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

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

3. What do we KNOW?
What do we WANT to learn?

4.  Anxiety- for parents and teachers
 Frustration- which can define your
contact
 Limited Time-demands are different
but add up to the same result

5. “Begin with the end in Mind”
~Stephen
Covey

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

7.  Be positive
 Be proactive
 Be productive

8. Before……
During……
After…..

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