Family Communication Plan

I am using the following document to track phone, conference, and email communications with family members.  I will contact a parent or guardian if I notice a change in a student's behavior, or if they seem to be struggling with either work or behavior in class.  In those contacts, I point out things that the students are doing well in class, and then discuss the negative behaviors observations, providing concrete evidence of these behaviors.  I explain what I will be working with them on in class, and ask them if they have any insight into their child's behavior.  This opens a line of communication with the family where either them or I will be able to check in and follow up on the behaviors. 

In addition to these communications, I also regularly send home "Good Work" postcards, to 2 or 3 students from each period.  These postcards are addressed to the students, and congratulate them on something that they are doing well at school, and are a way for the family to see this as well.  Below the document is a gallery of some of the good work cards that I have sent home.



University of Washington Bothell

Teacher Education

Family/Parent/Guardian Contacts

 

Guidelines: Document a minimum of 3 contacts with a parent, guardian or other family. Contacts
should be made with prior approval of Cooperating Teacher and should include positive communication as well as suggestions for improvement. Contacts may include social service agencies with approval by appropriate certificated personnel. Do not include actual names on this form.

Use this form to partially fulfill portfolio requirements and submit a copy to DB.

Student Teacher:___Kaylan Duthie______________________________________

 

Date

Contact

Comments

1/4/

SF

Sent email telling about negative changes in student behavior…not finishing work or participating in class anymore.  Initial contact.

1/11

CI

Sent email explaining negative behavioral changes.  Gave examples of disruptive behaviors and class distractions.

1/11

KD

Was contacted by mom about possible ways to improve X’s grades.  Explained upcoming quiz and grades, and explained recent past grades.  Set up potential meeting.

1/14

SF

In-person meeting.  Said she’d heard the same thing from multiple teachers.  Asked if it was an ADD thing, but he was doing well at beginning, and just stopped trying.  She will talk to him, and we will talk to him during lunch next week.

1/14

KD&KD

Parents came in for after school meeting with X.  Discussed how to study for test, get work completed, and work on solutions for motivation problems.

1/27

KD

Sent email about continued lack of motivation and work on in-class activities.  Does well with discussions, but not written work.  Heard back with a thanks for the heads-up.

1/27

SW

Sent email requesting us to allow son to make up work from September.  Sent back an email saying it was too late.

1/18

KP

Email from parent about son missing a day of school and asking for work.  Caught him up the next day.

1/28

KD

Message home about end of semester grades and journal completion of work.

2/8

CI

Phone call home about V’s behavior.  Had many verbal warning, 2 lunch duties.  He’s on the consequence step where a call home.  Talked about next step:  after school detention.  She asked if Saturday detention were a possibility.  Has him in counseling, but doesn’t know what to do.  Offered open communication so that if she or we come up with something that we can work together to help him do better.

2/10

CI

Email home – follow up on previous phone call.  V skipped his lunch duty, and then did not come to the make-up, so he was assigned an afterschool detention.  We are contacting the school counselor, because the next step is going to be a conference.

2/10

FR

Email response home following question from parent.  Parents wanted access to online materials to help student study, along with update on progress and grades.  Provided materials and agreed to keep in contact with about progress.