Eugene School District 4J

Ineffective	Developing	Effective	Model
Provides little or no information to families about their individual student except through report cards, or provides communication that is inappropriate to the families’ cultures. Never or infrequently responds to families regarding concerns they have about their student and/or responds in an insensitive manner. Does not view or use the family as a source of valuable information that could promote the student’s learning and wellbeing.	Adheres to the school’s required procedures for communicating with families. Relies primarily on newsletters and other one-way media. Responds to family concerns in a limited way and may reflect occasional insensitivity to cultural norms. Seldom uses the family as a source of valuable information that could promote the student’s learning and wellbeing.	Frequently and regularly uses two-way communication with each family about their student’s progress. Respects cultural norms and is prompt and easily available in responding to family concerns. Seeks out the family as a source of valuable information that could promote the student’s learning and wellbeing. Usually provides parents with early notification of any difficulties their student is experiencing.	Frequently and regularly uses two-way communication with each family about their student’s progress, often involving the student in the communication and reporting process. Responds to family concerns with respect and cultural sensitivity and strives to anticipate/prevent possible areas of miscommunication. Often adjusts the type of communication (phone calls, notes, emails, face-to-face conversation) to accommodate parents’ preferences. Provides parents with early notification of any difficulties their student is experiencing. Regards the family as a rich source of information and insights that could promote the student’s learning and wellbeing.

Ineffective	Developing	Effective	Model
Does not welcome families to become participants in the classroom or school community, or actively discourages their involvement. Does not inform parents about learning or behavioral expectations. Rarely, if ever, communicates with parents on ways to support their children at home or at school.	Makes limited attempts to involve families in school and/or classroom activities, meetings, and planning. Sends home only a list of classroom rules and the learning outline or syllabus for the year, plus occasional suggestions on how parents can support their children at home or at school.	Uses a variety of strategies to encourage and support every family’s active and appropriate participation in the classroom and school community. Consistently provides parents with clear, user-friendly expectations for student learning and behavior. Provides curriculum updates throughout the year and suggests strategies for supporting learning at school and at home, including adaptations for students with disabilities or limited English proficiency.	Successfully engages most families and sustains their active and appropriate participation in the classroom and school community. Successfully conveys to most parents the expectations for student learning and behavior. Successfully prompts most families to use one or more of the strategies suggested for supporting learning at home and seeks evidence of their impact. Involves students in contributing ideas for activities that could be enhanced by family participation. Is able to model this component for other teachers.