School–Home Notes

A school–home note, otherwise referred to as a daily report card, is a means of sharing information from classroom to home and back to classroom regarding a student's behavior and/or academic performance. This procedure requires that parents and teachers communicate to alleviate the student's difficulties in the classroom. Parents may provide consequences at home that may increase the likelihood of success. A school–home note allows for parents to become directly involved with the progress of their student. It also involves minimal time on the part of the teacher.

According to Kelly (1990), a quality school–home note program involves a parent-teacher conference in which acceptable or desirable behavior for the student is discussed. Next the parents and teacher should define specific, observable behaviors and form clearly defined goals for improvement. After the target behavior and goals have been identified, the parents and the teacher include the student and develop the school–home note with clear expectations for each member. Then, with the help of the child, a set of daily and weekly rewards should be provided for satisfactory performance. Finally the school–home note should be implemented with frequent verbal feedback and praise along with the promised consequences.

The behaviors that can be addressed by a school–home note include classroom behavior and academic problems. Kelly (1990) identified recommended behaviors to be targeted by a school–home note program:

• School work completion
• Using class time well
• Talking only with permission
• Being prepared for class
• Handing in homework
• Playing nicely with other children

Elliot and colleagues (1999) state that school–home notes may not be appropriate for students with severe behavior problems and academic deficiencies, or for students who come from a dysfunctional family. They also state that a school–home note has a variety of advantages. It requires collaboration between parents and teachers in problem solving and provides frequent feedback emphasizing positive rather than negative behavior. The focus on positive behavior may increase a student's self-esteem and motivation. The small time commitment required for implementation increases the likelihood of acceptability and followthrough of the program. The increased parental involvement may also enhance the support of the intervention and its ability to be maintained in different environments.

A school psychologist may assist the parent or teacher in the development of the school–home note. This may be done through “conjoint behavioral consultation” when both the parent and the teacher are included.