Parent Communication Clause Samples
The Parent Communication clause establishes the requirements and protocols for how and when communication should occur between an organization and a student's parent or guardian. Typically, this clause outlines the methods of communication (such as email, phone, or written notice), the types of information that must be shared (like academic progress, behavioral issues, or emergencies), and the frequency or circumstances under which communication is required. Its core practical function is to ensure that parents are kept informed and engaged regarding their child's welfare and progress, thereby fostering transparency and collaboration between the organization and families.
Parent Communication. Parent communication is one of the cornerstone tenets of an effective school. To better facilitate these connections, teachers and school staff will return parent contacts made with the school within one working day upon the teacher receiving the message. Messages received on Friday could reasonably be expected to be returned the following Monday. Building leaders will create workable procedures to ensure that teachers get parent messages promptly and that a documented paper trail is established. Office staff will inform the parent if a teacher is out of the building and give the parent the option of speaking with a building administrator or calling back the next school day.
Parent Communication. The school office telephone number is (▇▇▇) ▇▇▇-▇▇▇▇. If a child who regularly attends the program will be absent, the parent must leave a message for the After School Care Coordinator not to expect the child. In the absence of such a message, every effort will be made to reach the parent unless the child was also absent from school that day. The child who attends the program must be signed-out by the parent or authorized pick- up person. ▇▇▇▇▇▇ the ▇▇▇▇ Catholic School will make every effort to help each child have a happy experience within the After School Care Program. In the interests of all those in the program, children may be asked to withdraw for the following reasons: • failure to meet the financial obligations of the program • failure to observe the 6:00 P.M. pick-up time • disregarding the behavior guidelines • physical or verbal abuse of the staff or other children Any parent experiencing a problem with any aspect of the program is encouraged to discuss the situation with the program coordinator. The program director is available for conferences and if a parent feels the program has not been addressed adequately, a conference with the school principal may be requested. ▇▇▇▇▇▇ the ▇▇▇▇ Catholic School After School Care Program is a service given only during regular school sessions and is not offered on early release days.
Parent Communication. 1. During the length of this contract, the prekindergarten program will include the implementation of the APTT program.
2. Expectations for teacher communication with parents are found in the Teacher Handbook.
Parent Communication. During negotiations for a successor Agreement to their 2018-2021 Agreement, the Board and ETAWC teams discussed the topic of parent communication. As part of that discussion, the parties agreed as follows:
Parent Communication. 1. The District will ensure meaningful communication of school-related matters, specifically special education related matters, with national-origin minority limited-English proficient parents and guardians (EL parents) of students enrolled at Glendale Middle School. The District will:
a. Develop a list of its EL parents at Glendale Middle School who require translation or interpreter services regarding special education related matters. The District will also notify its School teachers who have students whose parents are EL and are in need of communication services, staff members, and administrators of the names of their EL parents who need communication services regarding SPED matters.
b. Notify parents with a District or School point of contact for any questions regarding how to access interpreter services or translated documents. The notification will be provided in the language(s) understood by parents.
c. Train appropriate Glendale Middle School staff on its policies and procedures for effectively communicating with EL parents. Training will include: (1) when and how to obtain qualified language assistance, (2) the importance of effective communication with EL individuals, (3) use of interpreters when staff receive or make calls to language- minority individuals, (4) how to work effectively with interpreters, (5) the impact of ethnic and cultural differences on effective communication, and (6) applicable record- keeping procedures and reporting requirements.
d. Determine the appropriate mix of interpreter and translation services it needs to communicate effectively with EL parents about special education related matters. The District will also develop criteria for determining which District documents will be translated for EL parents. The District will translate and make available written translation for appropriate distribution and will remind its School staff members that these are available and are to be used appropriately. For those languages that are less prominent or where translation is not feasible, the District will ensure that parents and students have been advised, in a language that they understand, of who to contact in the District if they need assistance in understanding notices or communicating with District staff members and appropriate District services will be provided.
e. Survey whether EL parents at the School have been consistently notified of SPED related matters to ensure that communication needs of the ELL parents are being ti...
Parent Communication. A. By December 31, 2014, the District will review, and revise as necessary, and submit for OCR review and approval its policies and procedures to ensure that it provides meaningful access to national origin minority, limited English proficient (LEP) parents and guardians (LEP parents) to the District’s charter school programs and activities. The policies and procedures will ensure that LEP parents are notified, in a language understood by the parents, of information about charter school programs and activities that is called to the attention of other non-LEP parents. These policies and procedures will:
1. Specify how the District will provide language assistance services, including interpreters and written translations, to LEP parents, including parents from lower incidence language groups. Where translation is required, the District will translate the documents into predominant languages to the extent these are provided in English. For lower incidence languages, or where translations are not feasible, the District and its charter schools will ensure that LEP parents have been advised, in a language they can understand, of who to contact in the District if they need assistance in understanding notices or communication with the District or charter school staff. The policies and procedures must ensure that:
i. The District will translate district-wide notices and commonly used documents (e.g., report cards, standardized test scores, etc.) into predominant languages and will notify charter school staff of the documents the District has translated and where they can be obtained;
ii. The District or charter school will translate school-based written notices and documents that are routinely sent home to non-LEP parents in English;
iii. The District or charter school will provide language assistance services at:
(a) all school-wide events, school tours, registration and enrollment, parent-teacher conferences, disciplinary conferences, and student support services meetings (i.e., Section 504 team meetings, Individual Education Plan (IEP) meetings); and (b) enrollment and recruiting events (e.g., charter school fairs, informational meetings, open houses, school tours).
iv. The District will notify LEP parents about the District’s charter schools, the benefits and services of the charters schools, and the schools’ admission criteria, application and enrollment processes, the availability of language assistance services for LEP parents (i.e., interpreters and transla...
Parent Communication. Unit members shall routinely communicate with parents/guardians virtually. Unit members shall perform duties involving job-related communications with parents/guardians and community members virtually rather than in-person, as directed by the District. Unit members shall develop an individualized unit member profile hosted on the District webpage that includes course syllabi, links to LMS, and other relevant resources for parents. Developing and maintaining the profile should not be burdensome or unreasonably time consuming for the member nor shall it require unreasonable ongoing maintenance by the unit member.
Parent Communication. For the 2019-2021 school years, this MOU will replace Article IV, Section 4.4 and MOU 10 of the Master Agreement as well as Article IV, Section 4.5. For the 2019-2021 school years, 40.5 hours will be allotted for parent communication regarding student progress and growth. Each building will submit parent communication plans that will be created using the following parameters: Increase current level of electronic communication Web pages updated regularly to reflect minimum district standards Synergy parent portal for grades 1-5 updated weekly-especially notification about major assignments/graded events Structured, informational emails to parents Structured, informational phone calls to parents Early parent contact to introduce teacher to family and schedule early goal-setting conference Sent between 8/1-8/31 Early goal-setting meetings Completed between August COM day-9/30 Teachers will be given complete information about what to include in early goal-setting meetings Face to face parent meetings Alternative methods differentiated by student need Targeted students/instructional groups need systematic, more frequent communication Other check-in meetings according to grade level communication plan Parent Information Meetings Curriculum Focus Parent education focus (i.e. how to use parent portal etc.) PIN nights that address student progress and growth The purpose of these meeting should be clearly articulated Grade Level/Building/Individual Newsletters Frequent—these are highly valued by parents Increase current level of electronic communication Web pages updated regularly to reflect minimum district standards Synergy updated weekly-especially notification about major assignments/graded events Structured, informational emails to parents Structured, informational parent phone calls If a student has flat lined or regressed, teachers should contact the student’s ▇▇▇▇ Early goal-setting/communication All 6th grade students—deans Targeted 7th and 8th grade students-- deans/classroom teachers as indicated by building plan Face to face parent meetings Alternative methods differentiated by student need Targeted students/instructional groups need systematic, more frequent communication Other check-in meetings according to building communication plan Parent Information Meetings Curriculum Focus Parent education focus (i.e. how to use parent portal) PIN nights that address student progress and growth The purpose...
Parent Communication. They will attend parent evenings, providing information on F&M, our approach to nutrition and healthy eating as well as the services they provide at the school. They also make samples available of the types of food offered to pupils whilst at school. They also like to include articles, linked to health and the food service, in parent / school newsletters.
Parent Communication. The District and the Association agree that teacher-parent communication can support the success of students. Teachers shall respond to parent phone calls and emails in a reasonable timeframe and manner based on their professional judgement.