Date: ___________________

Parent Teacher Conference:

Agenda:
Student Name: Jay Raven

Discus
s:

Content:
1. Demonstrate concern & genuine desire to work
alongside parent in order to improve Jays
academic performance.
2. Positive Successes:
Language Arts & Science
3. Noticed that this has been a difficult term for Jay.
Difficulty getting along with his peers-which
is impacting his academic performance.
Observations:
o Often times Jay will use violence or
outbursts of anger
To express anger or frustration
with content (Math)
To communicate or gain
attention of peers
Seems unusual for Jay based on Progress
Reports
Compare 1st & 2nd grade Progress Report
Notes
o Point out changes in (LA-cooperative
skills, Math, and Cooperative skills in
PE) scores (highlighted on forms)
o Progression of notes of 1st grade
teacher
o Goal show: Impacting Academic
Achievement, want to take action
4. Show work samples:
Start with positive: on GL in LA
Show need for action: math samples (2)
5. Questions: Underlying cause?
Can you tell me about his interactions with
friends and family in the home? Who does
Jay spend most of his time with and what
does this interaction time look like.
Have you noticed Jay having difficulties
communicating within these relationships?
Can you think of any events or
circumstances that have occurred since
when Jay was in 1st grade up until now that
could be impacting Jay?

Notes:

Date: ___________________
6. Based on this information: Options to Consider:
At School:
Create a Behavior Modification plan: rewards
and consequences- goal: reinforce and teach
positive behaviors
Ask: What kinds of rewards do you think may
be beneficial in reinforcing positive choices
Jay makes?
Relay our concerns about Jays academic
progress to our schools support committee
who will review Jays information and
determine some possible next steps to be
considered.
At Home:
Strategies for teaching Jay to control his
outbursts (mouth-closed, move-away,
conversations about how to handle
scenarios.)
7. Give Resources to support learning at home
Explain strategies: Ask if these would be
something that oculd be practically done at
home
Emphasize will support these efforts in
classroom
Re-emphasize: Please contact me with how
you feel he is responding to these strategies

-Information for Clarification:

Jays Behavior:
o He is able to complete his assignments independently or
under direct teacher supervision.
o However when working in a group setting:
o Often uses violence to gain attention of peers
o Resulted in rejection and isolation by other peers
o Blurts out answers, gets frustrated and refuses to do his
work.
-Resources used to find suggestions for this PTC:
http://www.cyc-net.org/cyc-online/cycol-0306-guetzloe.html
http://toolkit.ineesite.org/toolkit/INEEcms/uploads/1128/Identifyin
g_and_Helping_Children_Aggressive.pdf
http://www.ccbd.net/publications/newsletter/new-item3/newitem5
-Parent Resources:

Date: ___________________

https://www.kidpower.org/library/article/7-strategies-formanaging-aggressive-behavior-in-young-children/

Emails:
Initial Email to Mrs. Raven:

Subject: Meeting to support Jay

Hello Mrs. Raven,

I hope this email finds you well. I am emailing on behalf of your son
Jay, because I am concerned for his academic progress. Although Jay
has been progressing wonderfully in reading, recently Jay has been
having difficulty interacting with his peers, which has been impacting
his academic performance. Often, Jay struggles to express himself in a
healthy way and will use outbursts of anger or violence to express
frustration with schoolwork or to communicate with and to gain the
attention of peers.
Since this behavior seems to be very unusual for Jay, I would love to
schedule a time to meet with you to discuss Jays academic progress,
potential causes for his atypical behavior, and options of how we can
work together to best support Jay in his learning.
Would May 5th at 2:30pm be a possibility? Another option is to meet
during planning period from 10am-10:30am on Mondays, Wednesdays,
or Fridays. If none of these options will work for your schedule, please
contact me with your schedule and I will try to be as flexible as
possible.
Finally, I have attached an article that I would like to discuss together
during our meeting. This article provides ways that parents and
teachers can have conversations with their children about their
behavior and teach them effective strategies for managing behavior. In
order to work alongside one another, please read sections #3-4 of this
article. I would be happy to answer any questions or to address any
concerns that you may have. I appreciate your help in ensuring Jays
academic success.
Thank you for your time,
Brittany Bisese
Trace Crossings Elementary- 2nd grade

Date: ___________________

Follow Up Email to Mrs. Raven: (Replied to first email)

Hello Mrs. Raven,
Thank you for taking time from your busy schedule to meet today. I am
grateful that Jay has a care-taker who is willing to actively support Jay
in his development and learning.
As we discussed, I will pass along Jays information to the support team
at Trace Crossings. They should be able to review the case in a timely
manner and offer us feedback and options for next steps to support
Jay.
In the classroom, I will begin to implement a behavior modification plan
to reinforce positive interactions with students and offer consequences
for negative interactions with students. To reward positive interaction, I
will try allowing him extra responsibilities with our class guinea pig and
extra reading time with his science books in a special chair. Thank you
for your input in making this plan as successful as possible!
While at home, please keep me updated via email about how Jay is
responding to the exercises, scenarios, and conversations you are
having at home. Please let me know if you see him using the mouthclosed and move-away strategies we discussed. I anticipate that Jay
will be positively influenced by practicing these strategies at school
and at home with his brother.
Again thank you for your support and hard work to ensure that Jay can
reach his full potential academically and socially!
Thank you for your time,
Brittany Bisese
Trace Crossings Elementary- 2nd grade

Date: ___________________

Parent Resource:
-Brief Article: Managing Aggressive Behavior- 7 Strategies from
Kidpower for Preventing Melt-Downs
https://www.kidpower.org/library/article/7-strategies-formanaging-aggressive-behavior-in-young-children/
I emailed this resource to the parent prior to the conference and
went through the resource with her during the conference.
I printed two copies (one for her and one for myself)
I highlighted the short sections I wanted her to focus on:
The first section outlined two strategies to begin implementing in
the classroom and at home.
o Mouth Closed Power
o Move Away Power.
The second section gave two additional suggestions to help
manage behavior in the classroom and at home
o Creating a behavioral modification plan (or family plan as
said in the article)
o Having conversations about how to respond positively in
specific situations.
I intentionally highlighted a few powerful strategies to focus on in
order to avoid overwhelming the parent.

Date: ___________________

Parent Evaluation Form:

Date: ___________________

Reflection:
Through this experience, I have learned the importance of
positively communicating with parents and the need to prepare
thoroughly for conferences. Parents are the expert on their child and
can offer a wealth of knowledge about the needs, strengths, and
circumstances of the child. These can be beneficial for changing
behaviors and producing a higher quality of work from the student.
The teacher should strive to form positive relationships with each
parent so that parents know the teachers desire to support each
student, which will make them more inclined to collaborate with the
teacher to impact the students learning. Also, this positive
relationship is crucial should a child begin to show behavioral
difficulties. If the parents an teacher have a healthy relationship, the
parent will know that the teacher is addressing this issue not because
she hates the child but because she cares deeply and want to see the
student succeed.
Prior to the conference, I did not realize how much work goes
into a parent teacher conference. I spent a decent amount of time
reviewing Jays information and determining what options should be
considered. I chose these options based on my knowledge of the child
and research. Then, I chose the evidence from Jays file that would
best show the parent that Jay was successful in some areas, however
that there was a significant issue that needed to be addressed. Then I
put together my agenda of how the conference should flow and how I
would ensure that the parent felt comfortable, that she knew how
much I genuinely cared for and was concerned for Jay, and that I
wanted to partner with her to implement a few simple steps to impact
Jays behavior and therefore his academics.
When Mrs. Raven gave me feedback, I was pleased to hear very
positive feedback. She emphasized that I was warm and welcoming
while still being direct about the problem. She also stated that my
email conveyed this as well. I then asked her what was most difficult
for her as a teacher when it came to Parent Teacher Conferences. She
replied, that it was difficult to show parents that there was truly an
issue with their child. She said parents are often quick to assign blame
elsewhere because their child is their precious baby. Thus they do not
want to accept that anything could be wrong.
In the future, I would type a more reader friendly and shortened
version of the article to attach. I wanted to give the whole article in
order for the parent to have more information if wanted. However, I
only asked her to read a short portion, which was clearly outlined in
the email and conference. Overall, this experience has better equipped
me to interact with parents and to prepare thoroughly for Parent
Teacher Conferences.