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FAMILY PARTNERSHIP MOSAIC

POD A / QUESTION 1

How do we communicate academic data clearly without reducing a student to a number?

20 minutes. Create something another educator could use.

KEEP IN MIND

One or two principles that should guide the conversation

  • Always start with a positive when beginning the conversation
  • Stay focused on their child as their child is their whole world

TRY THIS

Two concrete actions an educator could take

  • Utilize a digital portfolio for conferences for families to access
  • Student self assessment

POSSIBLE LANGUAGE

Two examples of something an educator could say or ask

  • How you can support care holders (how can I help you solve…)
  • Using common language;
    • Strengths and areas of growth

AVOID

One or two choices that could create judgment or defensiveness

  • Using phrases like “where they should be”
  • Comparing students to other students

GET CLOSER

One question that could help the educator understand the learner more deeply

-Where would you like to see your child by the end of the year; academically, emotionally, and socially?

Question 1 assigned to Pod A

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FAMILY PARTNERSHIP MOSAIC

POD B / QUESTION 2

How do we lead with assets while still being truthful about areas of concern?

20 minutes. Create something another educator could use.

KEEP IN MIND

  • Compliment sandwich: start with a positive, state concerns, end with positive.
  • Keep it light, lead with empathy

TRY THIS

  • Have parents write a positive note for their child, leave it at their desk
  • Parent survey

POSSIBLE LANGUAGE

  • Ask the parent what goals they have for their child
  • Talk like you are a partnership, collaborative

AVOID

  • Be mindful of your body language and tone
  • Avoid making assumptions

GET CLOSER

One question that could help the educator understand the learner more deeply

How can you make your classroom more student centered?

Question 2 assigned to Pod B

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FAMILY PARTNERSHIP MOSAIC

POD C / QUESTION 3

What can we ask students and families that assessment data cannot tell us?

20 minutes. Create something another educator could use.

KEEP IN MIND

One or two principles that should guide the conversation

What are your students strengths? What do they like to do in their free time? Are there any challenges you see or areas where you would like them to grow?

TRY THIS

Two concrete actions an educator could take

Student questionnaire, student interest survey, survey about how students like to receive celebration, compare school matrix and language used at school to what’s used at home (ex: same terminology when talking about voice level)

POSSIBLE LANGUAGE

Two examples of something an educator could say or ask

AVOID

One or two choices that could create judgment or defensiveness

Accusatory words, placing blame, avoid big academic language (use plain language or take time to give context)

GET CLOSER

One question that could help the educator understand the learner more deeply

What is one goal or hope you have for your student this year? What do you hope your student can accomplish by the end of the school year?

Question 3 assigned to Pod C

What are your students strengths? What do they like to do in their free time? Are there any challenges you see or areas where you would like them to grow?

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FAMILY PARTNERSHIP MOSAIC

POD D / QUESTION 4

How do we discuss behavior and engagement without labeling a student or overlooking context?

20 minutes. Create something another educator could use.

KEEP IN MIND

One or two principles that should guide the conversation

  • What are some of your students interests at home?
  • How would you describe them at home? What works way home?

​

TRY THIS

Two concrete actions an educator could take

  • Lead with positive information, I also notice….
  • Use evidence based observations and ask what they might think

POSSIBLE LANGUAGE

Two examples of something an educator could say or ask

  • This is a pattern I am seeing…
  • Has previous teachers/years mentioned..?

AVOID

One or two choices that could create judgment or defensiveness

  • Bringing emotion into the conversation, but allowing parents to bring emotion to the able

GET CLOSER

One question that could help the educator understand the learner more deeply

What is something you want me to know about your student?

Question 4 assigned to Pod D

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FAMILY PARTNERSHIP MOSAIC

POD E / QUESTION 5

How do we make the conversation genuinely two-way?

20 minutes. Create something another educator could use.

KEEP IN MIND

One or two principles that should guide the

conversation

  1. Parent/guardians have valuable insight of their student
  2. Relationship building can decrease behaviors

TRY THIS

Two concrete actions an educator could take

  1. Keep conversations clear and simple, don’t overload with educational jargon (be mindful of educational levels, ELLs, etc.)
  2. Open conversations about what has benefited their student in the past (approach as a partnership)

POSSIBLE LANGUAGE

Two examples of something an

educator could say or ask

  1. What are some things that have benefited your student in the past?
  2. What are their interests outside of the classroom?

AVOID

One or two choices that could create judgment or defensiveness

  1. Accusatory language/labels
  2. Preconceived notions about the student, their family, work ethic, etc.

GET CLOSER

One question that could help the educator understand the learner more deeply

What motivates/excites your student about coming to school each day?

What discourages them and makes it harder for them to learn?

Question 5 assigned to Pod E

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FAMILY PARTNERSHIP MOSAIC

POD F / QUESTION 6

How do we invite students and families to help set a meaningful goal and shape the plan for reaching it?

20 minutes. Create something another educator could use.

KEEP IN MIND

One or two principles that should guide the conversation

  1. Accountability between students and their work, teacher, community, and families.
  2. Front load empathy and genuine care for the student

TRY THIS

Two concrete actions an educator could take

  1. Come prepared with a goal for that student
  2. Reach out to 1-2 families at a time to limit burn out
  3. Parent form/survey sent out to gather information

POSSIBLE LANGUAGE

Two examples of something an educator could say or ask

  1. “I care about your learner and their growth.”
  2. “This is what I am seeing in class, what do you see at home?”

AVOID

One or two choices that could create judgment or defensiveness

  1. Speaking in a deficit mindset, talking about what the student is not doing
  2. Blaming students’ behavior/performance on the parent

GET CLOSER

One question that could help the educator understand the learner more deeply

“What is going on outside of school that you feel like is affecting on your student?”

Question 6 assigned to Pod F

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FAMILY PARTNERSHIP MOSAIC

POD G / QUESTION 7

How do we communicate (with families) when we do not yet have a complete picture of the learner?

20 minutes. Create something another educator could use.

KEEP IN MIND

One or two principles that should guide the conversation

  1. Assume every caregiver wants the best for their student; treat them like an expert on their child
  2. Set a collaborative tone

TRY THIS

Two concrete actions an educator could take

  1. Lead with questions rather than statements; let the caregiver speak first
  2. Explicitly set the expectation that we work as a team and provide contact information.

POSSIBLE LANGUAGE

Two examples of something an educator could say or ask

  • “What do I need to know about your student?”
  • Share something, however small, you like about every student

AVOID

One or two choices that could create judgment or defensiveness

  1. Leading with negativity.
  2. Making assumptions about the caregiver, their home life, or ANYTHING. Don’t make assumptions!

GET CLOSER

One question that could help the educator understand the learner more deeply

What is your favorite thing about your student?

Question 7 assigned to Pod G

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FAMILY PARTNERSHIP MOSAIC

POD H / QUESTION 8

How do we close a conversation with shared next steps, clear responsibilities, and a plan for checking progress?

20 minutes. Create something another educator could use.

KEEP IN MIND

One or two principles that should guide the conversation

  • Best interest of the student
  • Genuine interest in the student

TRY THIS

Two concrete actions an educator could take

  • Providing families some kind of physical reference (email,handout,data,etc.) for all parties to refer back to.
  • Transparent conversations with students 1:1

POSSIBLE LANGUAGE

Two examples of something an educator could say or ask

“I am seeking your partnership on…”

“I want to work with you to best support your student”

AVOID

One or two choices that could create judgment or defensiveness

  • Negative/corrective conversations at this time (keep this separate.)
  • Making assumptions about family situations

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GET CLOSER

One question that could help the educator understand the learner more deeply

How can I best support your student and how do they work at home?

Question 8 assigned to Pod H