EDU315-T5-StevensonCeleste
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Grand Canyon University *
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315
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Communications
Date
Feb 20, 2024
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docx
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Uploaded by JusticeMoonBuffalo36
Topic 5: Connecting Family Needs to Community Resources
Celeste Stevenson
College of Education, Grand Canyon University
EDU-315: Family and Community in a Supportive Learning Environment
Professor Nancy M. Falco
January 12, 2024
Thank you for taking the time to fill out this survey. This will help in assessing family needs to community resources. Most questions will be answered on a scale of 1 to 5, lowest being 1 and highest being 5; however, several questions will be in short answer format (“yes” or “no”). If you are uncomfortable answering any question, please leave it blank. Should you require assistance with this survey, please do not hesitate to reach out.
Academics
1.
On a scale of 1 to 5, do you believe your involvement in your child’s academics motivates them positively?
2.
On a scale of 1 to 5, do you believe homework limits your child’s home life and other activities?
3.
How often do you check your child’s grades and academic process?
4.
On a scale of 1 to 5, do you feel the school’s curriculum is sufficiently equipping your student in their academics?
5.
On a scale of 1 to 5, do you feel you are adequately able to make decisions about your child’s education?
6.
On a scale of 1 to 5, do you feel comfortable communicating regularly with your child’s teacher about academic progress or needs?
7.
Are you aware of programs that are available to help aide your child’s academic needs, like tutoring or in-classroom assistance? If not, would you like to know more?
Additional Comments:
Medical
1.
On a scale of 1 to 5, does your child regularly experience anxiety or stress over academics?
2.
On a scale of 1 to 5, does your child regularly experience anxiety or stress over attending school?
3.
On a scale of 1 to 5, does your child receive a full night’s sleep before a full day of school?
4.
On a scale of 1 to 5, does your child struggle with mental health?
5.
On a scale of 1 to 5, do you feel you are able to detect poor mental health with your child?
6.
On a scale of 1 to 5, do you feel your child is emotionally healthy?
Additional Comments: Physical
1.
Are you and your child in need of assistance with food, shelter, water, or other necessities?
2.
Do you feel that you and your child are in any physical danger?
3.
Are you aware of assistance programs available through the school? Would you like more information?
4.
On a scale of 1 to 5, do you believe your child is engaged in good friendships at school?
5.
Is your child receiving any special services through the school to help aide in their education?
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6.
Do you believe your child’s teacher and school staff are meeting your child’s need?
If no, please explain what could be improved: Additional Comments:
Reflection
Gathering data from student families can provide information that aids in improving the education and overall wellbeing of each student as well as connect family to resources and support they may need. For the educator, the collection of data through the form of surveys can give another perspective to student and family experience and how to better asses the needs of each student. It can also provide feedback for the educator to gauge what is working well and what can be improved. For the administration of the school, data can help communicate what the school is doing well, how it can improve, what programs could be integrated for students and their families and provide a better view of the school’s demographics. Lastly, at the district level,
the collection of data provides a better representation to guide where more aid or funding might need to be funneled, make available more or better programs to help the district’s families, and see how well curricula and methodology are performing in the schools. Studies also find that parents are most apt to be involved in their child’s education when surveys are provided to them on a regular basis. These surveys provide a means to believe parents and guardians have a role in
bettering the student’s school experience. One Gallup study says, “parents who believe meaningful change in their child’s school is possible are 2.6 times more likely to be fully engaged parents” (Hodges & Yu, 2016). Promoting confidential and respectful communication with students, their families, and school personnel are foundational in creating a partnership built on trust. Confidentiality with a student’s information is required by law under the Family Education Rights and Privacy Act (FERPA) which protects student records and grants certain rights regarding that information to parents and students (U.S. Department of Education, n.d.). Aside from the legal aspect, all information received by parents, guardians, or representatives during parent-teacher conferences
or other communication is to remain confidential. The purpose of this is to ensure that educators and school personnel are not divulging sensitive and personal information to other unincluded parties. Divulging sensitive and personal information would breach trust built between families, educators, and schools which could have incredibly negative effects on students and their academic, physical, and emotional success. Promoting safe and respectful communication comes
with consistency in the manner of communication, can promote valuable discussions among every party, and can provide mutual support at the benefit of the students. When communicating with families, corresponding with respect is essential. The relationship between parent, educator, and school “must be based on mutual respect which means respect for the opinions of others and respect for the dignity of others (Đurišić & Bunijevac, 2017, p. 13). After all, educators are advocates for their students within the parameters allowed by the parent, guardian, or representative. If the goal is the success of the student and a relationship with the family built on mutual trust, respect and confidentiality are required from educators and school personnel.
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References
Đurišić, M. & Bunijevac, M. (2017). Parental Involvement as an Important Factor for Successful
Education.
Center for Educational Policy Studies Journal
,
7
(3), 137–153. https://doaj.org/article/9e54fd547fc7459ca3e50b2752d97434
Hodges, T., & Yu, D. (2016). Schools Fail at Engaging Parents. Gallup.
https://news.gallup.com/businessjournal/199193/schools-missing-big-opportunities-
engage-parents.aspx
U.S. Department of Education (n.d.). https://studentprivacy.ed.gov/?src=fpco