Parent Conference Report Form

Parent Conference Report: Parent-teacher conferences are an important part of your responsibility as an educator.
For student, parent, and teacher alike, the conference can be frightening, especially if the childs attitude and/or behavior
in class is not acceptable or if other less-than-good news must be communicated. Preparing for a successful
conference includes setting goals, having specific and factual information about the students progress available, making
sure to schedule adequate time to meet the goals while honoring the parents time constraints, and making a plan to
follow-up with the parents. An effective conference includes a review and discussion about the students
accomplishments, records, challenges, and concerns and fosters collaboration by giving the parents the opportunity to
share their views regarding the issue at hand.
Tips for conducting and concluding a conference:
o Establish rapport; treat the parent with respect.
o State something positive, specific, and unique about their child to communicate your genuine care.
o Discuss the issues factually; be specific; avoid the use of jargon a parent might not understand.
o Be a good listener; be prepared; assure parents you are not judging them.
o Develop a plan to resolve the issues (cooperation is essential).
o Conclude on a positive note, thank the parents for their time, and encourage further communication.
Student's Initials: B.S.

Date: 1-13-16

Age: 11

Grade: 5th

Gender: M

Purpose of Conference: B.S. has been struggling to only use appropriate behavior at school, as well as at home. The
parent asked to meet to discuss what could be changed at school to improve the overall behavior.
Description of Conference: The conference was held in Ms. Williams room so that the parent would be comfortable. The
conference was held during our planning period so that no students were present. The assistant principal eventually
came in to discuss consequence options for B.S. based on the knowledge and experience he has from working with
children over the years. The conference ended up lasting longer than our planning period and I was asked to take the
students we had the next period to content mastery to work on the assignment for that day. The meeting was over in
about 15 more minutes and Ms. Williams gave me her notes and described what happened in the remainder of the
conference.
Roles of the Professionals in Attendance (e.g. counselor, school psychologist, etc.):
Special Education Teacher (also case manager)
Assistant Principal
Student Teacher
Parent
Parents Friend (who often sees the behavior discussed)
Answer the following questions and comment as applicable:
The goal or purpose of the conference was to identify how we could help B.S. improve his behavior at school
and at home. B.S. tends to deceive or manipulate his teachers, in class support, and mother into thinking that he does
not have any homework or that he has already finished his work. B.S. was also taking full advantage of being allowed
extra time to get to class without tardies. Additionally, he was struggling to refrain from hitting other kids in the hallway.
Consequences such as I.S.S. do not work for B.S. because he enjoys the one-on-one he receives there and the
computer time. The goal was met by the mutual decision of the parent and the case manager to remove B.S. from
orchestra, to eliminate a class that is a privilege and one where frequent problem behaviors occur. Secondly, it was
decided that Ms. Williams would send a picture of B.S.s daily point sheet home each day. The point sheet also indicates
if the child has homework for each of his classes or not. This will help the parent know if B.S. is trying to deceive her into
thinking that he does not have homework. It was also decided to remove the accommodation of having extra time to
walk to class. B.S. will now receive a tardy if he is late to class, this will likely eliminate the extra time he has to engage
in inappropriate behavior.
The parents were made to feel comfortable by Ms. Williams. She ensured that they had a comfortable place to
sit and Ms. Williams was engaged in what they were saying the entire time. Ms. Williams also took the time to ask if they
were comfortable with her student teacher attending the meeting and provided the purpose of my attendance. The
parent and friend agreed that it was essential to my learning as a special education teacher. Ms. Williams respected the
parent input greatly by thinking through every accommodation and modification that B.S. has to decide how to best
address the problem behaviors exhibited at home and at school. Ms. Williams was taking notes of everything the parent

was saying, in view of the parent, so that the parent knew that Ms. Williams was actively listening. The decision to
remove orchestra was the idea of the parent and Ms. Williams took this into consideration. The decision was eventually
made after looking at past data to incorporate the recommendation of the parent. The student was not present during
this meeting.
Ms. Williams acknowledged negative comments or ideas from the parent by actively listening and taking notes.
The parent made comments such as she wishes that B.S. could just spend a day in a juvenile facility. Ms. Williams
diffused the comments by bringing up some of the positive things she has been seeing when it comes to B.S.s behavior
at school and describing why she thinks that is unnecessary. The parent was happy to hear that B.S. has in fact
exhibited positive behaviors and eventually was led away from the idea of wanting B.S. to spend some time in a juvenile
facility.
Through attending this conference with Ms. Williams, I learned a great deal about how to hear the concerns of
the parent, take them into consideration, and then proceed to do what is best for the student and the family. Ms. Williams
has a way of helping the parent understand the school from the childs point of view to lead the parent to a new vision for
his or her child. Ms. Williams decided on interventions that were best for the student, as well as interventions where
behavior could potentially improve at home, which is what the parent was really wanting. Ms. Williams always has the
best interest of her students at heart and will make a decision based on what is best for them in the long run. She then
helps the parent to feel comfortable with that decision by explaining why the intervention will help the student later in life.

Student Teacher

Cooperating Teacher