1. Developing Positive Relationships Between Families and Schools
Connecticut Parent Advocacy Center Inc.

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?”
Two way communication exercise here.

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.
What’s your style? Exercise here.

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
Center for Parent Information