Parents and/or Guardians Are Their Child's First Teacher
Parents and/or guardians are an integral part of programming for diverse learners and the classroom teacher must involve parents in their child's education through:
- Regular communication, consultation and decisions impacting their child’s programming.
- Parents and/or guardians shall be informed of student progress at regularly scheduled reporting periods and be consistent with Administrative Procedure 360 - Student Assessment, Evaluation and Reporting.
All parents and/or guardians need to be informed of their child’s progress at school and to be involved in making decisions that affect their child’s education. School and division personnel are required to ensure that parents and/or guardians have the opportunity for meaningful involvement in problem solving and decision making related to their child’s program and support and to ensure that parents and/or guardians have the information needed to make informed decisions.
Parents and/or guardians are considered equal partners in the collaborative school-based team. Although they are not involved in direct implementation within the school setting, parents and/or guardians participate in planning, implementing, and evaluating programs and supports by:
- Ensuring that their child attends school
- Supporting and encouraging their child’s learning at home and at school
- Identifying their child’s needs and communicating these to the teacher
- Providing background history
- Providing information that augments the teacher’s observations of the child in the school setting
- Participating in planning meetings for the student. Parents and/or guardians are not required to participate in meetings and program planning. However, the majority of parents/guardians welcome the opportunity. School and division personnel are required to invite parent/guardian participation and make every effort to facilitate meaningful parent and/or guardian involvement.
- Following through on Individual Program Plan goals as they relate to home and community settings
- Providing input at the planning and monitoring meetings regarding their child’s progress
- Evaluating the effectiveness of strategies to promote development, particularly in areas related to personal independence; self-control and behavior management; communication; and skills required for career/recreation, mobility, participation, and independence within the community
- Communicating with the school regarding their concerns, observations, and celebrations on a regular basis
- Advocating for their child
- Providing for their child’s basic needs