Unit 7: Meaningful Collaboration for Student Success Flashcards by Brianna McKinney

Match each example with a strategy designed to involve parents and communities in classrooms and schools.

A teacher creates a homework assignment that involves the student interviewing a family member.

a. Collaborating with Community
b. Learning at Home
c. Communicating with Parents

b. Learning at Home

This homework assignment was designed by the educator to involve family or caregivers at home.

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Match each example with a strategy designed to involve parents and communities in classrooms and schools.

A teacher sets up private social media channels and invites parents to participate and obtain relevant upcoming information about their student’s class.

a. Collaborating with Community
b. Learning at Home
c. Communicating with Parents

c. Communicating with Parents

These social media channels provide two-way communication between school and home.

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Match each example with a strategy designed to involve parents and communities in classrooms and schools.

Representatives from local cultural organizations are invited to present to families and students and showcase their organization at “Celebrating Culture” week at your school.

a. Collaborating with Community
b. Learning at Home
c. Communicating with Parents

a. Collaborating with Community

This week-long event facilitates a connection between community-based resources or services and families, students, and the school community.

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Match each example with a strategy designed to involve parents and communities in classrooms and schools.

It is a student’s turn for show and tell. The assignment includes bringing in an item or food representing their family and culture or cultural values. Parents are encouraged to support students with providing a brief writeup or a quick video about the item.

a. Collaborating with Community
b. Learning at Home
c. Communicating with Parents

b. Learning at Home

This homework assignment was designed by the educator to involve family or caregivers at home.

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Match each example with a strategy designed to involve parents and communities in classrooms and schools.

A middle school team of teachers sends out a weekly newsletter discussing happenings in the school and the classroom, as well as inviting parents to upcoming school events. They provide an e-mail address where parents can share information for future newsletters.

a. Collaborating with Community
b. Learning at Home
c. Communicating with Parents

c. Communicating with Parents

This weekly newsletter provides two-way communication between school and home.

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Which formal structure can schools establish to create shared understanding and give parental perspective to create systems of support between schools and communities?

a. School advisory committee
b. Professional learning community
c. Parent–teacher conference
d. Family-led advisory committee

d. Family-led advisory committee

A family-led advisory committee highlights families’, parents’, and caregivers’ voices in the discussion about education. It provides a way for schools and districts to learn from parents and welcome them as critical aspects to fostering student success. This type of formal structure is an additional touch point to the community, as well.

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Which type of systematic capacity building strategy focuses on creating opportunities for parents to participate in formal leadership and decision-making?

a. Collective
b. Unilateral
c. Individual
d. Relational

d. Relational

Relational strategies bring parent and family expertise together to make tangible change. These are family-based and family-led leadership efforts supported by educators and administrators in schools and districts.

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True or False

In order to receive school-based supports from site coordinators, a student must qualify for special education and transition services.

False

Site coordinators (or other similar positions under different titles) provide support by linking students and families to community resources. Although some students who receive special education services and their families receive supports from this type of school-based coordinator, many other students who do not require special education and their families (low income/poverty, migrants, ELs, etc.) obtain support as well.

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True or False

Some parents may be resistant to offers of assistance and support, so it is best to wait until families seek help from you before offering it.

False

If you are aware of resources that may benefit the family or your student, offering information about those resources can greatly benefit both the student and the family. Providing information about available resources should be something frequently communicated to all families throughout the year. This would prevent anyone from feeling singled out. And waiting to be asked could be detrimental to the student.

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Which of the following scenarios exemplifies a strengths-based approach to engaging families in your classroom or school and allowing for shared understandings about community resources?

a. Send home a home language survey to learn about the language or languages spoken at home.
b. Invite guest readers into your classroom every week.
c. Create a parent and family diversity council that meets monthly, and invite parents to suggest ways to promote diversity and inclusive learning activities into the school.
d. Invite local business to come into the school to promote their products or services.

c. Create a parent and family diversity council that meets monthly, and invite parents to suggest ways to promote diversity and inclusive learning activities into the school.

A parent and family diversity council would allow parents, guardians, and extended family members to know that their voice and input are valued. It also allows for more voices to share their understandings and knowledge of community resources with the school and with each other.

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Which element have researchers found most difficult for teachers when navigating through student and family differences?

a. Disability
b. Practices and customs
c. Race and socioeconomic status
d. Religion

c. Race and socioeconomic status

Race and socioeconomic status were identified in research to be particularly difficult for educators to navigate in the classroom. Educators felt they needed more support in reaching out to parents in culturally sensitive ways, as well as additional support to learn more about a variety of cultures, including nonverbal communication, native languages, customs, and more.

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During the summer months, a family moved to the United States from Africa. The parents need to enroll their children in the local school district for fall. The parents are overwhelmed and do not know where to start. Previously, the children’s schooling was more informal and did not have the same policies, procedures, and regulations. These parents need support in learning about the school structure, as well as parent expectations, in this new environment.

Which strategy outlines the most effective support to parents at this stage of the educational process?

a. Going over school-related informational materials
b. Attending parent-related conferences and meetings
c. Meeting teachers and administrators
d. Making attendance a priority

a. Going over school-related informational materials

In order to understand the basics, such as enrolling a child in school, policies regarding attendance, daily schedules, and expectations of parents in terms of school involvement, it is critical for the family to read and engage with school-related informational materials at this stage in the process. If language is a barrier, the school should ensure the information is available in their native language or ensure a translator is present to help them.

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A mother of a fourth-grade student was approached by her child’s teacher to participate in a new event at school. The focus was “Food from Around the World.” The family is of Indian descent, and the teacher thought it would be nice to include food from India in the mix. However, the mother did not want to be involved. She did not feel it would be worthwhile, as earlier that day her daughter came home in tears after going to school in traditional Indian dress in celebration of a holiday. Another student teased her about her different type of clothing. When the mother asked her daughter if she told the teacher, the daughter stated that she always does but nothing happens. The most recent time, the teacher told the student she “shouldn’t be such a tattletale or she might not make friends.” The mother wonders what this teacher has done to explain cultural diversity in the classroom and whether she respects people with diverse beliefs and customs.

Four school-oriented barriers prevent parental involvement in school activities:

Unwelcoming school environment
Previous negative experiences with education
Perceptions of a school’s lack of cultural sensitivity
Different styles of interpersonal communication.

Which barrier applies to this situation?

a. Unwelcoming school environment
b. Previous negative experiences with education
c. Perceptions of lack of cultural sensitivity
d. Different styles of interpersonal communication

c. Perceptions of lack of cultural sensitivity

This particular example showcases how the teacher’s inappropriate response to the daughter’s teasing incident related to wearing traditional Indian clothing for a holiday made the mother now perceive the teacher as lacking cultural sensitivity . This will often decrease parental participation in school activities.

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True or False

Intentional and consistent communication between school administrators and teachers impacts family and community involvement and student success.

True

The way in which school administrators model communication and interaction with teachers and school staff sets the morale for the school community. When school administrators display positive communication as an expectation, teachers, in turn, feel comfortable and more willing to establish these communication-based connections with families and the community. Family and community involvement in the school district enhances student success.

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A teacher in a fourth-grade classroom decided sending home quarterly report cards did not provide parents with enough information about their students’ progress. Instead, she sent home brief monthly updates for each of the children in her class to ensure students are making positive gains and in the hopes of getting support for students who may need additional academic services. Which type of communication is this between the teacher and parents?

a. One-way communication
b. Partnership
c. Communication through technology
d. Two-way communication

a. One-way communication

This is an example of one-way communication where the teacher informs the parent about something related to the child.

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Identify the type of effective communication between parents and teachers described in the following examples.

Discussing mutual goals and interests and using language such as “we” and “us” instead of “yours” or “mine”

a. Regular two-way communication
b. Using inclusive language
c. Positive reinforcement

b. Using inclusive language

Using inclusive words and talking about shared goals help parents to understand they are a part of a team. It results in more of a partnership, which recognizes and values input from both teachers and parents.

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Identify the type of effective communication between parents and teachers described in the following examples.

Calling home to share a student success story or accomplishment

a. Regular two-way communication
b. Using inclusive language
c. Positive reinforcement

c. Positive reinforcement

Even when things get rough, it is important to communicate the positives as well. Parents should not only hear the negative things their children may engage in but also the positive! It does not create a positive environment when the only communication a parent receives about a child is negative.

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Identify the type of effective communication between parents and teachers described in the following examples.

Friday folders and dialog journals

a. Regular two-way communication
b. Using inclusive language
c. Positive reinforcement

a. Regular two-way communication

It is important to create predictable ways that students will be informed about student progress. Some teachers send home schoolwork every Friday in a folder to be signed. Other teachers start dialog journals so students, families, and teachers can reflect on progress. Monthly progress reports might also be dictated by your school.

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True or False

Under FERPA, parents have the right to request changes to their child’s educational record if they believe the records to be misleading.

True

FERPA allows parents to be able to request records be corrected to rectify potentially inaccurate information. This can be important, as schools keep many records on students, such as report cards, disciplinary actions, test results, and more.

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Students with disabilities are primarily covered under three main laws: The Americans with Disabilities Act as Amended, Section 504 of the Rehabilitation Act, and the Individuals with Disabilities Education Act. Although they all serve the same goal in ensuring individuals with disabilities are not discriminated against and have access to information, there are differences within the laws. Match the legal information with the appropriate law.

Covers all individuals with disabilities. This includes individuals in preschool, elementary, secondary, and postsecondary education settings, as well as employment, health, welfare, and social services organizations that receive federal funding.

504

504 has relatively broad coverage protecting people of all different ages across a variety of public education and public sector environments.

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No formal written documentation or planning is required. However, it is best practice to document needs and accommodations.

ADA

No formal planning is necessary. Sometimes a medical diagnosis is provided; however, it is important to keep any records of the disability in case it is needed at some point. However, unlike a 504 plan offered under section 504 or an “Individualized Education Program” offered under IDEA, the ADA does not require this formalized structure.

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Enforced by the U.S. Department of Education’s Office of Special Education and Rehabilitative Services (OSERS)

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IDEA

The U.S. Department of Education’s Office of Special Education and Rehabilitative Services, as well as the state’s education agency, oversees the implementation of IDEA.

For students covered under IDEA, what does due process apply to?

a. Identification, evaluation, or placement
b. Choice of classroom teacher, schedule, or lunch time
c. Technology provided, or provided free and reduced lunch
d. Language assistance, legal help, and disciplinary actions

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a. Identification, evaluation, or placement

IDEA outlines how to resolve disputes related to special education services with due process. All of the steps involved in settling disputes are outlined in the language of IDEA and include filing a complaint, attending a resolution session, and participating in mediation. If an agreement cannot be reached through that process, there will be a due process hearing to settle the dispute.

True or False

If a student does not have citizenship and arrives in the United States to live with another relative, he or she must obtain a student visa before enrolling in the public school.

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False

Federal law requires that public schools enroll and register every child who lives in the boundaries of the school. Citizenship does not allow or deny a student from establishing residency within a district.

Match the job role with the correct position. This person is responsible for organizing the IEP meetings. a. Special Education Teacher b. Classroom Teacher c. Paraeducator

a. Special Education Teacher It is the role of the special education teacher to set the date and time for the IEP meeting and ensure everyone knows when and where the meeting will be held.

Match the job role with the correct position. In an IEP meeting, this person provides information on how the student is performing on a day-to-day basis. a. Special Education Teacher b. Classroom Teacher c. Paraeducator

b. Classroom Teacher The classroom teacher is required to provide information on the student’s progress and how the student is performing in class.

Match the job role with the correct position. This person receives the expectations for the classroom and students and works closely with the students, implementing the given strategies and providing support. a. Special Education Teacher b. Classroom Teacher c. Paraeducator

c. Paraeducator The expectations are communicated to the paraeducator by the teacher, and the paraeducator works closely with the student by providing support.

Match the job role with the correct position. This person communicates what is on the IEP to those who work directly with the students. a. Special Education Teacher b. Classroom Teacher c. Paraeducator

a. Special Education Teacher The special education teacher is responsible for ensuring that those who work with the student are aware of what the IEP entails. He or she is also responsible for monitoring the IEP, the accommodations, and the modifications.

Who is responsible for ensuring that all IEP team members understand their role in an IEP meeting as it relates to the law? a. Special education teacher b. Superintendent c. Parent advocate d. Principal

d. Principal It is the role of the school principal to ensure that everyone involved in the process understands their role and the importance of their attendance.

True or False An assessment translator is a required member of an IEP meeting. This role is filled by the classroom teacher to ensure that the parent understands the assessments.

False The assessment interpreter is responsible for interpreting the evaluations. Therefore, whoever performed the evaluations would take on this role. For example, the school psychologist is usually the person who does the educational assessments, so he or she would be the main assessment interpreter. If the student is evaluated by a speech pathologist, a physical therapist, or an occupational therapist, then that individual would be responsible for interpreting the assessments conducted.

True or False The special education teacher must serve as the 504 coordinator.

False The special education teacher does not have to be the 504 coordinator. It could be the school principal, special education teacher, school counselor, school psychologist, or another individual who is usually chosen by the school principal or a district leader.

The classroom teacher may refer a student for a 504 plan. In addition to possibly referring the student, there are four other expectations teachers regarding 504 plans. They should participate in the 504 meetings, supply data and documentation related to the student, and implement accommodations that are identified in the 504. What is the fourth expectation of teachers regarding 504 plans? a. Notify the parents when the 504 is written. b. Invite the parents to the 504 meeting. c. Have the 504 approved by the principal. d. Participate in the review process.

d. Participate in the review process. When it is time to review the 504 plan, the classroom teacher is responsible for participating in the process.

Select three ways that the classroom teacher may contribute to the development of service plans for students with disabilities. a. Write the timelines for when the child should be reassessed. b. Begin the process when the teacher has a concern about a student. c. Gather data on the student’s performance and behaviors. d. Collaborate with colleagues to determine next steps, and make suggestions regarding the child’s plan.

b. Begin the process when the teacher has a concern about a student. c. Gather data on the student’s performance and behaviors. d. Collaborate with colleagues to determine next steps, and make suggestions regarding the child’s plan. The classroom teacher may have a concern about a student and begin the process of developing a service plan. The teacher will gather assessment data, observational data, and other information that could be helpful for the team when determining eligibility. The teacher will also collaborate with other individuals throughout the process and together make decisions about next steps and discuss what should be included on the IEP to benefit the student.

Which of the following describes a 504 plan accommodation that each of a student’s teachers might need to provide? a. Individualized instruction with an aide b. Seating near the chalkboard c. Inclusion plans d. Speech therapy

b. Seating near the chalkboard Preferential seating is often part of a student’s 504 plan, especially when that student has difficulty with attention or a hearing or vision deficit.

Match each IEP team member to that team member's primary responsibility in an IEP meeting. Parent a. Advocate for the student b. Ensure the commitment of resources to the student c. Review the student's progress in general education d. Suggest ways to modify the curriculum or provide services

a. Advocate for the student Parents are at these meetings to ensure that their child’s needs are being met.

Match each IEP team member to that team member's primary responsibility in an IEP meeting. School system representative a. Advocate for the student b. Ensure the commitment of resources to the student c. Review the student's progress in general education d. Suggest ways to modify the curriculum or provide services

b. Ensure the commitment of resources to the student The school system representative knows what the school can provide and has the authority to provide those resources.

Match each IEP team member to that team member's primary responsibility in an IEP meeting. Classroom Teacher a. Advocate for the student b. Ensure the commitment of resources to the student c. Review the student's progress in general education d. Suggest ways to modify the curriculum or provide services

c. Review the student's progress in general education The classroom teacher has daily contact with the student and can report on progress.

Match each IEP team member to that team member's primary responsibility in an IEP meeting. Special Education Teacher a. Advocate for the student b. Ensure the commitment of resources to the student c. Review the student's progress in general education d. Suggest ways to modify the curriculum or provide services

d. Suggest ways to modify the curriculum or provide services The special education teacher has expertise in educating children with disabilities and can suggest specific corrections.

What are some of the barriers that culturally and linguistically diverse parents might experience when trying to collaborate with schools to meet the needs of their children with disabilities?

Unfortunately, culturally and linguistically diverse families have complained of the following barriers to successful collaboration with the school during the IEP process: - A lack of cultural knowledge and responsiveness - Accommodations that are related to language deficiencies and not aligned to their other learning needs - Lack of clarity around expectations and team meetings - Disregard for the expertise and knowledge of the parents and extended family members - Deficit views of EL families and children

Three key components to a successful relationship between a teacher and paraeducator include mutual respect, teamwork, and ______. a. Common planning b. Common goals c. Common beliefs

b. Common goals It is important that the teacher and paraeducator both know what the common goals are and have a plan to reach them.

Alice, a first-year teacher, has a new student in her class whose IEP requires close adult support. Therefore, Alice will have a full-time paraeducator in her classroom. What steps can Alice take to foster a positive and an effective partnership with her paraeducator that will benefit students?

- model the behaviors she would like for the paraeducator to have in the classroom; - provide the paraeducator with a schedule or plan of what her expectations are regarding the paraeducator’s responsibilities; - provide guidance as needed; - talk to the paraeducator about helping the student to build independence, so she is not too dependent on the paraeducator; and - create common goals with the paraeducator.

After meeting with the speech pathologist and special education teacher, you all agree that a student would benefit greatly from a speech tablet. Who should the three of you talk to first about getting this tool for the student? a. School counselor b. Principal c. Parent d. Student advocate

b. Principal The principal is the first person you should speak with about getting the device for the student. In order to advocate effectively for students, it is important to involve the principal and have his or her collaboration.

A student with an IEP comes to your classroom for mathematics. The student arrives approximately 10–15 minutes late every day, coming from the special education resource room, and misses a large part of instruction. You believe that this student would benefit greatly from being in class for the full time. In the best interest of the student, you know you must work with the special education teacher to resolve the problem. What would be the best strategy to use? a. Send the special education teacher an email listing all the reasons the student should not be late. b. Explain to the special education teacher how the student would benefit from arriving to math class on time, and listen to his or her suggestions. c. Inform the parents that their child has been coming late to your math class. d. Send the special education teacher a note requesting an IEP meeting.

b. Explain to the special education teacher how the student would benefit from arriving to math class on time, and listen to his or her suggestions. In order to work collaboratively, be prepared to speak in a nice tone and be respectful of the other teacher’s time. Do not put the other teacher on the defensive by saying what he or she is doing wrong. Calmly explain the benefits to the student if the student were to arrive to class on time. Work together to find solutions and be prepared to compromise.

Match each scenario to the principle of advocacy it illustrates. A classroom teacher shows up on time to an IEP meeting and produces documents the parent has requested. a. Confidentiality b. Collaboration c. Empowerment d. Professionalism

d. Professionalism Attendance, promptness, and paperwork are part of being a professional.

Match each scenario to the principle of advocacy it illustrates. A guidance counselor obtains permission from parent and child to share information with a teacher. a. Confidentiality b. Collaboration c. Empowerment d. Professionalism

a. Confidentiality Part of building relationships with stakeholders is knowing how to protect sensitive information.

Match each scenario to the principle of advocacy it illustrates. A special education director explains the IEP process to the family and reviews their legal rights. a. Confidentiality b. Collaboration c. Empowerment d. Professionalism

c. Empowerment All members of the team may help to empower the parents in their own child’s education.

Match each scenario to the principle of advocacy it illustrates. A paraeducator meets with the classroom teacher to share observations and discuss modifications. a. Confidentiality b. Collaboration c. Empowerment d. Professionalism

b. Collaboration Any time colleagues meet to share information and identify solutions, they are collaborating in advocacy for students.

The occupational therapist gave a student in your classroom a squishy ball in an attempt to keep the student calm. The student has been throwing it in the air and holding it in the other students’ faces. What strategy should you use to handle the situation? a. Be open and flexible when faced with unexpected behaviors. b. Respect the student’s choices. c. Discuss the student’s IEP with parents. d. Communicate and collaborate with the occupational therapist.

d. Communicate and collaborate with the occupational therapist. Communicating with the therapist will help you understand the reasons for using the ball and will perhaps allow you to brainstorm other accommodations or ways to make this one work.

Your words, body language, and _______ are top contributing factors of effective communication. a. tone b. wisdom c. vocal range

a. tone The tone of your voice plays a big part in how people will perceive what and how you are communicating. Feelings can contribute to your tone, so it is important to remain calm and use a respectful tone. The tone that you use will influence how your message is received by others.

True or False As EL teachers and content teachers collaborate, they should first determine the content, process, and product. Once these elements are determined, the EL teacher should scaffold resources, differentiate the lesson, and determine how the English learner can demonstrate understanding of the learning outcomes.

False Planning for the English learners should be a collaborative approach. Both teachers have expertise and by sharing their knowledge and ideas, they will best meet the needs of the students. Also, having a collaborative approach will ensure that each teacher is comfortable with what is taking place.

You just finished teaching a math lesson for which the EL teacher was present. Afterward, you sit down for your collaborative planning. The EL teacher communicates that he does not believe the assessment you used for the English learners was an effective way to assess their understanding. What would be an appropriate way to respond? a. Become defensive and explain to the EL teacher that you have used that assessment with every type of learner for years and it has never been a problem. b. Excuse yourself from the meeting and tell the EL teacher you will think about it. c. Listen to what the EL teacher has to say and ask him whether he has suggestions for how you could modify the assessment for the ELs. d. Shake your head and tell the EL teacher why your assessment is fine.

c. Listen to what the EL teacher has to say and ask him whether he has suggestions for how you could modify the assessment for the ELs. By allowing the other person to share his thoughts and seeking advice from him, you are validating what he is saying and showing respect. It is okay to disagree, but if you disagree, communicate this in a respectful way. Listen to the other person’s thoughts and ideas, and share the ideas that you have. Through sharing ideas, you are sure to find a solution that will work for everyone. Remember that collaborating sometimes takes compromising.

Match each instructional schedule scenario to the program model it illustrates. a. pull out b. team teaching c. transitional bilingual education

a. pull out The student is pulled out for specific EL instruction but spends most of her time in the general education classroom.

Match each instructional schedule scenario to the program model it illustrates. a. pull out b. team teaching c. transitional bilingual education

b. team teaching In some models, the EL teacher and content teacher act as a team within the classroom setting. This is especially useful when the percentage of EL students is high.

Match each instructional schedule scenario to the program model it illustrates. a. pull out b. team teaching c. transitional bilingual education

c. transitional bilingual education The object of this model is to move EL students from their primary language to English in a natural transition rather than having them immersed in English right away.

Unit 7: Meaningful Collaboration for Student Success Flashcards

(54 cards)