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
Building Bridges: Developing and Maintaining Positive Parent - Teacher Relationships
1. Building Bridges: Developing and
Maintaining Positive Parent-
Teacher Relationships
Prepared for DSAWM
January 11, 2011
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
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
9. 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 information
Child’s strengths and needs
Summary of goals
Contact information and best time to communicate
Emergency information
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. 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. Is it TRUE?
Is it HELPFUL?
Is it IMPORTANT?
Is it NECESSARY?
Is it KIND?
13. What are people saying…without saying anything at
all?
What are YOU saying?
Posture, facial expressions, fidgeting…..
14. 1. Intervention or Special Education Teacher( Case
Manager)*
2. General Education Teacher*
3. Principle
4. Special Education Supervisor( when applicable)
5. Director of Special Education
6. Superintendent
7. Board of Education
8. State board of Education
*paraprofessionals report directly to teachers
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. “ 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. 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