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BUILDING EFFECTIVE AND POSITIVE RELATIONSHIPS WITH PARENTS AND PARENT SUPPORT GROUPS

BUILDING EFFECTIVE AND POSITIVE RELATIONSHIPS WITH PARENTS AND PARENT SUPPORT GROUPS. Linda C. Knicker Assistant Superintendent Special Education CUSD 200- Wheaton IL And Deb Durrbeck Parent Mentor. OUTLINE OF SESSION. INTRODUCTION BRIEF HISTORY PARENT MENTOR AND PARENT MENTOR PROJECT

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BUILDING EFFECTIVE AND POSITIVE RELATIONSHIPS WITH PARENTS AND PARENT SUPPORT GROUPS

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  1. BUILDING EFFECTIVE AND POSITIVE RELATIONSHIPS WITH PARENTS AND PARENT SUPPORT GROUPS Linda C. Knicker Assistant Superintendent Special Education CUSD 200- Wheaton IL And Deb Durrbeck Parent Mentor

  2. OUTLINE OF SESSION • INTRODUCTION • BRIEF HISTORY PARENT MENTOR AND PARENT MENTOR PROJECT • CHALLENGES – DISTRICT-PARENTS • WHY COLLABORATE • STRATEGIES AND TOOLS • IS IT WORKING – HOW DO YOU KNOW • PERSONAL REFLECTIONS • QUESTIONS AND ANSWERS

  3. INTRODUCTIONS Deb Durrbeck – parent and mentor “DISTRICT 200 PARENT MENTOR” Wheaton-Warrenville Public Schools Linda Knicker – Assistant Superintendent Special Education –District 200

  4. SEA200 and THE PARENT MENTOR PROJECT • Special Education Alliance 200 (SEA200) • Summer of 2002; A different kind of parent group! • First meeting of SEA200 and new CUSD200 leadership

  5. Parent Mentor Project • Initiated by the ISBE in 2004 • Modeled after the Ohio Parent Mentor Project • Taking a traditionally adversarial relationship and creating a collaborative partnership with one mutual goal= focusing on the needs of the student. • CUSD200 and SEA200

  6. PERSONAL REFLECTIONS • Every Parent has a story to tell; let them tell their story. • There are many stress factors raising a child/children with special needs—these take a toll on family relationships. • Don’t be afraid to say “I don’t know”. • Parents are proactive, protective and preventative in nature. • Meet parents where they are in their special education journey and bring them along.

  7. PERSONAL REFLECTION CONT. • Parents pick up on turmoil within the team. • Many parents try to make decisions in the present for the future. (i.e. preschool IEP meeting….thinking about middle school…) • Many parents feel that self-contained classrooms are a life sentence. • Sharing information about the vision, challenges and successes within your district is priceless!!!

  8. CHALLENGES • Demand for services threaten available resources • What is mandated is often inadequately funded – sets up a conflict situation • Traditional “tug of war” experiences cause parties not to listen, check for understanding and problem solve together • Expectations for student performance are not met with data and collaborative goal setting

  9. CHALLENGES CONT. • “Old rules” cause parents and teams to be limited in their “thinking out of the box” re. services and placement • Differentiation in regular education classrooms can be mandated but understanding and flexibility about differentiation take collaborative partnership with specialists and parents

  10. WHY COLLABORATE? IT’S THE LAW COLLABORATE OR DUE PROCESS IT’S YOUR CHOICE

  11. “When schools and families work together, a partnership of support for children develops. Education becomes a shared venture, characterized by mutual respect and trust in which the importance and influence of each partner is recognized. Although children, families, teachers, and schools benefit individually, their partnerships enhance the entire process of education.” -Rebecca Crawford Burns, author of: “Parents and Schools: From Visitors to Partners”

  12. TOOLS AND STRATEGIES • ESTABLISH A RELATIONSHIP WITH THE FORMAL OR INFORMAL LEADERS OF PARENT GROUPS • LISTEN CAREFULLY TO THEIR CONCERNS • BECOME TRANSPARENT • BUILD A SHARED VISION • ESTABLISH GOALS FOR THE YEAR • MEET REGULARY-CHECKING THE CLIMATE • DON’T SAY “NO” • STAY PROFESSIONAL – THIS IS NOT PERSONAL

  13. WHAT DOES IT MEAN • WORKING TOWARD A COMMON GOAL • ARRIVING AT A WIN-WIN OUTCOME • EACH PERSON HAS THEIR NEEDS MET • CREATES A DESIRE TO IMPROVE AND NOT POINT BLAME • MORE IS ACCOMPLISHED TOGETHER • STUDENTS WIN

  14. WHAT DOES IT LOOK LIKE? • Administration and Parent Groups meet regularly to share information and resources • Parent Mentors (formal or informal) are available to meet with parents to navigate the system and problem solve • Parent Groups sponsor speakers to address critical parent issues

  15. WHAT DOES IT LOOK LIKE? • Administration and Parent Groups seek Grants and Funding sources to enhance District programs • Trust is developed by open, honest and respectful dialogue and interactions • Student achievement guides all we do together

  16. PERSONAL REFLECTIONS • Commitment to collaboration • Listen before speak • Seek to understand before expecting to be understood • Show up • Eat breakfast • Be open to new things

  17. Resources For more information about having a parent liaison in your district: Parent and Educator Partnershipwebsite: www.pepartnership.org Other Resources: Special Education Alliance 200 (SEA200)website: www.sea200.org “Parents and Schools: From Visitors to Partners” by: Rebecca Crawford Burns

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