COMMUNICATING

BASIC RESPONSIBILITIES OF SCHOOLS

SCHOOL-TO-HOME COMMUNICATIONS

• Memos, notices, report cards, conferences, newsletters, phone calls, computerized messages
• Information on school programs, tests, and children's progress
• Information to choose or change schools, courses, programs, or activities

HOME-TO-SCHOOL COMMUNICATIONS

• Two-way channels of communication for questions and interactions

SAMPLE PRACTICES

• Conferences with every parent at least once a year with follow-ups as needed
• Language translators to assist families as needed
• Folders of student work sent home weekly or monthly for parent review and comments
• Parent and student pickup of report cards
• Regular schedule of useful notices, memos, phone calls, and other communications
• Effective newsletters including information about questions, reactions, and suggestions
• Clear information about choosing schools, and selecting courses, programs, and activities within schools
• Clear information on all school policies, programs, reforms, assessments, and transitions
• Annual survey of families on students' needs and families' suggestions and reactions to school programs

CHALLENGES

• Make all memos, notices, and other print and nonprint communications clear and understandable for ALL families
• Obtain ideas from families to improve the design and content of communications such as newsletters, report cards, and conference schedules

REDEFINITIONS

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

RESULTS FOR STUDENTS

• Awareness of own progress in subjects and skills
• Knowledge of actions needed to maintain or improve grades
• Awareness of own role as courier and communicator in partnerships

RESULTS FOR PARENTS

• High rating of quality of the school
• Support for child's progress and responses to correct problems
• Ease of interactions and communications with school and teachers

RESULTS FOR TEACHERS AND SCHOOLS

• Ability to communicate clearly
• Use of network of parents to communicate with all families

Type 2—Communicating practices implemented by our members

• NNPS Partnership Model
• School Model
• Six Types of Involvement
• 1 - Parenting
• 2 - Communicating
• 3 - Volunteering
• 4 - Learning at Home
• 5 - Decision Making
• 6 - Collaborating with
        the Community

© Copyright 1996-2006 The Center on School, Family, and Community Partnerships at Johns Hopkins University