Approaches toward Teacher & Parent Collaboration Towards Educational Data  

GHC requires children who enroll after the start of the program year must have a total of two home visits and two parent-teacher conferences for the program year. Every effort must be made to schedule all four appointments. The appointments should be evenly spaced through the remaining time left in the program calendar. If this proves not possible, staff will document the reasons for this in the child's electronic record. There are four mandatory parent and teacher contacts as it relates to sharing information regarding child progress and development during the school year:

Family Contact #1

Use this first interaction to do the following:

• Get to know the family, share briefly who you are, what your classroom is like, how the year will look.

• Share available screening results.

• Complete the following forms with the families, unless already completed.

• Child & Family Funds of Knowledge form (place in the education section of the site file).

• Ages & Stages Questionnaires: Social Emotional (ASQ:SE).

• Give a brief introduction to the Developmental Assessment and ask the family if there is a particular skill that they would like to work on at home with their child.

• Continue Family Partnership Process by assessing, prior to the contact, what occurred during the intake process. A Family Strengths and Needs Assessment will have been introduced or completed during intake. If the Strengths and Needs Assessment was completed check in to see if the resources provided at intake met the need or if further follow up is required. If the assessment was not completed at intake, complete the Strengths and Needs Assessment.

• For returning families: Update the Strengths and Needs Assessment from the previous program year and document changes in the electronic record.

• If the Parent Education/Interest Survey form was not completed in another setting e.g. enrollment, open house, etc., complete with parent at initial conference.

• A developmentally appropriate activity for the parent and child for returning families and new families if time allows.

•  Inform and/or schedule the next Family Contact.

Family Contact #3

• Use the Family Conference form in TS Gold to share child’s developmental assessment information. Share additional work samples and photos as appropriate.

• Continue the Family Partnership process by following up on information and referrals provided, steps to achieving goals and continued volunteer opportunities.

• Continue discussion around transition to kindergarten.

• Solicit parent ideas for classroom curriculum related to their child’s interest, emerging skills.

• Share a DAP parent-child activity.

• Health, social services, & mental health follow-up.

• Inform family of the next Family Contact.

• Document parent contact in electronic record.

Full-Day, Full-Year Summer

Use the Family Conference form in TS Gold to share child’s developmental assessment information. If appropriate, the Individual Child Report can also be used to share assessment information with the family.

• Transition – If parents have moved since transition information has gone out to schools, give parents a copy of the Transition Summary in order that they may share with their child’s new school.

• Share summer learning opportunities (i.e., Public Library)

• DAP parent-child activity

• Health, social services, & mental health follow-up

• Document parent contact in electronic record