Family-School Joint effort: Building Positive Guardian Educator Connections at the Schoolwide Level

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Audit schoolwide procedures that make a school more

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Family-School Collaboration: Building Positive Parent-Teacher Relationships at the Schoolwide Level Kansas Association of School Psychologists October 29, 2009 Kathleen Minke, Ph.D., NCSP University of Delaware Minke, 2009

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Objectives Review procedures for showing frameworks ideas and urging a positive way to deal with families. Survey correspondence techniques that educators can use to bolster advancement of good working associations with families. Audit schoolwide methodologies that make a school all the more "family amicable." Minke, 2009

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Family Collaboration at all Levels PCP Wraparound FBA/BSP Problem comprehending gatherings Communication Skills Family-School Conferences Family investment in arranging, executing, and assessing vast program Information sharing to and from families Systems Thinking

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Involvement versus Cooperation "In what capacity can we...." "We need you to...." Minke, 2009

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Involvement versus Coordinated effort "Help me comprehend.." "I will let you know how..." Minke, 2009

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Involvement versus Cooperation "One size fits all." "Every kid, family, instructor, classroom is remarkable." Minke, 2009

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Main message… Without first gaining FROM families about their qualities, assets, convictions, and required backings, no projects FOR families will be fruitful. Minke, 2009

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Overview of Skills/Strategies The CORE Model of Collaboration C onnected O ptimistic R espected E mpowered Minke, 2009

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Overview of Skills/Strategies The CORE Model of Collaboration THINKING DIFFERENTLY Ecosystemic approach CORE convictions TALKING DIFFERENTLY 7 Communication Strategies BEHAVING DIFFERENTLY Proactive effort procedures Conferences and Problem-understanding Meetings Minke, 2009

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Minke, 2009

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Thinking Differently Systems Theory/Principles Wholeness Each part influences, and is influenced by, each other part When a part is included, subtracted or changes conduct somehow, the whole framework must revamp to oblige the change. Framework in general is more noteworthy than the aggregate of its parts Minke, 2009

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Thinking Differently Systems Theory/Principles Patterns of Interaction Behavior happens in round examples with every individual contributing Circularity = Repetitive cycles in which similar results happen over and over a to b to c to a Punctuation = View of reality reflected by discretionary beginning stage Minke, 2009

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Behavior Problem from a Systemic View A to B to C to D to A Teacher scrutinizes tyke Child acts mischievously in class Child whines about instructor to Parent reprimands educator Minke, 2009

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Behavioral Patterns of Interaction Significance : Intervention conceivable anytime in the circle "how" not "why" No Blame!!! Minke, 2009

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CORE Model: Talking Differently 7 Communication Strategies Attend to non-verbal correspondence Listen to comprehend: reflecting and condensing Model the shared part: abstain from naming, language and exhortation giving! Look for qualities Reframing Delivering/Receiving adverse data Blocking censure Minke, 2009

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Skill#2 Listen to comprehend: reflect/elucidate/understand empathic reaction: Helps the other feel heard and saw Usually includes both substance and influence NEVER includes judgment Does not present the speaker's perspective

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Build Empathic Responses Main substance (what the individual said or inferred): ____________________ Affect/Feelings (expressed or suggested): _____________________ Combine substance and influence into brief reaction (summarize): ______________________ Add "checkout" (Is that privilege?), if necessary (welcome the other to continue talking)

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Empathy Practice Mom (talking rapidly and in awesome pain): My child is making me insane. At ten years of age you would think he could be in charge of himself no less than a tad bit! He can't achieve a solitary thing unless I'm standing in that spot, annoying him completely through. Homework is a bad dream! I have an inclination that I'm the one with homework and we battle for no less than two hours before it is finished. This can't go on. He's not learning and I'm out of tolerance! In what manner would I be able to help him?"

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CORE Model: Talking Differently 7 Communication Strategies Attend to non-verbal correspondence Listen to comprehend: reflecting and condensing Model the cooperative part: abstain from naming, language and exhortation giving! Hunt down qualities Reframing Delivering/Receiving adverse data Blocking point the finger at Minke, 2009

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CORE MODEL: Behaving Differently Proactive Outreach Strategies Conferences and Problem-explaining Meetings Minke, 2009

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Proactive Strategies for Reaching Out to Families diagram The broad group The physical plant Written correspondences (approaches and individual) Activities at school Minke, 2009

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Proactive Strategies: Getting data FROM families Family individuals as members on the expansive group? School atmosphere information from families? Contribution from families in arranging, actualizing, and assessing the extensive train arrange? Minke, 2009

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Proactive Strategies: The Physical Plant How inviting to families does the school show up? Are guests a need? Minke, 2009

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Proactive Strategies: Written Communications Forms and arrangements Personal interchanges Minke, 2009

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Written Communications: Forms and Policies What perusing level is required to translate the reports? Is there language that can be evacuated or better clarified? How would we guarantee that families with restricted composed English proficiency have admittance to this data? Whatever degree do records support: Parental decisions and alternatives Two way correspondence Minke, 2009

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Written Communications: Personal "Uplifting news" notes are typically welcome and accommodating. Abstain from utilizing notes home or messages to convey about issues. Impart about concerns early and specifically. Focus on your principle objectives. Counsel with others when required. Minke, 2009

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Proactive Strategies: Activities at School Examine Current Activities for Opportunities for Relationship-assembling Needs Assessment/Evaluation Build in Options Minke, 2009

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Behaving Differently: Routing Conferences and Problem-Solving Meetings Two sorts of gatherings are talked about Routine Problem-tackling Minke, 2009

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Conferences and Meetings 5 ways family-school gatherings are diverse All gatherings get ready ahead of time Students are dynamic members Educator focuses on accepting instead of giving data. Instructor recognizes, extends and underscores the qualities of the family. The gathering is a "discussion." At no time is the instructor the "moderator." Minke, 2009

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Conferences and Meetings Outcome objectives An arrangement is created cooperatively to support the understudy's proceeded with achievement, including arrangements to remediate distinguished challenges All members leave feeling cheerful about their investment and future achievement Students leave feeling more prominent responsibility for possess learning Minke, 2009

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Conferences and Meetings Process objectives Each member has sufficient time to share contemplations in the meeting Shared desires for the kid are produced by the gathering Each member is both an educator and a learner Minke, 2009

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Family-School Conferences Outcomes Participating guardians and instructors concurred that the meetings were gainful and they needed to keep utilizing the FSC style. Youngsters were dynamic members. Guardians and educators esteemed observing each other collaborate with the kid

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Family-School Conferences Outcomes FSCs took generally a similar measure of time however members felt more data trade happened. Educators felt they required heaps of practice and input to do the procedure well.

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Evaluation Data Does investment in joint effort preparing positively affect instructor: Beliefs about parent association Practices (e.g., number and kind of contact with families) Minke, 2009

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Required Reflection Think about the operation of your broad group. Depict: the courses in which your practices have changed as an aftereffect of what you realized in the family-school joint effort workshop (assuming any); your arrangements for further improvement of family-school cooperation in your practice (assuming any); hindrances that must be overcome with the end goal for change to happen Minke, 2009

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Reflections Data Most regular positive remarks concerned correspondence techniques Increased positive contacts More thoughtfulness regarding wording of notes home Increased push to interpret archives and positive notes Greater consideration regarding looking for data and restricting guidance giving Minke, 2009

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Reflections Data Meeting changes were talked about oftentimes Avoiding language Avoiding counsel Listening all the more deliberately Including positive data Minke, 2009

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Reflections Data Innovative procedures Welcome back movement for "long standing customers" and their families Using email to evoke parent thoughts on the all inclusive program Creating a spreadsheet to screen positive contacts Using the locale's reality dialects instructors to help with parent contacts Minke, 2009

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Reflections Data Barriers to change Time (educators and guardians) Language Lack of support from organization Minke, 2009

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Contact Information Kathleen Minke: minke@udel.edu Website: www.Delawarepbs.org Minke, 2009

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