Working With Parents
Checklists
• Annual Review Preparation for Parents-Checklist
• Parent/Teacher Conference Intake and Interview Checklist
• Reporting Test Results to Parents Checklist
Forms
• Initial Contact with Parent at the Beginning of the School Year-Form Letter for New Teacher
• Initial Contact with Parent at the Beginning of the School Year-Form Letter for Returning Teacher
Checklists
Annual Review Preparation for Parents
What Parents Need to Know To Prepare for the Annual Review
Whether this is your first Annual Review meeting or your last it is always in your and your child’s best interest to be as prepared as possible and make sure all your questions are answered and you have the right information for the next stage of your child’s special education experience. We suggest that you review this checklist to ensure that the outcome meets all the needs of your child. In order to have all the information necessary, you should walk away from this meeting with answers from the teachers, support personnel, and other working with your child to most if not all of the following questions:
Academic Questions to consider
_____ Have you seen progress this year in academic areas? If not what have you noticed?
Social Questions to consider
_____ Have you seen progress in social areas? If not what have you noticed?
Emotional/behavioral Questions to Consider
_____ Have you observed any behavioral issues that are of concern to you at this time? If so what are they and what has been tried to resolve the issues so far?
Medical Questions to consider (if applicable)
_____ Are there any medical issues or symptoms that you have observed this year that may require medical intervention? i.e. squinting
Transitional Questions to consider (if your child is 14 or older)
_____ If age applicable, express any feelings about the direction you would like to see for your child after he or she ages out i.e. work experience, post secondary education.
_____ What transition goals do you see for my child in the coming year?
Related Service Questions to consider
_____ Do you feel that my child benefited from his or her related services?
_____ Do you feel that any further related services need to be explored?
Assistive Technology Questions to consider (if applicable)
_____ Has my child been exposed to any assistive technology this year? If so what type and for what reasons?
Special Education Program Questions to Consider
_____ Do you feel my child benefited from his or her special education placement this year?
_____ Would you suggest a change in that placement and for what reasons? For instance, does he/she require a more restrictive or less restrictive setting (more restrictive settings include self contained, special day school etc. while less restrictive settings may include resource room and inclusion classes.)
Accommodation/Modification Questions to consider
_____ Do you feel that my child benefited from his or her accommodations and medications? If not, why not?
_____ Do you feel that the Committee should consider additional related services or modifications and accommodations? If so which ones and why?
IEP Questions to consider
_____ Ask questions about your child’s proposed goals in the IEP and request more information, as needed. It’s important!
Download a PDF Version of this Checklist – CLICK HERE
Parent Teacher Conference Intake and Interview Checklist
_____ Always make the parent(s) feel comfortable and at ease by setting up a receptive environment. If possible, hold the meeting in a pleasant setting, use a round table, or any table instead of a desk, and offer some type of refreshment to ease possible tension of the situation.
_____ Never view the parent(s) as an adversary even if they are angry or hostile. Keep in mind that the anger or hostility is a defense because they may not be aware of what you will be asking or have encountered a series of negative school meetings over the years. Since this may be an opportunity for parents to “vent”, listen to their concerns, do not get defensive, and be understanding without taking sides.
_____ Inform them every step of the way to the purpose of the meeting and the steps involved in the referral process. Reassure them that no recommendation will be made without their input and permission.
_____ Tell parents the purpose of testing and what you hope to gain from the process. Be solution oriented and offer realistic hope even if past experiences have resulted in frustration. Remind the parent that children can be more motivated, resilient and successful at different stages.
_____ Make sure the parents know that if the testing reveals a significant discrepancy between ability and achievement, then the case needs to be reviewed by the Eligibility Committee. This is an important piece of information to convey to the parents since it involves their rights to due process.
_____ Go over the release form and explain each test and its purpose. The more information parents have, the less fearful they will be. Explain that their signature requires that the testing be completed 30 days from the date signed and will not take months before they are made aware of the findings.
_____ Offer them a pad and pen so that they can write down information, terms or notes on the meeting. Further indicate that they should feel free to call you with any questions or concerns they may have.
_____ Reassure the parents about the confidentiality of the information gathered. Indicate the individuals on the team that will be seeing the information and the purpose for their review of the facts.
Download a PDF Version of this Checklist – CLICK HERE
Reporting Test Results to Parents Checklist
Reporting results so that they are understood may be accomplished in the following ways:
_____ When setting up the appointment with a parent never allow yourself to begin the explanation of the results over the phone, even if the parent requests a “quick” idea of how their child performed.
_____ Again as with an intake, make the parent/s feel comfortable and at ease by setting up a receptive environment.
_____ It may be helpful to refresh the parent’s memory about the reasons for the evaluation and the symptoms that brought the child to the attention of the team.
_____ Explain the tests that comprised your test battery, why they were used and what specific types of information you hoped to arrive at by using these measures.
_____ Go over strength areas first, no matter how few there may be. You can also report positive classroom comments, and any other information that may help set the tone for acceptance of problem areas.
_____ Provide a typed outline of the tests and scores for the parent to take with them if the report is not ready. If possible, always try to have the report typed and ready to hand them. It looks more professional and may help alleviate problems that may occur when reports are sent home and the parents read it without a professional present.
_____ Explain in simple terms any statistical terms you may be using i.e. percentiles, stanines, mental ages etc. In fact it may be a good idea to define these on the same sheet with the scores so that parents have a key when they go back and review the scores.
_____ Again as with the intake, you should offer them a pad and pen so that they can write down information, terms or notes on the meeting. Further indicate that they should feel free to call you with any questions or concerns they may have.
_____ Set aside a sufficient amount of time for difficult conferences. This is not the type of situation in which you want to run out of time. The parents should leave in a natural manner, not rushed.
_____ Take time to explain the differences between symptoms and problems. This explanation can go a long way in alleviating parent’s frustration.
_____ It is helpful for parents to hear how the problems or deficiencies you found were contributing to the symptoms in the classroom and at home. Offer them as much realistic hope as possible.
_____ Be as practical and specific as possible when offering suggestions on how parents can help at home. Offer them printed sheets with step-by-step procedures for any recommendation that you make.
_____ If the case is going to be reviewed by the Committee on Special Education, take some time to alleviate their fears by explaining the process and what they can expect.
_____ Again reassure the parent about the confidentiality of the information gathered. Also indicate that in order to send out this information; you would always need permission from them in the form of a signed release.
Download a PDF Version of this Checklist – CLICK HERE
Forms
Initial Contact with Parents – Beginning of the School Year Letter for New Teacher
Contacting the Parents
If it is possible, it is strongly suggested that you try to individually meet with each student with a learning disability and his/her respective parents before the first day of school begins. This will help you get to know them on a personal basis, reduce their anxiety about starting school, answer their questions and concerns, and let them become confident in you, your teaching, and your knowledge and expertise.
If you can begin a week before school starts, then it is highly recommended that you get the permission of administration to send home a letter to each student and his/her parents introducing yourself and inviting them in to help you set up the room or to just come in and get to know each other. A sample letter is shown below:
________________________________
Dear (parent(s) name),
My name is (your name) and I would like to invite both you and (child’s name) to a meeting before school begins so that we can address any questions or concerns that you may have about the upcoming academic school year. As I’m sure you are aware, it is very important for students to begin the school year on a positive note, and I feel that this meeting will provide that type of beginning.
Since this is my first year here at (put school name here), I would like to give you some background on my professional and educational experiences. (provide past teaching experiences, schools at which you worked, programs you were involved in, experience with children with disabilities, colleges from which you received your Master’s and Bachelor’s degrees).
I look forward to speaking with you. If you have any questions feel free to contact me.
Sincerely yours,
Download a PDF File of this Form – CLICK HERE
Download a Word Document of the Form Letter – CLICK HERE
Initial Contact with Parents at the Beginning of the School Year-Form Letter for Returning Teacher
Dear (parent(s) name(s)),
My name is (your name) and I would like to invite both you and (child’s name) to a meeting before school begins so that we can address any questions or concerns that you may have about the upcoming academic school year. As I’m sure you are aware, it is very important for students to begin the school year on a positive note, and I feel that this meeting will provide that type of beginning.
As you may or may not be aware, I have worked in the (put the name of the school or district) for the past (put in the number of years) years. I have truly enjoyed my experiences here, and I believe that I bring a great deal to the classroom. I know that this knowledge will assist your child in having a very positive and successful year.
I have the following dates and times available for a meeting with you and (child’s name) prior to the first day of school. Feel free to call me to let me know which time and date would be convenient (you need to decide which phone number you want to give them, either your personal one or the school’s phone number). I look forward to meeting with both you and (child’s name). If you have any questions feel free to contact me at (phone number).
Sincerely yours,
Download a PDF File Version of this Form – CLICK HERE
Download a Word Document of this Form Letter – CLICK HERE
