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Communication with the Family

Daily communication including:

School-to-home notebook sent home daily with student

Includes strengths and weaknesses of the day
Special achievements or goals reached
Homework and/or goals for the next day
Special messages or concerns to inform the parents about
Parent must sign to acknowledge receiving folder each day

Weekly communication including:

Weekly phone call with parent or guardian

Discussion of highest achievements each week
Special messages or concerns to inform the parents about
Keep parents up to date with curriculum and what student will be learning next

Monthly communication including:

Phone call or meeting, as necessary

Update parents on students progress toward IEP goals
Inform parents of any outstanding issues social, behavioral, academic
Answer any questions or concerns of parents

Cultural differences affecting learner and communication with family

Language barrier
Differences in cultural contexts (something being lost in translation)
Lack of understanding of school system/curriculum/expectations/etc.
Lack of resources to manage cultural differences
Lack of common ground or interests
Parents feeling like outsiders or not being included

Strategies for communication with non-English speaking families

Utilize school resources, such as translator or other bilingual staff

Using the student to help translate or communicate
Be respectful of parents time by scheduling meetings convenient for them

Adequately explain all expectations and necessary information

Keep parents informed of all school activities and important events
Send home correspondence in easily managed ways (color-coded, clearly labeled)
Give and seek feedback frequently
Avoid terms that would not translate (expressions, abbreviations, etc.)

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Grace L. Lyles
Stuart W. Cramer High School
101 Lakewood Drive
Belmont, NC 28012

Dear Mr. and Mrs. Parents,

Student Name is currently a student in my Chemistry course offered at SCHS. Student is a very hardworking and attentive student in my class. She always participates in discussions and in-class
activities. She has not missed a homework assignment and always actively engages, both while
taking notes and while working with peers. She has an eagerness to learn, which is easily observed
by her willingness to ask questions when she does not understand something. She works very well
with others and is always willing to help if someone next to her is having trouble understanding.
Student is making wonderful progress towards accomplishing her IEP goals. So far this school year,
she has mastered one continuing concept in each unit as laid out in her IEP goals. Student has also
mastered five vocabulary words in each unit covered thus far, with the exception of one where she
still was able to master four vocabulary words. Student has also been able to meet the goal of
mastering three concepts or skills in each unit. Student is on track to accomplish all annual goals
specified in her IEP for the school year at this point.
For the most recent unit covered in class, Student was able to master the continuing concept
pertaining to the makeup of atoms, including subatomic particles like protons, neutrons, and
electrons, and their roles in forming chemical compounds. The five vocabulary words mastered in the
most recent unit were atomic number, atomic mass, valence electron, ionic bonding, and covalent
bonding. Student also mastered three concepts or skills in the most recent unit including determining
the number of each subatomic particle in an atom using the periodic table, being able to predict what
elements will form bonds based on their numbers of subatomic particles, and drawing diagrams
showing how bonds form between two atoms.
If you would like additional information about Student, please feel free to contact me at (704)8665700, ext. 378161.
Sincerely,

Grace L. Lyles
Chemistry Teacher