Question 1

Parental input should be given ____________.

Accepted Answer

A)  early 
B)  often 
C)  at the end of the meeting 
D)  all of the above 
A)  early 
B)  often 
C)  at the end of the meeting 
D)  all of the above D

Question 2

If a troubling situation occurs as a result as an accidental or impromptu meeting, you should ______________.

Accepted Answer

A)  pretend as if it did not happen 
B)  discuss what happened with a school administrator 
C)  set up a formal meeting to discuss any issues that resulted from the impromptu meeting 
D)  none of the above 
A)  pretend as if it did not happen 
B)  discuss what happened with a school administrator 
C)  set up a formal meeting to discuss any issues that resulted from the impromptu meeting 
D)  none of the above B

Question 3

What are three important cautions for educators when using written communication with families?

Accepted Answer

1. Be mindful of language and tone: When communicating in writing with families, educators should be cautious of the language and tone used. It's important to avoid using jargon or technical language that may be difficult for families to understand. Additionally, educators should strive to maintain a respectful and empathetic tone in their written communication, as this can help to build positive relationships with families.

2. Consider cultural differences: Educators should be aware of the cultural backgrounds and beliefs of the families they are communicating with. It's important to avoid making assumptions about a family's cultural practices or values, and to be sensitive to any cultural differences that may impact the communication. Taking the time to learn about and understand the cultural backgrounds of the families can help educators to communicate more effectively and respectfully.

3. Ensure clarity and accuracy: Written communication with families should be clear, accurate, and easy to understand. Educators should take care to provide all necessary information in a way that is easy for families to follow. This may include using bullet points or numbered lists, providing translations if necessary, and double-checking for any errors or misunderstandings before sending the communication. Clear and accurate written communication can help to avoid confusion and misunderstandings with families.

Question 4

Name the four main purposes of family conferences.

Accepted Answer

Family conferences serve several importa

Question 5

Information discussed at the meeting should be shared with ____________.

Accepted Answer

A)  only those who could not attend due to scheduling conflicts 
B)  the principal and vice principal 
C)  only those who attended the meeting 
D)  those who work with the child and will benefit from the information 
A)  only those who could not attend due to scheduling conflicts 
B)  the principal and vice principal 
C)  only those who attended the meeting 
D)  those who work with the child and will benefit from the information

Question 6

The three main steps for a successful conference to take place are:

Accepted Answer

A)  Planning, Informing, and Following Up 
B)  Preplanning, Conducting, and Following Up 
C)  Inviting, Planning, and Evaluating 
D)  Preplanning, Conducting, and Reflecting 
A)  Planning, Informing, and Following Up 
B)  Preplanning, Conducting, and Following Up 
C)  Inviting, Planning, and Evaluating 
D)  Preplanning, Conducting, and Reflecting

Question 7

Informing family members of a family conference should __________________.

Accepted Answer

A)  happen well in advance of the meeting 
B)  include the information and scores of the child who will be discussed 
C)  be given via handwritten note and sent home with the child 
D)  be done at least three times 
A)  happen well in advance of the meeting 
B)  include the information and scores of the child who will be discussed 
C)  be given via handwritten note and sent home with the child 
D)  be done at least three times

Question 8

Evaluation of how the conference went happens in the ___________ stage.

Accepted Answer

A)  "follow-up" 
B)  "reflection" 
C)  "arrangement" 
D)  "conducting the conference" 
A)  "follow-up" 
B)  "reflection" 
C)  "arrangement" 
D)  "conducting the conference"

Question 9

School-wide events are important for collaboration because they _______________.

Accepted Answer

A)  are able to reach more than one family at a time 
B)  are fun for both families and administrators 
C)  are the most comfortable meeting style for all families 
D)  are easy to plan and are cost effective 
A)  are able to reach more than one family at a time 
B)  are fun for both families and administrators 
C)  are the most comfortable meeting style for all families 
D)  are easy to plan and are cost effective

Question 10

Which of the following is not a positive aspect of written notes?

Accepted Answer

A)  Written communication is frequently transported by the student who becomes aware that consistent communication between school and home is occurring 
B)  Written communication is an ongoing record of communication 
C)  Teachers are able to show off their vocabulary through written communication 
D)  Written communication forces the writer to carefully consider the words written and the tone of the message 
A)  Written communication is frequently transported by the student who becomes aware that consistent communication between school and home is occurring 
B)  Written communication is an ongoing record of communication 
C)  Teachers are able to show off their vocabulary through written communication 
D)  Written communication forces the writer to carefully consider the words written and the tone of the message

Question 11

It is the educator's responsibility to seek out any barriers that may interfere with a family conference.

Accepted Answer

A) True 
 B)False

Question 12

Name three ways you can be "prepared" for unexpected meetings.

Accepted Answer

To be prepared for unexpected meetings,

Question 13

When managing the conference environment, it is important to ______________.

Accepted Answer

A)  seat a child's teacher beside the principal 
B)  ensure seating does not place all school staff on the other side of the table from the family 
C)  ensure seating does place all school staff on the other side of the table from the family 
D)  have an electronic presentation of the information 
A)  seat a child's teacher beside the principal 
B)  ensure seating does not place all school staff on the other side of the table from the family 
C)  ensure seating does place all school staff on the other side of the table from the family 
D)  have an electronic presentation of the information

Parental input should be given ____________.

If a troubling situation occurs as a result as an accidental or impromptu meeting, you should ______________.

What are three important cautions for educators when using written communication with families?

Name the four main purposes of family conferences.

Information discussed at the meeting should be shared with ____________.

The three main steps for a successful conference to take place are:

Informing family members of a family conference should __________________.

Evaluation of how the conference went happens in the ___________ stage.

School-wide events are important for collaboration because they _______________.

Which of the following is not a positive aspect of written notes?

It is the educator's responsibility to seek out any barriers that may interfere with a family conference.

Name three ways you can be "prepared" for unexpected meetings.

When managing the conference environment, it is important to ______________.

Collaboration Principles and Practices by Stephen B. Richards

Effective Collaboration at the School and District Levels by Stephen B. Richards

Pre-Referral Assessment and Intervention: Rti Tiers 1 & 2 by Catherine Lawless Frank

Referral and Identification for Special Education, Rti Tier 3 by Catherine Lawless Frank

Students With Disabilities by Catherine Lawless Frank

Effective Strategies for Collaboration Across Grade Levels by Mary-Kate Sableski

Overcoming Barriers to Collaboration by Stephen B. Richards

Co-Teaching Models by Mary-Kate Sableski

Other Models of Collaboration by Mary-Kate Sableski

Related Service Providers by Mary-Kate Sableski and Catherine Lawless Frank

Student Collaboration by Mary-Kate Sableski

Effective Interpersonal Interactions by Catherine Lawless Frank

When Things Go Awry: Managing Conflict by Stephen B. Richards

Understanding Families by Jackie M.Arnold

Collaborating With Diverse Families and Learners by Jackie M. Arnold

Strategies for Identifying Community Resources and Working With Community Partners by Jackie M. Arnold and Stephen B.Richards

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Exam 15: Strategies for Effective Family Communication and Collaboration by Jackie M. Arnold

Parental input should be given ____________.

If a troubling situation occurs as a result as an accidental or impromptu meeting, you should ______________.

What are three important cautions for educators when using written communication with families?

Name the four main purposes of family conferences.

Information discussed at the meeting should be shared with ____________.

The three main steps for a successful conference to take place are:

Informing family members of a family conference should __________________.

Evaluation of how the conference went happens in the ___________ stage.

School-wide events are important for collaboration because they _______________.

Which of the following is not a positive aspect of written notes?

It is the educator's responsibility to seek out any barriers that may interfere with a family conference.

Name three ways you can be "prepared" for unexpected meetings.

When managing the conference environment, it is important to ______________.

Collaboration Principles and Practices by Stephen B. Richards

Effective Collaboration at the School and District Levels by Stephen B. Richards

Pre-Referral Assessment and Intervention: Rti Tiers 1 & 2 by Catherine Lawless Frank

Referral and Identification for Special Education, Rti Tier 3 by Catherine Lawless Frank

Students With Disabilities by Catherine Lawless Frank

Effective Strategies for Collaboration Across Grade Levels by Mary-Kate Sableski

Overcoming Barriers to Collaboration by Stephen B. Richards

Co-Teaching Models by Mary-Kate Sableski

Other Models of Collaboration by Mary-Kate Sableski

Related Service Providers by Mary-Kate Sableski and Catherine Lawless Frank

Student Collaboration by Mary-Kate Sableski

Effective Interpersonal Interactions by Catherine Lawless Frank

When Things Go Awry: Managing Conflict by Stephen B. Richards

Understanding Families by Jackie M.Arnold

Collaborating With Diverse Families and Learners by Jackie M. Arnold

Strategies for Identifying Community Resources and Working With Community Partners by Jackie M. Arnold and Stephen B.Richards

Filters