Creating Positive

Partnerships

PBIS MarylandSummer Institute

July 22, 2005

IntroductionsJessica Pearsall, advocate

Ellen Hughes, teacherClaire Holmes, advocateKim Willard, teacher & advocate

PartnershipsWhat is a partnership?Who is involved in a partnership?

What are the characteristics of effective partnerships?

What are the characteristics of ineffective partnerships?

Communicationa process by which information is exchanged between individuals through a common system of symbols, signs, or behavior Direct, Respectful, OngoingMulti-directional, Thorough

Belief

to accept as true, genuine, or real; ideals we believe in

Team Spirit

a number of persons associated together in work or activity: a group on one side (the child’s side)

Flexibility

characterized by a ready capability to adapt to new, different, or changing requirements

Understanding to show a sympathetic or tolerant

attitude toward something. The action of being aware of, being sensitive to, and vicariously experiencing the feelings, thoughts, and experience of another of either the past or present without having the feelings, thoughts, and experience fully communicated in an objectively explicit manner

Trust

assured reliance on the character, ability, strength, or truth of someone or something; one in which confidence is placed

Celebrations& Thankfulness observe notable occasions with festivities

be conscious of benefit received, offer expressions of thanks

Building Partnerships

Communication

Belief Team Spirit Feedback

Understanding Trust Celebrations &

Thankfulness

BarriersDoes the IEP process usually model effective partnerships?

Write barriers to effective partnerships in the IEP process on an index card.

Team Alex

Jessica Pearsall, Alex’s mom

Ellen Hughes, one of Alex’s third grade teachers at Ilchester Elementary School in Howard County

Self-Advocacy Speaking and acting for oneself. People may need help learning new

skills through training, experience and practice which allow people to make decisions about their own lives.

Many people in the community still have not accepted the fact that individuals with mental retardation must speak, choose and act for themselves.

Self-Determination Making choices based on one’s own

preferences and beliefs, participating in and taking control of decisions which affect the quality of one’s own life.

Having the freedom and authority to plan one’s life and contribute to the community. Taking risks and assuming responsibility actions.

Empowerment through self-determination increases the respect and value one has for oneself and that others have for an individual.

MAPS ProcessMaking Action PlansVision Building8 Key QuestionsUse in transition or when

everyone is not “on the same page”

Find more information at www.mcie.org (Look under “Publications”)

Solutions CircleRoles: PresenterFacilitatorRecorderBrainstormers

Solutions CircleWelcome the Group -- 1 minutePresent the Problem -- 5 minutesAsk for Clarification -- 3 minutesGenerate Solutions -- 5 minutesGather Information -- 3 minutesTake a Step Forward -- 30 secondsFollow Up -- 1 minute

ResourcesBooks

Websites

Practical StrategiesStrategies for building powerful partnerships in the IEP process

Specific, observable actions—not general philosophical statements

What works?What doesn’t?

Families & Professionals United

Advocacy and Leadership Development

September 2005 – May 2006 14 sessions Earn 6 MSDE or 6 graduate credits All expenses (except TU graduate

credit) courtesy of Maryland State Department of Education, Baltimore County Public Schools, and Towson University

Q & A

Questions, answers, and discussion

Revisit barriers on index cards

Attitude Is the Real Disability

“Failure does not exist in the lexicon of a flight controller. The universal characteristic of a controller is that he will never give up until he has an answer or another option.”

-- Gene Kranz, former NASA flight director