ERIC Number: ED400117
Record Type: Non-Journal
Publication Date: 1996-Aug
Reference Count: N/A
Reaching All Families: Creating Family-Friendly Schools.
Moles, Oliver C., Ed.
Recognizing the critical role parents have in developing their children's learning habits, this booklet offers strategies that focus on ways principals and teachers can communicate with diverse families about: (1) school goals, programs, activities, and procedures; (2) the progress of individual students; and (3) home activities which can improve children's school learning. A special emphasis is placed on making all school contacts friendly and welcoming to the diverse families being served, highlighting outreach strategies which encourage two-way communication through personal contacts including: (1) "Early Fall Mailings"; (2) "Home-School Handbooks"; (3) "Open House"; (4) "School-Parent Compacts"; (5) "Parent-Teacher Conferences"; (6) "Parent Liaisons"; (7) "Newsletters"; (8)"Positive Phone Calls"; (9) "Homework and Home Learning"; (10) "Parent Resource Centers"; (11) "Informal School-Family Gatherings"; (12) "Parent Workshops"; (13) "Secondary School Strategies"; (13) "Strategies for Children with Special Needs"; (14) "Involving Parents with Limited English Skills"; (15) "Involving Single and Working Parents"; and (16) "Involving Fathers." A separate page explains six services offered by the U.S. Department of Education and lists 10 free and related publications. (AMC)
Descriptors: Bilingual Students, Cultural Pluralism, Cultural Relevance, Educational Improvement, Elementary Secondary Education, Family Influence, Family Involvement, Family Role, Family School Relationship, Fathers, Homework, Intercultural Communication, Limited English Speaking, Multicultural Education, Multilingual Materials, Outreach Programs, Parent School Relationship, Parent Teacher Conferences, Parent Teacher Cooperation, Parent Workshops, School Community Relationship, Special Needs Students
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Authoring Institution: Office of Educational Research and Improvement (ED), Washington, DC.