials and contact school if missing any.
3. Reach out to your student’s teacher to set up a meeting if one is not already scheduled by the teacher.\
4. Double check that all logins work.
5. Have your student or personally check the schedule each morning on Google Classroom.
6. Encourage your student to attend weekly Zoom meetings with the teacher.
7. Contact the teacher using the line of communication that has been established with any questions.
8. View the schedule that students in the classroom follow.
9. Set up a daily schedule that follows the school’s schedule for yourself and your student to follow.
10. Check Google Classroom or email to stay up to date with potential schedule changes that may occur.

References

Billingsley, B., Brownell, M. T., Lewis, T. J., Maheady, L., & McLeskey, J. (Eds.). (2019). High leverage practices for inclusive classrooms. New York, NY: Routledge.

Burke, M. M., & Goldman, S. E. (2018). Special education advocacy among culturally and linguistically diverse families. Journal of Research in Special Educational Needs, 18, 3-14. doi:10.1111/1471-3802.12413

Thompson, J. R., Meadan, H., Fansler, K. W., Alber, S. B., & Balogh, P. A. (2007). Family Assessment Portfolios; A New Way to Jumpstart Family/School Collaboration. TEACHING Exceptional Children, 39(6), 19-25. doi:10.1177/004005990703900603(n.d.). Retrieved November 08, 2020, from https://afirm.fpg.unc.edu/afirm-modules