communication reflection 3

Question, video, chapters 5 and 6 and powerpoint are attached 

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THE KEYS TO SUCCESSFUL
SCHOOL-FAMILY-COMMUNITY PARTNERSHIPS
EPSTEIN’S SIX TYPES OF INVOLVEMENT
PARENTING: Assist families in understanding child and adolescent
development, and in setting home conditions that support children
as students at each age and grade level. Assist schools in
understanding families.
COMMUNICATING: Communicate with families about school
programs and student progress through effective school-to-home
and home-to-school communications.
VOLUNTEERING: Improve recruitment, training, work, and
schedules to involve families as volunteers and audiences at school
or in other locations to support students and school programs.
LEARNING AT HOME: Involve families with their children in
learning activities at home, including homework, other curriculum-
related activities, and individual course and program decisions.
DECISION MAKING: Include families as participants in school
decisions, governance, and advocacy through PTA/PTO, school
councils, committees, action teams, and other parent organizations.
COLLABORATING WITH COMMUNITY: Coordinate resources
and services for students, families, and the school with businesses,
agencies, and other groups, and provide services to the community.

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Memos, notices, report cards, conferences, newsletters,
phone calls, computerized messages, e-mails, Web sites
Information to help families
Understand school programs and children’s progress
Understand state tests, report cards, and other assessments
Choose or change schools
Choose or change courses, placements, programs, and activities
Two-way channels of communication for questions,
suggestions, and interactions

SCHOOL-TO-HOME
HOME-TO-SCHOOL
Type 2
COMMUNICATING
Basic Responsibilities of Schools

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“Communications about school programs and student progress” go not only from school to home, but also from home to school, and within the community.

Obtain ideas from families to improve the design and
content of communications such as newsletters,
report cards, and conference schedules.
Challenges—Type 2
COMMUNICATING

Make all memos, notices, and other print and non-print
communications clear and understandable for ALL
families.
Redefinitions

Establish easy-to-use two-way channels for
communications from school to home and from home to
school.

Reaching Results
For Students
View parent and teacher as a team
For Parents
Self confidence about parenting as children grow
Knowledge of child development
Understanding of school programs and policies
Support for child’s progress and responses to solve issues
For Teachers
Understanding of families goals and concerns for children
Respect for families strengths and efforts

Things to Consider:
School-Home Communication
Is communication appropriate and accessible for all families (i.e. language barriers, readability level, etc.)
Is parent conference provided in a friendly tone and at a convenient time for families
Do parents know what their child is working on/learning each week
Do parents know what curriculum is being used and why it is developmentally appropriate

Things to Consider:
Home-School Communication
Is there a clear way for parents to communicate with the teacher
Are there a variety of ways for parents to communicate with the teacher
What are parents expectations of your program for their child
Do parents feel comfortable asking questions

Powerpoint and Chapter 5 and 6 of the Families, schools, and
communities: Building partnerships for education. Number your
answer

Key #2 – Communication
the PowerPoint offers some things to consider about your own
communication with families and communities. The video really
speaks to the communication with the community on the importance of
helping families so that they can be successful and their children can
be successful.

Communication Reflection Assignment

Part 1 As you consider the second key/type for parent partnerships-
communication, think about your own areas of strength and those of
improvement. Please share an example of (1) a home-school and (2)
a school-home communication that you currently use. Now that you
are more aware of all the things you could consider, what ways might
you improve these communication examples to help families better
access knowledge and understanding. To complete the assignment,
describe each example AND include your thoughts on improvement.

Part 2.
Based on this week’s readings, describe how play can provide therapy
to an at-risk child or every child. Please include specific examples to
support your position.

Reference for the book

Scully, P.A. (2019). Families, schools, and communities: Building
partnerships for education. Upper Saddle River, NJ: Pearson
Education