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Communication & Collaboration Illinois Statewide Technical Assistance Center for Parents An Illinois State Board of Education system of support 877-317-2733.

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Presentation on theme: "Communication & Collaboration Illinois Statewide Technical Assistance Center for Parents An Illinois State Board of Education system of support 877-317-2733."— Presentation transcript:

1 Communication & Collaboration Illinois Statewide Technical Assistance Center for Parents An Illinois State Board of Education system of support 877-317-2733

2 PCM 3.3 2 Communication & Collaboration Please print and complete the Communication Style Self Assessment before continuing. Additional handouts referenced in the module are as follows:  Characteristics of Communication Styles (PCM 3.4)  Perspective Taking In Communication (PCM 3.9)  Communicating Effectively for Collaboration (PCM 3.10)

3 3 After this training you will be able to represent your child’s interest through an understanding of: 1)The Illinois Education Support System 2)Communication Style Preferences 3)Communicating Effectively for Collaboration Today’s Objectives

4 Illinois Education Support System 4

5 5 Our challenge is not only to prepare children for school, but to prepare schools for children.

6 6 I ndividuals with D isabilities E ducation A ct IDEA defines “special education” as: specially designed instruction at no cost to parents, to meet the unique needs of a child with a disability, including-  A) instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and  B) instruction in physical education. Special Education Is 20 U.S.C. § 1401 (29)

7 PCM 3.14 7 Illinois Support Structure The Parent Mentor Project Grant The Parent Liaison Program

8 PCM 3.14 8 ISTAC-P/Parent & Educator Partnership The ISTAC-Parents/Parent & Educator Partnership provides parent-to-parent guidance by providing: Support, training, and parent leadership development The Parent Mentor Project The Parent Liaison Program Development of School, Family, and Community Partnerships Lending library Online resource search Quarterly e-Newsletter Toll-free number, 877-317-2733 Website: About Us: ISTAC-P

9 PCM 3.14 9 The Parent Mentor Project An initiative of the Illinois State Board of Education (ISBE), which is grant funded. Assists parents of children with disabilities, in partnership with local school district personnel, to effectively navigate the educational system. Each local parent mentor grant site is a collaboration among agencies, such as, school districts or special education cooperatives and not-for-profit parent or disability groups. Facilitator, not an Advocate.

10 PCM 3.14 10 The Parent Liaison Program An initiative of the Illinois State Board of Education (ISBE), which is not grant funded. Liaison is a parent of a participating child (either IDEA or Title I). Assists parents of school-age children in partnership with local school district personnel, to effectively navigate the educational system. Serves as a connection between families and education personnel to foster positive parent and professional teamwork, providing a family perspective. Facilitator, not an Advocate.

11 Mentors and Liaisons Services Provide resources (websites, books, etc…) Assistance with IEP meeting preparation Able to attend IEP Team meetings as requested Help parents navigate the special education process Consultations Provide Trainings on IDEA Collaborate with support services Promotes parent and educator partnership through collaboration PCM 3.14 11

12 Communication Style

13 13

14 14 Communication style is… An innate preference A pattern of verbal and nonverbal behaviors that comprise our preferred ways of giving and receiving information in a specific situation. What is a Communication Style?

15 Communication Style Assessments Various assessments are available to help you understand your communication style An assessment should help you understand your preferences and those of other styles 15 Myers-Briggs Type Indicator® Communication Style Report Connections™ Personal Style Assessment Workstyles: A tool for communication and collaboration

16 Workshop Assessment For the purposes of this workshop, we have chosen a very short assessment to give you a basic understanding of your style Based on the work of Carl Jung, who developed the theory of Psychological Types, and Katharine Cook Briggs and Isabel Briggs Meyers, who developed the Myers-Briggs Personality Type Indicator (MBTI) The MBTI can be used for a more comprehensive look at your preferences in perception and decision-making 16

17 17

18 PCM 3.3 18 Let’s look at your results from… Your Communication Style Communication Style Self-Assessment

19 19 What’s Your Style? T hinker F eeler S ensor I N tuitor

20 Thinker The behavior patterns of a Thinker tend to be: analyzing, ordering in a logical fashion. Make objective decisions based on logic Tend to be brief and businesslike Value accuracy and preciseness Treat people fairly Follow policies and rules Sought out for problem solving abilities PCM 3.4 20

21 Feeler The behavior patterns of a Feeler tend to be: relating to and understanding experience through emotional reactions and response to feelings Good at building rapport and communicating tactfully Consider the impact on other people when making decisions Talent for empathizing and creating harmony Naturally friendly with a good sense of humor Take interest in the person behind the job Treat each person uniquely PCM 3.4 21

22 Sensor The behavior patterns of a Sensor tend to be: experiencing mainly based on personal sensory perceptions…’just do it’ style Resourceful, determined, practical & down-to-earth Talent for getting things done Make decisions based on facts & past experience Focus on actions, results & rewards Like to get to the “bottom line” or “cut to the chase” Enjoy the present moment Work steadily with realistic idea of time table PCM 3.4 22

23 Intuitor The behavior patterns of an Intuitor tend to be: conceiving, projecting, inducing Visionary, seem to see the future Good long range planners Love to learn new skills Great imaginations Focus on how things can be improved Able to identify creative solutions & novel approaches PCM 3.4 23

24 24 Your Communication Style + Energy/Motivation Preference You have indicated your Communication Style as T hinker, F eeler, S ensor, or I N tuitor Now, where do you derive your energy and motivation from? Other people? or Within yourself?

25 Extraverted Energy/Motivation Preference Energy is outward toward people and things Need a lot of stimulation Act first, think later Like variety, action, achievement & working with people Express emotions & get energy from other people Attitude relaxed, confident, understandable and accessible Value breadth of experience PCM 3.9 25

26 Working With Extraverts In groups, Extraverts generally… Show energy and enthusiasm Respond quickly without long pauses to think Communicate openly - do not censure Allow talking out loud without definite conclusions Allow time for bouncing around ideas Focus on the external world, the people and the things PCM 3.9 26

27 Introverted Energy/Motivation Preference Energy inward toward concepts & ideas Like to work alone, seek quiet Think before act Deep thinkers, want to understand world rather than change it Need little external stimulation, focus more on inner world Bottle up emotions, can explode if pushed too far Attitude reserved & questioning, seem subtle & impenetrable Value depth of experience PCM 3.9 27

28 Working With Introverts Include introduction time to foster comfort and trust Encourage responses with questions like, “What do you think?” Use polling techniques for input and decision making Allow time for thinking before responding and decision-making Make use of written responses where practical PCM 3.9 28

29 Your Preference I or E I ntrovert? E xtravert? T, F, S, or N T hinker? F eeler? S ensor? I N tuitor? 29

30 Communicating Effectively for Collaboration

31 Effective Communication Goal of effective communication: keep information exchange flowing and discourage misunderstandings resulting in emotional road blocks. PCM 3.9 31

32 Personal Preferences Your personal preferences influence:  Kinds of information paid attention to in communications  Reactions to someone else’s conclusions  Processing time  Ability to come to closure Differences in preferences Lack of understanding of these differences Misinterpretation of simple interactions PCM 3.9 32

33 Perspective Taking An understanding of your communication style preference in relation to other preferences allows for perspective taking in interactions Put yourself in another person’s shoes… Understand that people behave differently when communicating, especially when under stress PCM 3.9 33

34 Extraverts in Communication Extraverts tend to… Clarify their thoughts through conversation - they aren’t necessarily trying to monopolize the conversation Communicate openly, express emotions, show energy & enthusiasm Respond quickly without long pauses to think Allow time for bouncing around ideas, talking out loud without definite conclusions Look outside themselves for relief from sadness or or stress PCM 3.9 34

35 Introverts In Communication Introverts tend to… Need time to process before they talk - they aren’t necessarily being evasive Appear reserved & questioning - benefit from introduction time to foster comfort and trust Respond to questions like, “What do you think?” Prefer polling techniques for input and decision making and written responses where practical Bottle up emotions-may explode if pushed too far Withdraw to a quiet place and engage in reflective activity when under stress PCM 3.9 35

36 Thinker Under Stress A Thinker under stress tends to be… Perceived as overly cautious, too slow, rigid, insecure, disinterested in human feelings, out of touch, mechanistic, or impersonal Missing the forest for the trees Capable of hurting other’s feelings or not giving enough positive feedback Fixated on remembering & adhering to policy - this attention to detail can seem like the Thinker is looking for things to criticize PCM 3.4 36

37 Feeler Under Stress A Feeler under stress tends to be… Perceived as subjective, impulsive, defensive, over- reactive, lacking humility, or lacking good sense Overly personalizing situations Letting relationships cloud judgment Overlooking important details Disorganized due to lack of planning Spending too much time socializing Sharing more than necessary PCM 3.4 37

38 Sensor Under Stress A Sensor under stress tends to be… Perceived as impulsive, competitive, aggressive, impatient, over emphasizing short term results, having tunnel vision, or defensively over reactive to differences of opinion Disregarding long-term consequences of actions/decisions Perceived as creating messes for others to clean up Alienating others A poor listener, often interrupting PCM 3.4 38

39 Intuitor Under Stress An Intuitor under stress tends to be… Perceived as absent-minded, scattered, detached Long on vision, short on action Avoiding nitty-gritty, hates phone coverage Hard to read Perceived as superior, arrogant, or condescending Procrastinating, not following through on tasks PCM 3.4 39

40 40 Review the most recent IEP, progress reports, work samples, and other school records Request drafted goals and evaluation reports/results from school staff prior to meeting Develop drafted goals based on present level of performance, state learning standards, and your vision for your child Discuss what information will be shared at the meeting with your spouse or child’s mother/father Inquire with your child’s school how long they have scheduled the IEP team meeting Meaningful Parent Participation: Preparing for an IEP Meeting

41 Meaningful Parent Participation during an IEP Meeting  Share your: vision for your child’s future (transition planning) perspective as the foremost “expert” on your child drafted IEP goals or objectives child’s profile highlighting their strengths, interests and needs  Ask questions to understand others’ perspectives and listen to their answers  Ask teammates for input and insight based upon their areas of expertise  Ensure what is agreed upon is written in the IEP document 41

42 Meaningful Parent Participation during an IEP Meeting  Remain professional and rational  Take a break if necessary  Request to re-convene on another date if necessary  Disagreement happens, even with the most collaborative teams. Strive to resolve your disagreements through open dialogue 42

43 Collaborative Skills Garmston and Wellman have identified norms considered essential capacities and skills for high- performing groups: Seven Norms of Collaboration R. Garmston & B. Wellman. (2009).The Adaptive School: A Sourcebook for Developing Collaborative Groups (pp. 31-38) Massachusetts: Christopher-Gordon Publishers 43

44 7 Norms of Collaboration 1) Pausing 2) Paraphrasing 3) Inquiry 4) Probing 5) Ideas on the table 6) Paying attention 7) Presuming positive intentions R. Garmston & B. Wellman. (2009).The Adaptive School: A Sourcebook for Developing Collaborative Groups (pp. 31-38) Massachusetts: Christopher-Gordon Publishers 44

45 1 st Norm of Collaboration Pausing Pausing to allow time for thought Pause after asking questions Pause after others speak to reflect before responding Pause before asking questions to allow time for artful construction PCM 3.10 45

46 2 nd Norm of Collaboration Paraphrasing Paraphrasing within a pattern of pause - paraphrase - question to ensure deep listening Listen and paraphrase to: acknowledge and clarify summarize and organize shift levels of abstraction PCM 3.10 46

47 3 rd Norm of Collaboration Inquiry Putting Inquiry at the center to reveal and extend thinking Inquire to explore perceptions, assumptions and interpretations Invite others to inquire into perceptions, assumptions and interpretations Inquire before advocating PCM 3.10 47

48 Advocacy vs. Inquiry Advocacy Making your point, taking a stand in an attempt to influence others Supporting your viewpoint with a relational argument, while remaining open to alternative views Inquiry Helps us to understand what others are thinking and the reasoning behind their viewpoints Balance Increases likelihood that others will commit to take action Exposes our reasoning and encourages others to challenge and probe our argument PCM 3.10 48

49 The Right Question Project The RQP Technique for Formulating Questions BRAINSTORM : Come up with as many questions as you can PRIORITIZE : Choose three questions you think are the most important BRANCH OFF: Take the most important question and use it to brainstorm more questions PRIORITIZE AGAIN: Look over the questions you have and choose three you now want to address PCM 3.10 PCM 3.14 49

50 4 th Norm of Collaboration Clarifying Probing to clarify Seek understanding of the meaning of words Seek understanding of data, explanations, ideas, anecdotes and generalizations Seek understanding of assumptions, perceptions and interpretations PCM 3.10 50

51 5 th Norm of Collaboration Placing/Pulling Ideas Placing ideas on the table and pulling them off / placing data and perceptions before the group State the intentions of communications Provide relevant facts, ideas, opinions and inferences Remove or announce modification of ideas, opinions and points of view PCM 3.10 51

52 6 th Norm of Collaboration Paying Attention Paying attention to self and others to monitor our ways of working Balance participation and open opportunities for others to contribute and respond Restrain impulses to react, respond or rebut at inappropriate times or in ineffective ways Maintain awareness of the group’s task, processes and development 52

53 7 th Norm of Collaboration Presuming Positive Intentions Presuming positive intentions to support a non- judgmental atmosphere Communicate respectfully whether in agreement or disagreement Embed positive presuppositions in paraphrases, summaries and comments Embed positive presuppositions when inquiring or probing for specificity There is a positive intention motivating every behavior, and a context in which every behavior has value. PCM 3.10 53

54 Discussion Road Blocks Misunderstanding/miscommunication Lack of information/misinformation Differing expectations Lack of understanding roles & responsibilities Differences in communication styles Differing interpretations of the law Shortage of resources Direct or implied blame Little or no preparation for the IEP process Lack of trust 54

55 Let’s Summarize…

56 56 How to represent your child’s interest through an understanding of: 1)The Illinois Education Support System 2)Communication Style Preferences 3)Communicating Effectively for Collaboration Today we learned…

57 Your Next Steps Reflect on your communication style:  How others may perceive you  How you perceive others Think about how you would like to be perceived and alter communication accordingly Incorporate the Seven Norms of Collaboration into your group interactions Prepare yourself to be an active participant in your child’s education 57

58 58 By openly communicating key information with your child’s education team, you are taking the first step in working as an equal partner in your child’s education. Creating Partnerships

59 59 Contact Us at: Parent & Educator Partnership Toll free: 877-317-2733 What questions do you have?

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