1. Assistant Superintendent Special Education CUSD 200- Wheaton IL
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. COLLABORATE OR DUE PROCESS
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 Other Resources:
For more information about having a parent liaison in your district:
Parent and Educator Partnership website:
Other Resources:
Special Education Alliance 200 (SEA200) website:
“Parents and Schools: From Visitors to Partners” by: Rebecca Crawford Burns