1. education
2. school

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Welcome
TIPS
FOR
A
SUCCESSFUL
An Invitation from the UFT President
Dear Family Member,
The United Federation of Teachers, the collective voice
of your child’s teachers, has prepared this guide to help you
get the most out of your parent-teacher experiences.
The connection between teachers and parents is critical in helping students succeed, and we encourage you to
take advantage of the many opportunities that will be provided this year to engage with your child’s teacher. Working
together, educators and parents can achieve the best results.
Parent-teacher conferences provide an opportunity for you to ask any questions you
may have about what goes on in the classroom, the learning expectations for the year
ahead and your child’s educational needs. It is the place to discuss any concerns you may
have and learn how you can support and reinforce the learning at home.
We share a common goal — to see your child thrive in the classroom. We look
forward to seeing you throughout the school year!
Sincerely,
Michael Mulgrew
Tips:
Talking With Your Child
Instead of asking questions that lead to
one-word answers—like “How was school
today?” (“OK”), or “What did you learn today?” (“Nothing”) — ask specific questions
that can start a conversation, such as:
• What was the most interesting thing you did (or
learned) in school today?
• What was the best/worst part of your day?
• How did the test go?
• Whom did you have lunch with today?
• Tell me about tonight’s homework assignment.
To prepare for your parent-teacher conference,
ask your child specific questions. For example:
• What do you enjoy most about school?
• Do you find the work too easy, too hard or about
right? Do you have trouble keeping up with the
work?
• Are there times when you do not understand what
is being taught? If so, what do you do about it?
• Can you see and hear your teacher from your regular seat? (Perhaps your child needs glasses, which
may improve reading, learning and even behavior.)
• How do you get along with the other children? Do
you ever have fights with other students?
• Probe for details if anything concerns you.
During your visit,
what you can
expect
You will meet individually with your
child’s teacher(s) to discuss your child’s
progress with schoolwork and social development. You can discuss concerns you
have and get the help of caring educators who want your child to succeed. You
will find out:
•what your child is expected to learn
•how she or he is meeting those expectations
•what special help or services the school
offers to support your child’s learning
•how you can encourage your child’s
learning at home
•how you and the teacher can work together to help your child.
How you can
prepare for the
parent-teacher
conference
Teachers want to hear your
ideas and questions. Your conference
to an exciting year
SCHOOL
YEAR
Parent-Teacher Conference Schedule
Grade Level
Elementary
Fall 2014
Spring 2015
Evening Date
Afternoon Date Evening Date
Afternoon Date
Wed., Nov. 19
Thurs., Nov. 13
Thurs., Mar. 19
Wed., Mar. 18
Wed., May 13
Intermediate and
Wed., Nov. 12
Thurs., Nov. 20
Junior High Schools
High Schools
Wed., Mar. 11
Thurs., Mar. 12
Wed., May 6
Wed., Nov. 5
Fri., Nov. 7
Thurs., Mar. 26
Fri., Mar. 27
Thurs., May 7
District 75 schools programs
Mon., Nov. 17
Tues., Nov. 18
Mon, Mar. 2
Tues., Mar. 3
Note: Be sure to check with your child’s school about the precise dates and times. All
schools will meet on the afternoons in this schedule. However, they may choose different
dates and times for evening conferences.
will be more productive if you prepare before
you go. Here are a few things you can do:
•ask your child how he or she feels about
classes, assignments and school (see
“Talking with your child”)
•together with your child, prepare a short
list of questions or concerns that you can
raise with the teacher
•make arrangements in advance so that you
can be on time for your meeting; if possible, do not bring along young children,
because they can be distracting
Think about what you can tell
teachers that will help them understand
your child better, such as your child’s:
•favorite or best subjects
•special interests, skills, talents and hobbies
•study habits
•medical conditions, family situation or any
problems that can affect learning, attendance or behavior
•any resistance to going to school.
want to ask the teacher(s):
•What topics will be taught this year? What
are some important skills that my child will
have to master?
•Does my child participate in class activities
and discussions? Does she or he do the
homework assignments?
•How much time do you expect to be spent
on homework? Do you assign homework
every day?
•Are there any special projects or long-term
reading assignments that my child will
have to complete this year?
•What are the standardized tests in my
child’s grade or subject? When are they
given? How will I be informed of the results?
Continued next page
How Is Your
Child Doing?
Teachers will give you important information about your child’s academic progress.
Make note of how the teacher describes your
child’s strengths as well as areas that need
improvement, so you can discuss these comments later with your child.
Ask the teacher what your child is expected to learn and what the learning goals
are for your child’s grade and subject. Then
talk with your child about the importance of
meeting those standards.
Here are some questions that you might
UNITED FEDERATION OF TEACHERS • A UNION OF PROFESSIONALS • www.uft.org
Tips:
Special education and the
Individualized Education
Program (IEP)
If your child is receiving special education services, his or her school program
is based on an individualized education program (IEP), which was agreed upon by you,
your child’s teachers and service providers, assessment professionals and a representative
of the school administration. Your child’s IEP
should reflect the services and supports your
child needs to progress in the curriculum and
achieve proficiency on assessments. If your
child is not receiving the services he or she is
entitled to, you should let the UFT know (212701-9499); the ARISE Coalition is also a resource to which you can turn (212-822-9523).
There are three things you can do to
help ensure your child gets the support
and attention she or he needs:
• Make sure you have a copy of the current IEP.
• Ask your child’s teacher if she or he has a
copy of the IEP (the law requires that she or
he does).
• Together, make sure your child is getting all the support specified in the IEP. If
your child is not getting the proper services or support, talk to the principal, or,
if your school has one, the special education supervisor. Probe for details if anything
concerns you.
•How will you keep me informed if he or she
is falling behind?
•Is tutoring or other extra help available at
school?
•What determines the grade my child will
get in this class or subject?
•If my child is absent, what is the best way
to find out about the missed classwork or
homework?
•How can I help at home?
•How can I get in touch with you?
Behavior Counts
Students learn best in an orderly atmosphere. A few misbehaving students can disrupt learning for a whole class.
If your child has expressed any concerns
about order in the school or about disruptive or bullying children, bring this to the attention of the teacher or the administration
(see “Your Principal and School Leadership
Team,” page 3).
The School
Environment and
Classroom Facilities
School is a home away from home, so
when visiting the school, pay attention to its
atmosphere.
•Is it friendly and welcoming? Are there dis-
plays and decorations in classrooms and
halls? (They give clues about what students are learning.)
•Is the school clean both inside and out? Is
it well maintained and in good repair?
•Does the school have facilities for special
activities, such as a library, science labs,
computers, a music room, an art studio
and other specialized classrooms?
If you are not pleased with what you
see, speak to the principal, parent coordinator and parent association officers about
your concerns.
•Support services from a guidance counselor, nurse or other health professional,
speech or language teacher, social worker,
psychologist or other specialist.
•Extra help for students who need it outside
of regular class time for either remediation
or enrichment.
•Programs for children who are learning
English. There are two kinds of programs
to help them learn English:
Bilingual programs, where lessons are taught
in children’s native languages while they are
learning English, or English as a Second Language (ESL) programs, which are taught in
Tailoring support
for your child
English and provide special help in learning
the language.
•Special education programs, both full and
part time, for children with learning or behavioral disabilities. If you believe that your
child has special needs or disabilities that
are not being addressed, ask the teacher
how to get an evaluation by the Department of Education.
•After-school programs that may be recreational or academic. Many schools also
have clubs, teams and other extracurricular
activities after regular school hours.
Don’t hesitate to ask about what
Continued next page
What’s offered in the typical class
may not meet the needs of every child.
Some can take on more advanced work. Others may have difficulty learning certain subjects, have trouble concentrating or sitting
still, or need more time for taking tests and
completing projects.
Talk to the teacher about your
child’s special needs. Perhaps you need
an appointment with a guidance counselor
or some other school specialist who can advise you.
New York City public schools offer many programs and services. If you
think your child needs special support, ask
the teacher what is available. Options may
include:
•Enrichment classes for gifted and talented
youngsters.
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Tips:
Your Principal and
School Leadership Team
is available in your school if you or the
teacher believes that your child needs a special service or particular attention.
Back home
after your visit
Talk with your child about the teacher’s
evaluation of his or her strengths and weaknesses. You can make plans to work together
on the areas that need improvement.
Here are some things you can do routinely:
•Talk about school. Ask about lessons,
events and happenings at school. Look at
the work your child brings home and encourage her or him to talk about what she
or he has learned.
•Make sure your child goes to school every
day and arrives on time. Laying out clothes,
books and everything he or she needs for
school the next day in the evening can
help.
•Shape good homework habits. Having a
regular time and place for doing homework sets a helpful routine. A quiet place
with good lighting is ideal. Have a “no
TV, no iPod, no video game” rule during
homework time, because they are distractions that interfere with learning.
•Encourage your child to read. Help your
child find books and magazines that she or
he enjoys reading apart from schoolwork.
Read together with your child. Let your
child see how much you enjoy reading. Visit your local neighbor­hood library with your
child and get a library card for him or her.
•Limit — and monitor — TV watching and
computer use. Make sure that TV, movie,
game and Internet content is appropriate
to your child’s age.
Keep in Touch
Your child’s success, now and in the
future, depends on a strong partnership between your home and the school. Become
involved and stay involved.
•Visit the school again. Make an appointment. You’re always welcome.
•Keep in touch with the teachers and respond promptly if they contact you.
•Watch for notices of school meetings and
activities.
•Consider becoming involved in your school
leadership team, or its committees, and
with your school’s parent association (see
“Your Principal and School Leadership
Team”).
Remember, the schools your children go
to are also your schools. The family is fundamental to education.
•How do you think my child feels about
school? What can we do to make my child
feel good about coming to class?
•How is my child doing in reading and
math? Does my child need any special
help? Is my child ready for more advanced
instruction?
•Does the school offer any enrichment programs to develop talents in music, art or
other subjects?
•Does my child complete all his/her work on
time? If not, what seems to be the problem?
•What can I do at home to promote good
study habits?
•What procedures are in place to keep my
child safe?
Continued next page
Principals now have great discretion
about how their schools are run and structured. This additional responsibility comes
with expanded authority to do something
about concerns that you may have.
The principal works in conjunction with
a school leadership team, whose central
purpose is to develop a shared educational
vision for the school. This team, which has
administration, teacher, parent and student
representation, has important responsibilities, including:
• developing the school’s comprehensive educational plan
• aligning the school budget to that plan
• communicating the plan’s goals to the entire
school community.
Each school has a parent association
and a parent coordinator. They can tell you
about the school, how you can join or support the school leadership team and other
ways that you can become involved. They
also may help you solve certain problems. If
they can’t, talk with the district family advocate at your community school district office.
For more information, see your parent coordinator, school website or the Department of
Education Parents and Families web page at
at http://schools.nyc.gov/ParentsFamiles/.
Issues that you might
bring to the principal’s
attention
There are certain schoolwide issues
that you may want to talk to your principal
or school leadership team about. For example...
...if your child says that the class is
crowded or that the teacher doesn’t have
enough time to give every child individual
attention.
...if your child does not have enough
books or supplies for all subjects and activities.
...if your child does not feel safe in
school because of bullying or any other circumstance.
Special Questions
to Ask About Your
Child
Here are some questions about a child
of any age:
•How well does my child work alone? With
others?
UNITED FEDERATION OF TEACHERS • A UNION OF PROFESSIONALS • www.uft.org
... About your junior high,
middle or intermediate
school child
•This is the first time my child has different
teachers for different subjects. Do those
teachers work together and share information about my child?
•Does the school have advisory periods?
•Does the school offer Regents-level science
and math classes?
•Do students have the opportunity to see
guidance counselors regularly?
•Is the school divided into “houses” according to themes or interests? If so, what are
they and how are students placed in them?
•How will the school staff help my youngster choose a high school?
•Does this school offer any special preparation for the entrance test for the specialized high schools?
... About your
high school child
•How many credits are needed for graduation?
•Are there college counselors available?
•What academic specialties does the school
offer?
•Are there any career and technical subjects
taught?
•Are there any Advanced Placement (AP)
courses offered? In what subjects?
•Does the school have credit recovery programs for subjects that my child has failed?
•What afterschool activities are offered for
enrichment, intervention or support?
•Does the school offer or recommend SAT
prep for college admission?
•Are there student clubs my child can join?
•What type of music, art and athletic programs are available?
UFT Parent Support
Here are the best ways to
reach our community and
parent liaisons:
The United Federation of Teachers (UFT)
parent and community outreach is lead
by Director of Community and Parent Outreach Anthony Harmon, who works out of
the union’s headquarters in Manhattan. In
addition, the UFT offers support to parents
in every borough. Workshops, networking
and informational meetings are scheduled
for groups and one-on-one. To find out
what’s available and to ask other questions, contact the UFT borough office in the
borough where you live or where your child
attends school.
Bronx
Nicholas Cruz
Bronx UFT Office
2500 Halsey Street
Bronx, NY 10461
1-718-862-6074
[email protected]
Tips:
The UFT’s Dial-A-Teacher Offers
Homework Help
Brooklyn
Betty Zohar
Brooklyn UFT Office
335 Adams Street, 25th Floor
Brooklyn, NY 11201
1-718-722-6937 or
1-917-796-8950
[email protected]
Manhattan
Francine Streich
Manhattan UFT Office
52 Broadway, 10th Floor
New York, NY 10004
1-212-701-9464
[email protected]
Queens
Rose Walker-Yates
Queens UFT Office
97-77 Queens Blvd., 5th Floor
Rego Park, NY 11374
1-718-275-4400
[email protected]
The United Federation of Teacher (UFT) sponsors a homework
help program for elementary and middle school students called DialA-Teacher. Classroom teachers assist with homework questions at
1-212-777-3380, Monday through Thursday, from 4 to 7 p.m. during
the school year. They can also assist with parents’ questions and give
advice on how you can help your child at home. The staff speaks 8
languages: Bengali, Chinese (Mandarin, Cantonese and Fukanese),
English, French, Haitian-Creole, Russian, Slovak and Spanish.
Staten Island
Joan McKeever-Thomas
Staten Island UFT Office
4456 Amboy Road
Staten Island, NY 10312
1-718-605-1400
[email protected]
Call on Monday, Tuesday, Wednesday or Thursday
4:00 - 7:00 p.m.
1.212.777.3380
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