Building Bridges: Developing and  Maintaining Positive Parent-      Teacher Relationships         Prepared for DSAWM      ...
 Learn what we need to know to be the best advocate. Identify methods of building relationships between  educational tea...
What do we KNOW?What do we WANT to learn?
 Anxiety- for parents and teachers Frustration- which can define your contact Limited   Time-demands are different but ...
“Begin with the end in Mind”               ~StephenCovey
 DREAM BIG and plan annually Planning for Efficiency Know the disability, how it effect his/her learning Consider Stre...
 Be positive Be proactive Be productive
Before……           During……                      After…..
Introducing …MY CHILDUsing the 3 P’s send a quick note and then set up a face to face meeting ( avoid an email at this tim...
 Day to Day communication   home to school notebook   Notes in planner   Check in/out sheet   If phone call is requir...
 Get the lay of the Land Do your homework Include the “Most Valuable Player” Take five…or as long as you need Get on ...
 Is it TRUE? Is it HELPFUL? Is it IMPORTANT? Is it NECESSARY? Is it KIND?
 What are people saying…without saying anything at  all? What are YOU saying? Posture, facial expressions, fidgeting…..
1.   Intervention or Special Education Teacher( Case     Manager)*2.   General Education Teacher*3.   Principle4.   Specia...
 “He’s an equal opportunity low-achiever” “ADHD? That’s a cop out” “You’ve probably been bending the rules for her sinc...
 “ 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 ...
 Be sure to Have your paperwork   Copy of IEP, all assessments and progress reports Get recommendations for the summer ...
Building Bridges: Developing and Maintaining Positive Parent - Teacher Relationships
Building Bridges: Developing and Maintaining Positive Parent - Teacher Relationships
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Building Bridges: Developing and Maintaining Positive Parent - Teacher Relationships

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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 relationship

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Building Bridges: Developing and Maintaining Positive Parent - Teacher Relationships

  1. 1. Building Bridges: Developing and Maintaining Positive Parent- Teacher Relationships Prepared for DSAWM January 11, 2011
  2. 2.  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
  3. 3. What do we KNOW?What do we WANT to learn?
  4. 4.  Anxiety- for parents and teachers Frustration- which can define your contact Limited Time-demands are different but add up to the same result
  5. 5. “Begin with the end in Mind” ~StephenCovey
  6. 6.  DREAM BIG and plan annually Planning for Efficiency Know the disability, how it effect his/her learning Consider Strengths and needs Include the Child
  7. 7.  Be positive Be proactive Be productive
  8. 8. Before…… During…… After…..
  9. 9. Introducing …MY CHILDUsing the 3 P’s send a quick note and then set up a face to face meeting ( avoid an email at this time) Medical information Child’s strengths and needs Summary of goals Contact information and best time to communicate Emergency information
  10. 10.  Day to Day communication  home to school notebook  Notes in planner  Check in/out sheet  If phone call is required set up a consistent call time and keep it short Conferences IEP meetings “Reviews and Snafus”
  11. 11.  Get the lay of the Land Do your homework Include the “Most Valuable Player” Take five…or as long as you need Get on the same side of the table Have a follow-up plan
  12. 12.  Is it TRUE? Is it HELPFUL? Is it IMPORTANT? Is it NECESSARY? Is it KIND?
  13. 13.  What are people saying…without saying anything at all? What are YOU saying? Posture, facial expressions, fidgeting…..
  14. 14. 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
  15. 15.  “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”
  16. 16.  “ 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?”
  17. 17.  Be 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

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