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Basic Ingredients of How to Improve Communications from School

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Basic Ingredients of How to Improve Communications from School DOCUMENT RESUME ED 251 287 RC 015 100 AUTHOR McAfee, Oralie TITLE School-Home Communications: A Resource Book for Improving School-Home Relations. INSTITUTION Appalachia Educational Lab., Charleston, W. Va. SPONS AGENCY National !nst. of Education (ED), Washington, DC. PUB DATE Oct 84 CONTRACT 400-83-0001 NOTE 103p.; Presented at a workshop sponsored by School-Family Relations Program, Appalachia Educational Laboratory (Charleston, WV, October 15-17, 1984). PUB TYPE Guides - Non-Classroom Use (055) EDRS PRICE MFOI/PC13 Plus Postage. DESCRIPTORS *Communication (Thought Transfer); Elementary Secondary Education; Evaluation Methods; Faculty Development; *Family School Relationship! *Improvement Programs; *Inservice Teacher Education; Listening Skills; Literature Reviews; *Management Development; Needs Assessment; Parent School Relationship; *Parent Student Relationship; Parent Teacher Conferences; Questionnaires; Resource Materials; Rural Urban Differences; Specialists; Speech Communication; Telephone Usage Insfruction;, Workshops; Writing Processes IDENTIFIERS Appalachia Educational Laboratory WV; Examples ABSTRACT Presented in this resource notebook are some of the basic ingredients of how to improve communications from school to home, including current research and the best thinking on staff development and inservice training, examples of techniques to foster better home-school relations through better communication, and ways to train school personnel in using those techniques. Following an introductory section, eight sections address the topic beginning with "School and Family: The Essential Connection," followed by "Staff Development: Research and Recommendations," "Guides for Effective Home-School Relations and Communications," and "Especially for Administrators and Policy-Makers." Section 6, "Especially for Teachers and Specialists," has seven subsections addressing what is known about school-family relations, using non-technical language, listening fully, utilizing the telephone and recorded messages, examining the written word and other symbols, developing academic guidance sheets, and holding parent-teacher conferences. Sections 7 and 8, entitled respectively "Especially for Support and Service Personnel" and "Especially for Families," are followed by a ninth section concerning "Evaluation: Formative, Summative, and Points in Between." Readings, exercises, and reference lists accompany the sections. The tenth and final section is comprised of nine appendices including additional references, telephone interviewing questions, a summary of the needs assessment process, handouts, parent-staff-conference questionnaires, and guidelines for conducting Nominal Group Technique meetings. (BRR) SCOPE OF INTEREST NOTICE The E nc Fealty has assigned Mrs document for procces4N to In out lodgment, that document also of interest to the Cleanog, A iiiousell noted to the right. Index 1ng should feted their special Resource points of view Notebook for Improving SCHOOL- HOME COMMUNICATIONS U.S DEPARTMENT Of EDUCATION by- NATIONAL. INSTITUTE OF EDUCATION E ICA TiONAt RESOURCES INFORMATION CENTER ILRIC) Dr. Ora lie McAfee thisit<A,Mt(nih.tstwin)tepnxiuceta of o' rvtK1 tart Ow ;Meson rr organwstoon vie.qin.it$11(4 Center for Education h,m(y.'S nave been made to improve gpt Kt." ikon cy,sAtity Metropolitan State College Points ut vrivi, or optnron stated to this duou 1'tortt tin r,.,1 rr, v5s.strly rtPreSent OfIrCralME Denver, Colorado poht y Presented at a workshop sponsored by- School-Family Relations Program Appalachia Educational Laboratory -PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY October 15-17, 1984 Holiday Inn Civic Center O TO THE EDUCATIONAL RESOURCES Charleston,West Virginia INFORMATION CENTER (ERIC)," Appalachia Educational Latwatory P,! oh( 1348 i;t1i!estofWest Vitginta About AEL's School-Family Relations I The School-Family Relations Program of the Appalachia Educational Laboratory (AEL) was started in Septembpr 1981 following an extended period of planning. It grew out of a major regional needs assessment in 1980, which drew attention to two clusters of concerns: (1) interactive issues regarding how to improve the ways that schools and families relate to one another, and (2) a focus on ways that schools might assist particular groups of families whose children are, on the average, "at risk" academically. In a special sense, the School-Family Relations Program also grew out of prior AEL work performed under the Childhood and Parenting Research Program (FY 80-82). This previous work provided a network of field contacts, two tate bases that could be further any. /zed, and relevant methodology and research experience. From the beginning, the School-Family Relations Program has engaged in action research as its main strategy for studying and effecting changes in school practices. The Program's purpose is to identify, develop, and encourage implementation of effec- tive home-school relations practices in schools within the Appalachian Region. During 1983 and 1984 this work is being carried out through three project foci: (11 finding effective ways that schools can relate to "special needs- families (e.g., isolated rural, minority, single parent, two-job families, etc.); (2) improving communications between schools and homes regarding student behavior, attendance, and academic progress, particularly at the secondary level; and (31 preparing school personnel for working with families. This workshop constitutes a major dissemination activity for the School-Family Rela- tions Program, which concludes its National institute of Education sponsored research effort in 1984. Acknowledgements The initial collection of information for this Resource Notebook was begun by former staff member, Ms. Alice M. Spriggs. In preparing this Resource Notebook, Dr. Oralie McAfee undertook the job of pulling together all data and preparing the manuscript in its present form. We are grateful to Dr. McAfee for the long hours arid dedication it took to complete this task. Without her effort, there would be no Resource Notebook. Special thanks to the following AEL staff who worked diligently typing, editing, and proofing the manuscript for the Resource Notebook: Carolyn Reynolds, Mary Farley, and Beth Sattes. For technical advice on school-family research, thank 3 to Ed Gotts and Beth Sattes. For coordinating the workshop arrangements, thanks tc Berme Lanham. Again, thanks to all of you for a useful product produced under a tight deadline. Sandra R. Orletsky, Director School. Family Relations Program Improving School-Rome Communications Workshop: Using A Resource Notebook to Train Teachers andStaff (A Workshop for School Personnel in the AppalachianRegion) Staff Development Personnel:October 15, 16, 17, 1984 Teachers and Specialists: October 16, 17, 1984 Agenda Mondav October 15. 1984 10:30 - 12:00 Registration for Staff Development Personnel--Holiday 13&n Lobby 12:00 -1:30 Opening ActivitiesHoliday Inn Dining Room LUNCH -- Together 1:45 - 2:15 Explanation and Overview, Phase 1Holiday inn, Room 619 2:15 - 5:00 Staff Development in School - Family Relationsand Communications: Research and Recommendations (3:25) REFRESHMENTS 5:30 -7:30 DINNER --Togetber --Fiftb Quarter 7:30 - 9:30 "Rands-On" Planning and Preparation--Holiday Inn, Room 619 Tuesday. October l6 1984 7:15 -8:00 BREAKFAST -- Holiday Inn Dining Room 8:00 -8:30 To Do TodayHoliday Inn, Rooms 119 and619* 8:30 - 11:00 Decision-Making, Planning and Preparation of Staff Development Activities for Teachers and Specialists (9:00) REFRESHMENTS 11:00 - 11 :30 Ruflectio,- and a Look Ahead to Phase II 10:30 - 12:00 Registration for Teachers and Specialista--Roliday InnLobby *For October 16-17: ALL participants in elementary group williacet in Room 119; all participants in secondary group will meet in Room 619. 12:00 - 1:30 Opening Activities (Staff Development Personnel, Teachers and Specialists, AFL Workshop Staff)--Holiday Ina Dining Room LUNCH--Together 1:45 -2:15 Explanation and Overview, Phase IIHoliday Inn Room 119 and 619 2:30 -3:30 School-Family Communications: Research and Recommendations Holiday Inn, Room 119 and 619 (3:00) REFRESHMENTS 3:30 - 5:00 School-Family Communications:Plain Talk and Fancy ListeningH4Nliday Inn, Room 119 and 619 5:30 -7:00 DINNER -- Together- -Fifth Quarter 7:30 - 9:00 Shared ExpertiseHoliday Inn, Room 119 and 619 Wednesday. October 17. 1984 7:15- 8:00 BREAKFAST -- Holiday Inn Dining Room 8:00- 815 Opening ActivitiesHoliday Inn, Room 119 and 619 8:15- 10:30 Spoken and Written Communications: Forma and Functions 10:30- 11:00 Refreshments, Reimbursement Forms, and Other Essentials 11:00- 12:15 School and Individual Action and Follow-Up Plans 12:15- 12:30 Reflection and a Look - ld to Phase III 12:30 Adj3vrnment Workshop Trainers: Dr. Oralie McAfee: Consultant to the Appalachia Educational Laboretor7 and Professor of Education, Metropolitan Statr Denver, Colorado Dr. Edward Catty: Consultant to the Appalachia Educational Laboratory and Chief Psychologist= Huntington State Hospital, Huntington, West Virginia Beth Sattes: Educational Research and Development Specialist, Educational Services Offices and School-Family Relations Program, Appalachia Educational Laboratory, Charleston, West Virginia Sandra R. Orletsky: Director, School-Family Relations Program, Appalachia Educational Laboratory, Charleston, West, Virginia IMPROVING SCHOOL-HOME COMMUNICATIONS WORKSHOP PARTICIPANTS Staff Developers Nettie D. Washington Jerome L. Braun Jean Coolican 400 Castlebrook Drive
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