Literacy Matters - Winter 2020

programs are not a one size fits all model, as several factors and methods must be considered (McWayne & Melzi, 2014). The engagement of caregivers in the school can be directly linked to the accessibility of materials sent home in backpacks (Fox, 2010) and electronically (Kraft & Rodgers, 2015). Communication and the modes through which people communicate with one another has significantly changed in recent times. This is true for teacher-caregiver communication today. Researchers Thompson, Mazer, and Grady (2015) explored the changing nature of caregiver-teacher communication in the smartphone era. In a world where phones can do more than ever before, they found that caregivers have an increased preference for “frequent e-mail communication as well as for emerging modes of [teacher-caregiver] communication such as text messaging and social media” (p. 187). Caregivers want to be able to have instant communication with their teachers, and this open communication model is crucial to caregiver involvement. Further, when teachers engage in open communication with homes, student success increases. Kraft and Rogers (2015) found that when caregivers of high-school students received a weekly one-sentence, individualized message that the number of students who failed to earn course credit dropped from 15.8% to 9.3% (p. 49). The success of caregiver involvement in their children’s academic performance has been shown to increase as teachers use communication applications and other forms of electronic caregiver involvement. Sad, Konca, Özer, Acar (2016) found that when caregivers participate in “e-nvolvement” they were able to “supervise their children in terms of academic, personal or social well-being, increase technology literacy, enable easy and quick access to information sources, and enhance learning autonomy and academic achievement” (p. 163). Online resources help caregivers interact not only with the classroom teacher but also, to stay engaged with the work their children are doing. This leads to academic success and helps caregivers and teachers work together to create the best learning environment for all children. Methods For this study, we initially asked ourselves the question, “What methods do practicing teachers use for authentic and meaningful school-home communication to build a true teacher-caregiver partnership?” Knowing that in our region school-wide and individual teacher websites were required, we first determined to explore the effectiveness of these sites. We developed criteria and built a rubric to rate the websites. Additionally, we used anecdotal evidence from school visits and teacher discussions to assess additional forms of teacher communication with families and caregivers. These informal conversations led us to examine methods other than teacher and school websites that were proving effective for some teachers and schools. Inquiry into School Websites We examined a random sampling of both school and teacher websites for the 100 counties in North Carolina. To do this, we chose one school from each of the 100 counties using a random number generator. Once the school was chosen, we used the number

school learning, learners link their culture, knowledge, and skills they encounter at school. This is at the heart of ensuring that all students achieve at high levels. Communicating with caregivers regularly builds not only the teacher-caregiver relationship but also, iterates to the child that learning is a shared practice between school and home (Epstein, 2010; Kraft & Rogers, 2015). This study examined forms of school-home communication used by teachers today. School and teacher webpages were analyzed using a rubric designed for the study. Other types of school-home communication were gathered through anecdotal recommendations. This article presents results organized by traditional and alternative communication methods. Traditional communication methods are those that existed before the use of electronic communication with caregivers but continue to be used by teachers today. Traditional forms, such as newsletters and school-home electronic phone messages, were examined for their use in today’s classrooms. Alternative communication methods follow, where examples of teacher apps and practices rely on technology to provide timely and informative messages on curriculum, behaviors, events, and other needed reasons for communication. Classroom webpages, often mandated by school districts and principals, were examined along with specific criteria for bi-directional communication, curriculum information, and caregiver engagement. Anecdotal information on the current use of electronic applications (apps) for updating caregivers was included. In closing, three methods that teachers have found the most success with in their classrooms can be found in the implications or “how-to” section. Finally, a brief reference list and examples were included to give teachers a range of communication methods to reach all families. In closing, the Family Schools and Community Partnership Manual of the National Education Association (NEA) states that when schools support caregivers’ involvement in schools, there is a bi-directionally positive effect (Gary &Witherspoon, 2011). In other words, children and schools do better. The International Literacy Association supports this through ILA Standard 4.4 charging “ teacher educators, classroom teachers, and school administrators to forge these family-school partnerships to promote literacy” (International Literacy Association , 2018) . The more our preservice and beginning teachers are introduced to effective communication with caregivers the more effective will be the partnership to improve literacy. This includes finding ways to reach all families by using both traditional and alternative methods. Being aware of the full range of linguistic diversity, technological savviness, and accessibility and the multiple demands on caregivers are all factors to take into consideration. Literature Review Caregiver involvement in both literacy events in the home and at school has shown to increase the success of the child in school (Amstutz, 2000; Epstein & Sanders, 2000; Powell, Son, File & San Juan, 2010; Wilder, 2014). Dearing, Kreider, Simpkins, andWeiss (2006) found that the gap between educational levels of mothers did not exist in their children if the mother’s involvement in the school was high. School involvement

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Literacy Matters | Volume 20 • Winter 2020 | scira.org | 35

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