Developing Positive Relationships Between Families and Schools

1. Developing Positive Relationships Between Families and Schools Connecticut Parent Advocacy Center Inc. 1-800-445-2722 www.cpacinc.org cpac@cpacinc.org

2. Connecticut Parent Advocacy Center • The information in this workshop is brought to you by Connecticut Parent Advocacy Center (CPAC) • Connecticut’s federally funded Parent Training and Information (PTI) Center • CPAC is a statewide non-profit organization that offers information and support regarding special education law to families of children with disabilities.

3. Session Outcomes • Understand why positive home-school relationships are important • Identify the barriers to successful relationships • Define strategies families and schools can use to create meaningful relationships • Plan action steps for nurturing relationships and building partnerships

4. Defining Terms • Involvement – one way, parental or school initiative • Relationship – two-way effective communication • Partnership- respectful, trusting relationships with shared vision, goals and responsibility

5. Children Do Better In School When Parents and Schools Work Together • Earn higher grades and test scores • Enroll in higher level programs • Are more likely to be promoted and earn credits • Attend school regularly • Have better social skills and behavior • Graduate and go onto higher education

6. Students Achieve More… • Parental support of children’s learning at home is linked to higher student achievement

7. Causes of Conflict • Design conflicts arise when stakeholders have differing understandings or ideas about special education services Examples: • eligibility for services; • methodology of intervention; • perceptions about student needs; • the scope of the IDEA entitlement; • educational placement.

8. Causes of Conflict • Delivery problems are those associated with implementing an IEP that has been agreed upon by the family and the school district. Examples: • provider competence, • scheduling, • transportation, • coordination of services, • procedural requirements, • privacy, and/or confidentiality.

9. Causes of Conflict: • Relationships are perhaps the most important but elusive source of disputes between school districts and parents. Examples: • loss of trust, • breakdowns in communication, • cultural differences.

10. Barriers to Building Parent-School Relationships • Lack of time • Insufficient or inaccurate information • Miscommunication • Legal or organizational mandates • Family resistance • Educator resistance

11. What Would You Do? Some of these barriers are unavoidable, bearing that in mind – • How do you think we could realistically avoid these conflicts? • What strategies can you think of that would prevent these kinds of disputes: • Design (different understandings of special ed processes) • Delivery (actual implementation of program) • Relational

12. Understanding Positions vs. Interests • A position is a specific solution that a person proposes or demands • Interests are the underlying needs and desires that motivate people. One way of thinking about positions and interests is that positions are surface expressions of underlying motivating interests.

13. Definition of Communication • Any act by which one person gives to or receives from another person information about that person's needs, desires, perceptions, knowledge, or affective states. • Communication may be intentional or unintentional, may involve conventional or unconventional signals, may take linguistic or nonlinguistic forms, and may occur through spoken or other modes

14. Communication • Communication is like sending a package. • Our message is our package. • Message – how we share information, knowledge experiences, thoughts, feelings, ideas, opinions, etc. • When sending a package or a message we have a SENDER and a RECEIVER.

15. Sender • “Codes” or “packs” the message using verbal and nonverbal communication. • Verbal – words or anything that means a word. Examples: speaking, sign language, writing, symbols – between 25% to 30% of communication. • Nonverbal – anything other than words. Examples: tone of voice, facial expressions, gestures, eye contact, body language, clothing – between 65% to 70% of communication. • If there is a contradiction between verbal and nonverbal one is more likely to believe the nonverbal.

16. Receiver • “Decodes” or “unpacks” the message. • Requires good listening skills. • Must pay attention to “read” the message. • Should maintain good eye contact.

17. Feedback • When you send a package you like to know that the person you sent it to received the package – the same applies for a message. • Verbal – ask questions, make comments, have a discussion. • Nonverbal – smiles, frowns, puzzled looks. Sender should ask for feedback. Ex. “Does that make sense?” or “Was I clear?”

18. Communication Styles • Aggressive – telling people what to do, angry, feeling superior – this can put people on the defensive. • Assertive – express yourself with self-confidence, respectful to others, asks questions. • Passive – allows others to make choices, lacks confidence, does not speak up.

19. Individual Attitudes, Skills & Behaviors That Support Positive Relationships Parents: • Ability to listen • Effective communication skills • Openness to others’ ideas • Prior experience with positive professional relationships • Warm and caring demeanor • Accessible

20. Individual Attitudes, Skills & Behaviors That Support Positive Relationships Professionals: • Ability to listen • Effective communication skills • Openness to others ideas • Prior experience with positive parent relationships • Warm and caring demeanor • Accessible

21. Strategies for Building Positive Relationships • Build a foundation of good will that is grounded in valuing the child • Put yourself in the other person’s shoes • Develop an understanding and attribute value to cultural differences • Get on the same page about the student by using data

22. Strategies for Building Positive Relationships • Communicate in common language, avoid jargon • Take time to discuss, understand and appreciate differing roles • Persevere even when situations are difficult • Agree to disagree

23. Moving from Positive Relationships to Partnerships that Impact Student Learning • Leadership – at the state, district and local levels - values families in educational process • Linked to school improvement activities • Focused on measurable outcomes

24. For More Information • Global Family Research Project https://globalfrp.org/ • Center for Parent Informationhttps://parentcenterhub.com