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Parent Conference Report Form

Parent Conference Report:  Parent-teacher conferences are an important part of your responsibility as an educator.For student, parent, and teacher alike, the conference can be frightening, especially if the child’s attitude and/or behavior in class is not acceptable or if other less-than-good news must be communicated. Preparing for a successfulconference includes setting goals, having specific and factual information about the student’s progress available, makingsure to schedule adequate time to meet the goals while honoring the parent’s time constraints, and making a plan tofollow-up with the parents. n effective conference includes a review and discussion about the student’saccomplishments, records, challenges, and concerns and fosters collaboration by giving the parents the opportunity to

share their views regarding the issue at hand.

Tips for conducting and concluding a conference:

o !stablish rapport" treat the parent with respect.

o #tate something positive, specific, and unique about their child to communicate your genuine care.

o $iscuss the issues factually" be specific" avoid the use of %argon a parent might not understand.

o &e a good listener" be prepared" assure parents you are not %udging them.

o $evelop a plan to resolve the issues 'cooperation is essential(.

o )onclude on a positive note, thank the parents for their time, and encourage further communication.

#tudent*s +nitials &.#. $ate -- ge 0rade 1th  0ender 2

Purpose of )onference &.#. has been struggling to only use appropriate behavior at school, as well as at home. 3heparent asked to meet to discuss what could be changed at school to improve the overall behavior.

$escription of )onference 3he conference was held in 2s. 4illiams room so that the parent would be comfortable. 3heconference was held during our planning period so that no students were present. 3he assistant principal eventuallycame in to discuss consequence options for &.#. based on the knowledge and e5perience he has from working withchildren over the years. 3he conference ended up lasting longer than our planning period and + was asked to take thestudents we had the ne5t period to content mastery to work on the assignment for that day. 3he meeting was over inabout 1 more minutes and 2s. 4illiams gave me her notes and described what happened in the remainder of theconference.

6oles of the Professionals in ttendance 'e.g. counselor, school psychologist, etc.(

#pecial !ducation 3eacher 'also case manager( ssistant Principal#tudent 3eacher ParentParent’s Friend 'who often sees the behavior discussed(

 nswer the following questions and comment as applicable

3he goal or purpose of the conference was to identify how we could help &.#. improve his behavior at schooland at home. &.#. tends to deceive or 7manipulate8 his teachers, in class support, and mother into thinking that he doesnot have any homework or that he has already finished his work. &.#. was also taking full advantage of being allowede5tra time to get to class without tardies. dditionally, he was struggling to refrain from hitting other kids in the hallway.)onsequences such as +.#.#. do not work for &.#. because he en%oys the one-on-one he receives there and thecomputer time. 3he goal was met by the mutual decision of the parent and the case manager to remove &.#. fromorchestra, to eliminate a class that is a privilege and one where frequent problem behaviors occur. #econdly, it wasdecided that 2s. 4illiams would send a picture of &.#.’s daily point sheet home each day. 3he point sheet also indicatesif the child has homework for each of his classes or not. 3his will help the parent know if &.#. is trying to deceive her intothinking that he does not have homework. +t was also decided to remove the accommodation of having e5tra time towalk to class. &.#. will now receive a tardy if he is late to class, this will likely eliminate the e5tra time he has to engagein inappropriate behavior.

3he parents were made to feel comfortable by 2s. 4illiams. #he ensured that they had a comfortable place tosit and 2s. 4illiams was engaged in what they were saying the entire time. 2s. 4illiams also took the time to ask if theywere comfortable with her student teacher attending the meeting and provided the purpose of my attendance. 3heparent and friend agreed that it was essential to my learning as a special education teacher. 2s. 4illiams respected theparent input greatly by thinking through every accommodation and modification that &.#. has to decide how to bestaddress the problem behaviors e5hibited at home and at school. 2s. 4illiams was taking notes of everything the parent

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was saying, in view of the parent, so that the parent knew that 2s. 4illiams was actively listening. 3he decision toremove orchestra was the idea of the parent and 2s. 4illiams took this into consideration. 3he decision was eventuallymade after looking at past data to incorporate the recommendation of the parent. 3he student was not present duringthis meeting.

2s. 4illiams acknowledged negative comments or ideas from the parent by actively listening and taking notes.3he parent made comments such as she wishes that &.#. could %ust spend a day in a %uvenile facility. 2s. 4illiamsdiffused the comments by bringing up some of the positive things she has been seeing when it comes to &.#.’s behavior at school and describing why she thinks that is unnecessary. 3he parent was happy to hear that &.#. has in facte5hibited positive behaviors and eventually was led away from the idea of wanting &.#. to spend some time in a %uvenile

facility. 3hrough attending this conference with 2s. 4illiams, + learned a great deal about how to hear the concerns of the parent, take them into consideration, and then proceed to do what is best for the student and the family. 2s. 4illiamshas a way of helping the parent understand the school from the child’s point of view to lead the parent to a new vision for his or her child. 2s. 4illiams decided on interventions that were best for the student, as well as interventions wherebehavior could potentially improve at home, which is what the parent was really wanting. 2s. 4illiams always has thebest interest of her students at heart and will make a decision based on what is best for them in the long run. #he thenhelps the parent to feel comfortable with that decision by e5plaining why the intervention will help the student later in life.

 

#tudent 3eacher )ooperating 3eacher