HSPMC: Training Guide-Individualizing: A Plan for Success (Module 4 Handout 26)

Training Guides for the Head Start Learning Community:
Individualizing: A Plan for Success
Module 4

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Responding to Children's Progress--The Ongoing Process Continues

Handout 26: What's Right? What's Wrong?
Instructions: Read the vignette assigned to your group. Then discuss what's right and what's wrong in the approach to planning and holding conferences with families that is presented in the vignette.

1. The Families Didn't Come
During the first week of January, Mr. G., a teacher in the toddler room, and Ms. P., a new home visitor, discuss the need to hold conferences with the children's families. He says, We like to hold conferences at least twice a year so we can focus on each child without any interruptions or distractions. You see these people every week, so just give them these letters telling them when to come for their conferences. Ms. P. delivers the letters; however, most families do not come for their conferences. Mr. G. tells his supervisor, I work really hard with these children. Their families don't care what their children are doing at Head Start.
What's right?

What's wrong?

2. Thank Goodness Those Are Over
At the end of each of this week's visits, Ms. B., a home visitor, tells the family that the next visit will focus on reviewing their child's progress. She says, I know we talk about your child every week, but my supervisor says we have to fill out some special conference forms twice a year to get it all in writing. Before the visits, Ms. B. records goals for each child. She thinks to herself, This will really help me complete the forms quickly. Now I can use each home visit to do my real job-solving the families' problems. After the visits, she tells a co-worker, I'm glad I'm through with those conference forms. They took my attention away from the families.
What's right?

What's wrong?

3. They Didn't Have Any Questions
Ms. N. and Ms. C. welcome the Nava family to the conference. Ms. N. begins, We're so happy you could come. Let me tell you what Juanita is doing here at Head Start. For 10 minutes Ms. N. enthusiastically describes Juanita's activities and accomplishments. When Ms. N. takes a break, Juanita's parents smile and get up to leave. Ms. N. says, Don't you have any questions? They continue smiling as they walk out the door. Ms. N. says to Ms. C., I guess we told them everything they wanted to know.
What's right?

What's wrong?

4. We're the Experts
Ms. C. and Ms. X, teachers in an infant room, spend a lot of time preparing for their upcoming conferences with families. They prepare detailed summaries of each child's development and compare them to the goals set earlier in the year. Ms. X says to her colleague, This is a great opportunity to tell these families about all the wonderful things we're doing with their babies. We see so much of the children, their families probably don't even know all the things they can do. That's true, says Ms. C. We can let them know what they can do at home to reinforce our good work at the center.
What's right?

What's wrong?

5. Samuel and His Problems
Ms. H., a teacher in a Migrant Head Start pro-gram, welcomes a family to a conference. She says, I know you're moving soon, so I'm glad you came tonight to talk about Samuel's problems. His next teacher needs to know about the things he has difficulty doing so she can plan an appropriate curriculum. Samuel's parents look dismayed as Ms. H. continues, First of all, he never sits still. Then, he always . . .
What's right?

What's wrong?

Handouts

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1. The Families Didn't Come During the first week of January, Mr. G., a teacher in the toddler room, and Ms. P., a new home visitor, discuss the need to hold conferences with the children's families. He says, We like to hold conferences at least twice a year so we can focus on each child without any interruptions or distractions. You see these people every week, so just give them these letters telling them when to come for their conferences. Ms. P. delivers the letters; however, most families do not come for their conferences. Mr. G. tells his supervisor, I work really hard with these children. Their families don't care what their children are doing at Head Start.	What's right? What's wrong?
2. Thank Goodness Those Are Over At the end of each of this week's visits, Ms. B., a home visitor, tells the family that the next visit will focus on reviewing their child's progress. She says, I know we talk about your child every week, but my supervisor says we have to fill out some special conference forms twice a year to get it all in writing. Before the visits, Ms. B. records goals for each child. She thinks to herself, This will really help me complete the forms quickly. Now I can use each home visit to do my real job-solving the families' problems. After the visits, she tells a co-worker, I'm glad I'm through with those conference forms. They took my attention away from the families.	What's right? What's wrong?
3. They Didn't Have Any Questions Ms. N. and Ms. C. welcome the Nava family to the conference. Ms. N. begins, We're so happy you could come. Let me tell you what Juanita is doing here at Head Start. For 10 minutes Ms. N. enthusiastically describes Juanita's activities and accomplishments. When Ms. N. takes a break, Juanita's parents smile and get up to leave. Ms. N. says, Don't you have any questions? They continue smiling as they walk out the door. Ms. N. says to Ms. C., I guess we told them everything they wanted to know.	What's right? What's wrong?
4. We're the Experts Ms. C. and Ms. X, teachers in an infant room, spend a lot of time preparing for their upcoming conferences with families. They prepare detailed summaries of each child's development and compare them to the goals set earlier in the year. Ms. X says to her colleague, This is a great opportunity to tell these families about all the wonderful things we're doing with their babies. We see so much of the children, their families probably don't even know all the things they can do. That's true, says Ms. C. We can let them know what they can do at home to reinforce our good work at the center.	What's right? What's wrong?
5. Samuel and His Problems Ms. H., a teacher in a Migrant Head Start pro-gram, welcomes a family to a conference. She says, I know you're moving soon, so I'm glad you came tonight to talk about Samuel's problems. His next teacher needs to know about the things he has difficulty doing so she can plan an appropriate curriculum. Samuel's parents look dismayed as Ms. H. continues, First of all, he never sits still. Then, he always . . .	What's right? What's wrong?