building bridges: developing and maintaining positive parent - teacher relationships
DESCRIPTION
An guide to help develop a good relationship with your child's school to get the most out of his/ her relationship. Raising a child with a disability is difficult and we need all the help we can get so cultivating as many members to support him/ her though out their day is important. Create a win-win relationshipTRANSCRIPT
Building Bridges: Developing and Maintaining Positive
Parent- Teacher Relationships
Prepared for DSAWM
January 11, 2011
Learn what we need to know to be the best advocate.
Identify methods of building relationships between educational team members
List roles and responsibilities of educational team members
Set a measurable goal to enhance communication between team members
ObjectivesParticipants will:
What do we KNOW?
What do we WANT to learn?
K-W-L
Anxiety- for parents and teachers
Frustration- which can define your contact
Limited Time-demands are different but add up to the same result
Understand why parent and school relationships can fail
“Begin with the end in Mind”
~Stephen Covey
DREAM BIG and plan annuallyPlanning for EfficiencyKnow the disability, how it effect his/her
learningConsider Strengths and needsInclude the Child
Create a Master Plan
Be positive
Be proactive
Be productive
3 P’s in Communication
Before……During……
After…..
Plan for Successful Communication Though Out the Year
Introducing …MY CHILD
Using the 3 P’s send a quick note and then set up a face to face meeting ( avoid an email at this time)
Medical informationChild’s strengths and needsSummary of goalsContact information and best time to
communicateEmergency information
Beginning of the School Year
Day to Day communicationhome to school notebookNotes in plannerCheck in/out sheetIf phone call is required set up a consistent call
time and keep it shortConferencesIEP meetings“Reviews and Snafus”
During the School year
Get the lay of the LandDo your homeworkInclude the “Most Valuable Player”Take five…or as long as you needGet on the same side of the tableHave a follow-up plan
A Guide to Successful Conference
Is it TRUE?Is it HELPFUL?Is it IMPORTANT?Is it NECESSARY?Is it KIND?
THINK before you speak
What are people saying…without saying anything at all?
What are YOU saying?
Posture, facial expressions, fidgeting…..
Nonverbal communication
1. Intervention or Special Education Teacher( Case Manager)*
2. General Education Teacher*3. Principle4. Special Education Supervisor( when applicable)5. Director of Special Education6. Superintendent7. Board of Education8. State board of Education
*paraprofessionals report directly to teachers
The Educational “Chain of Command”( may vary from District to District)
SNAFUS: What to do?“He’s an equal opportunity low-achiever”“ADHD? That’s a cop out”“You’ve probably been bending the rules for
her since she’s been so sick”“I don’t see the OCD. He just keeps going
back to his locker all the time”“We can’t afford to just give every kid
intervention”“ your child isn’t failing enough”“He is just lazy”
“ What I want you to do is spend quality time with my son”
“Either you do what we want, or we’ll get a lawyer who will say you have to”
“I don’t care if the kid gets F’s. But you can’t fail him…”
“ I know you are giving 8 weeks of ESY to Mrs. Jones’s kid . I want that , too..”
“ What degree do you have that qualifies you to work with my child?”
Parents have SNAFUS , too
After the School YearBe sure to Have your paperwork
Copy of IEP, all assessments and progress reports
Get recommendations for the summer
Create templates for record keeping
Write genuine thank you notes
What did we learn?
