# CTE Resource Center - Verso - Early Childhood, Education, and Services I Task 2136710768

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Assess ways to share information with parents/guardians regarding developmental topics and concerns related to children.

Definition

Assessment should include
  • reviewing examples of ways of communicating with parents/guardians (e.g., phone calls, texts, emails, newsletters, written notes, websites, parent groups)
  • description of the components of effective school and home communication
  • creating and maintaining a resource file containing examples of family communication.

Process/Skill Questions

Thinking
  • What factors influence communication with parents and families?
  • What legal and ethical issues may arise in communication with parents?
  • What criteria should be used to evaluate the effectiveness of communication with parents?
Communication
  • What verbal and non-verbal communication skills are needed for positive relationships with parents?
  • What kind of barriers might interfere with communication? How can these barriers be addressed?
  • How can confidentiality of information be protected?
Leadership
  • What leadership skills are needed to establish and maintain effective communication with parents?
  • How can leadership style affect relationships with parents and families?
Management
  • What training and resources are needed to maintain positive collaborative relationships with families?
  • How should confidential and public information be managed?

Related Standards of Learning

English

11.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
  1. Apply information from texts to clarify understanding of concepts.
  2. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
  3. Analyze technical writing for clarity.
  4. Paraphrase and synthesize ideas within and between texts.
  5. Draw conclusions and make inferences on explicit and implied information using textual support.
  6. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  7. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
  8. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
  9. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

12.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
  1. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
  2. Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
  3. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  4. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
  5. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

History and Social Science

VUS.13

The student will apply social science skills to understand the social, political, and cultural movements and changes in the United States during the second half of the twentieth century by

  1. explaining the factors that led to United States expansion;
  2. evaluating and explaining the impact of the Brown v. Board of Education decision, the roles of Thurgood Marshall and Oliver W. Hill, Sr., and how Virginia responded to the decision;
  3. explaining how the National Association for the Advancement of Colored People (NAACP), the 1963 March on Washington, the Civil Rights Act of 1964, the Voting Rights Act of 1965, and the Americans with Disabilities Act (ADA) had an impact on all Americans;
  4. analyzing changes in immigration policy and the impact of increased immigration;
  5. evaluating and explaining the foreign and domestic policies pursued by the American government after the Cold War;
  6. explaining how scientific and technological advances altered American lives; and
  7. evaluating and explaining the changes that occurred in American culture.

Other Related Standards

FCCLA National Programs

A Better You

 

Balancing Family and Career

 

Families Today

 

Family Ties

 

Meet the Challenge

 

Parent Practice

 

Working on Working

 

You-Me-Us

 

FCCLA: STAR Events (2019)

Career Investigation

 

Illustrated Talk

 

National Standards for Family and Consumer Sciences Education

4.5.2

Demonstrate problem-solving and decision making skills when working with children, youth and adults.

4.5.4

Implement strategies for constructive and supportive interactions between children, youth and adults and their families and communities.