1. Creating Positive Partnerships
PBIS Maryland Summer Institute
July 22, 2005

2. Introductions Jessica Pearsall, advocate Ellen Hughes, teacher
Claire Holmes, advocate
Kim Willard, teacher & advocate

3. Partnerships What is a partnership? Who is involved in a partnership?
What are the characteristics of effective partnerships?
What are the characteristics of ineffective partnerships?

4. Direct, Respectful, Ongoing Multi-directional, Thorough
Communication
a process by which information is exchanged between individuals through a common system of symbols, signs, or behavior
Direct, Respectful, Ongoing
Multi-directional, Thorough

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

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

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

8. 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

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

10. Celebrations & Thankfulness
observe notable occasions with festivities
be conscious of benefit received, offer expressions of thanks

11. Building Partnerships
Communication
Belief
Team Spirit
Feedback
Understanding
Trust
Celebrations & Thankfulness

12. Barriers Does the IEP process usually model effective partnerships?
Write barriers to effective partnerships in the IEP process on an index card.

13. Team Alex Jessica Pearsall, Alex’s mom
Ellen Hughes, one of Alex’s third grade teachers at Ilchester Elementary School in Howard County

14. 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.

15. 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.

16. MAPS Process Making Action Plans Vision Building 8 Key Questions
Use in transition or when everyone is not “on the same page”
Find more information at (Look under “Publications”)

17. Solutions Circle
Roles:
Presenter
Facilitator
Recorder
Brainstormers

18. Solutions Circle Welcome the Group -- 1 minute
Present the Problem -- 5 minutes
Ask for Clarification -- 3 minutes
Generate Solutions -- 5 minutes
Gather Information -- 3 minutes
Take a Step Forward seconds
Follow Up -- 1 minute

19. Resources
Books
Websites

20. Practical Strategies
Strategies for building powerful partnerships in the IEP process
Specific, observable actions—not general philosophical statements
What works?
What doesn’t?

21. 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

22. Q & A Questions, answers, and discussion
Revisit barriers on index cards

23. 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