The reality is, tip, that when a school is running over half of kids below grade level or non-proficient, or less than expected on the value-added scale, whatever, individual calls to individual parents are not the solution that is most likely to yield results. That is a case that calls for more comprehensive changes. Because the school is not adequately meeting the needs of its population.<quoted text>
Do you know how many hours teachers spend attempting to call parents of struggling students?
Do you know how many times those calls are not returned?
Do you know how many parents simply don't care, or make excuses for their children's behavior/performance?
Didn't think so.
From the other side of the coin, do you know how many parents attempt to reach teachers because they have concerns about how their child is doing and either don't get a return call, don't get a return call in a timely fashion, have to leave a message with a student, or simply cannot get anyone to answer the phone at all?
And while we are at it, how many people do you know who rely solely on telephone calls any more (or handwritten notes intended to be hand-delivered by elementary-aged children)? But even with more appropriate means of communication, if there is no relationship of mutual respect, don't expect too much. And the time to start building that relationship is not when a student (or teacher) starts having problems.