Article by Megan Wilks
Director of Special Services
Tippecanoe Valley School Corporation

One of Tippecanoe Valley’s belief statements reads, “We value all students, staff and community members as partners in providing a positive and respectful learning environment.”

The key words that stick out to me in this statement are partners, positive and learning. I recently asked the special education teachers for some specific words that came to mind when they thought about special education in the 21st century. Their responses included teamwork, support, growth and success, all of which are directly related to the impact of building parent teacher partnerships. So, why is it so important that schools and parents work together?

Research shows that when parents are involved in their child’s education, their children have higher grades, test scores and graduation rates; better school attendance; increased motivation and better self-esteem, and lower rates of suspension. Because this participation and teamwork is so critical to student success, this must be a priority for schools and parents. Many factors, including effective communication, respect and trust contribute to a positive relationship between parents and teachers.

Continual communication should be used between parents and teachers to eliminate misunderstandings and foster great relationships. In order to communicate effectively both parties must be willing to listen, be honest and be respectful of each other. With the wide variety of means to communicate in 2014, there seems to always be a way to reach out and establish contact.

In addition to communication, trust and respect are critical aspects of establishing partnerships with parents. Parents need to be able to trust the school to do what is best for their child. When a trusting relationship is established a common respect between parents and teacher is achieved. This respect helps create a positive experience for both teacher and parent which is a direct result of student success.

The special education teachers at Tippecanoe Valley Schools not only value the importance of parent participation, but also understand the legal aspect of it. Parent participation is required throughout the process of identification for special education services and creating the individual education plan for a child that is identified as needing special education services.

A case conference committee should consist of many different team members who are all making jointdecisions for a child’s IEP. The Individuals with Disabilities Education Act and Indiana’s special education law, Article 7, clearly state that parents, especially, must be included and play a key role in this process. Parents may understand their child in a way that teachers are unable to, therefore, the parents are a critical part of the joint decision making process.

As the director of Special Services, in a typical day I may spend time working with a parent of a preschool student and then meet with another set of parents to discuss graduation from high school. It is extremely rewarding for me to build these relationships with parents. I know that with communication, trust, and a team approach to making decisions, teachers and parents can work together as partners in the educational process.