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RTI Family Engagement A Construct for Intentionality

About Parent Technical Assistance Centers . Under cooperative agreements with the USDE Office of Special Education Programs, Regional Parent Technical Assistance Centers work to increase the capacity of Parent Training and Information Centers (PTIs)

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RTI Family Engagement A Construct for Intentionality

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    1. RTI & Family Engagement A Construct for Intentionality Debra A. Jennings Co-Director Region 1 Parent TA Center@SPAN debra.jennings@spannj.org

    2. About Parent Technical Assistance Centers Under cooperative agreements with the USDE Office of Special Education Programs, Regional Parent Technical Assistance Centers work to increase the capacity of Parent Training and Information Centers (PTIs) & Community Parent Resource Centers (CPRCs) to effectively serve families of children with disabilities, ages birth to 26. Collaborate with other USDE technical assistance providers to develop and disseminate products and information on research-based practices to the field, including SEAs, parent organizations, professional associations, disability organizations and other child-serving agencies.

    3. About Parent Centers * There are 106 Parent Centers serving families in every state and most of the U.S. territories. * Our focus is on Helping families understand special and general education laws and evidence-based practices and to actively participate in planning and decision-making about supports and services for early intervention, education, and transition to adult life. * Parent centers are Partnering with professionals, their states, LEAs and EI providers to improve the systems serving children with disabilities.

    4. Presentation Overview: General overview of research on parent/family engagement. Construct for developing strategies for intentional family engagement when implementing RTI. Collaboration with OSEP-funded Parent Centers (PTIs & CPRCs) in addressing family engagement.

    5. The research. --Need full citations and a summary of findings for these . . . Henderson, A. and Mapp, K. (2002). A New Wave of Evidence: The Impact of School, Family and Community Connections on Student Achievement. www.sedl.org/connections/resources/evidence.pdf. Henderson, A., Mapp, K., Johnson, V., and Davies, D. Beyond the Bake Sale: The Essential Guide to Family-School Partnerships. A National Picture of Parent and Youth Participation in IEP and Transition Planning Meetings. Journal of Disability Policy Studies, (Jan. 18, 2012) The ABCs of RTI Essential Components of Elementary and Middle School RTI : A Guide for Parents. National Center on RTI (coming soon).

    6. “Involving the community and engaging parents in the education of their children is critical for the successful implementation of any intervention associated with closing the achievement gap and increasing graduation rates.”

    8. A Construct for Considering Intentional Parent/Family Involvement within the RTI Framework

    9. Six Types of Parent Involvement Defining the Framework (Epstein) We are using this framework today to start our discussion –to really consider what we mean by involving parents in schools. Epstein defines six kinds of parent involvement – they are: 1. Parenting – Care-giving PLUS Assist families with parenting skills, family support, understanding child and adolescent development, and setting home conditions to support learning at each age and grade level. Assist schools in understanding families' backgrounds, cultures, and goals for children. Volunteering. Involve families as volunteers and as audiences at the school or in other locations. Involve community partners as volunteers. Improve recruitment, training, activities, and schedules to accommodate the needs and interests of diverse families. Enable educators to work with volunteers who support students and the school. 4. Learning at Home and In the Community (e.g., Family Literacy Project) Involve families with their children in academic learning at home, including homework, goal setting, and other curriculum-related activities Encourage teachers to design homework that enables students to share and discuss interesting tasks. 5. Communicating. Communicate with families and community partners about school programs. Communicate with families about student progress. Communicate with families and community partners about school’s progress. Create various two-way communication channels between school and home. 6. Decision Making. Include families as participants in school decisions, governance, and advocacy activities through school councils or improvement teams, committees, and parent organizations. Give parents meaningful roles, training and information to fully participate in school change and improvement processes. Enable educators and administrators to become consensus-builders and collaborators. 7. Collaborating with the School Community. Coordinate resources and services for families, students, and the school with community groups, including businesses, agencies, cultural and civic organizations, and colleges or universities. Enable all to contribute service to the school community. FACILITATOR NOTE: Hand out a copy of this slide for their future reference.Defining the Framework (Epstein) We are using this framework today to start our discussion –to really consider what we mean by involving parents in schools. Epstein defines six kinds of parent involvement – they are: 1. Parenting – Care-giving PLUS Assist families with parenting skills, family support, understanding child and adolescent development, and setting home conditions to support learning at each age and grade level. Assist schools in understanding families' backgrounds, cultures, and goals for children. Volunteering. Involve families as volunteers and as audiences at the school or in other locations. Involve community partners as volunteers. Improve recruitment, training, activities, and schedules to accommodate the needs and interests of diverse families. Enable educators to work with volunteers who support students and the school. 4. Learning at Home and In the Community (e.g., Family Literacy Project) Involve families with their children in academic learning at home, including homework, goal setting, and other curriculum-related activities Encourage teachers to design homework that enables students to share and discuss interesting tasks. 5. Communicating. Communicate with families and community partners about school programs. Communicate with families about student progress. Communicate with families and community partners about school’s progress. Create various two-way communication channels between school and home. 6. Decision Making. Include families as participants in school decisions, governance, and advocacy activities through school councils or improvement teams, committees, and parent organizations. Give parents meaningful roles, training and information to fully participate in school change and improvement processes. Enable educators and administrators to become consensus-builders and collaborators. 7. Collaborating with the School Community. Coordinate resources and services for families, students, and the school with community groups, including businesses, agencies, cultural and civic organizations, and colleges or universities. Enable all to contribute service to the school community. FACILITATOR NOTE: Hand out a copy of this slide for their future reference.

    10. Types of Family Engagement

    13. Parent Involvement & Multi-Tiered Interventions

    14. RTI & Types of Parent Involvement

    15. Examples of Effective Strategies

    16. 16 TYPE 1 PARENTING Help all families establish home environments to support children as students. Info on: home conditions that support learning at each grade level. parenting and child rearing at each age and grade level. Courses/training for parents (e.g., GED, college credit, family literacy.) Family support programs - health, nutrition, and other services. Neighborhood meetings to help families understand schools and schools to understand families. Handout copies of slides for Types of Parent Involvement. Break into six groups. Each group will look at one type and answer the questions: of the strategies listed, which ones would you say could be considered Tier One: Students receive effective instruction in the general education setting, using validated practices. Student progress is monitored on a regular basis. Translated to Parent involvement - School and classroom use validated practices to engage all parents as partners in supporting their child’s education. Parents are informed of their students progress on a regular basis. Tier Two: Students whose progress is less than desired receive different or additional support from the classroom teacher or another educational professional. Student progress continues to be monitored. Parents receive additional or different support and information in order to support their child’s education. Parents are informed of their student’s progress on a regular basis. Tier Three: Students may receive even more intensive instruction, which can be provided in a variety of ways. Depending on local policy, students may qualify for special education services, or they may receive either an abbreviated or comprehensive evaluation for the identification of a learning disability. Parents receive more intensive support or information in order to support their child’s education. Parents may be informed of the special education options and their rights to evaluation for special education services. Handout copies of slides for Types of Parent Involvement. Break into six groups. Each group will look at one type and answer the questions: of the strategies listed, which ones would you say could be considered Tier One: Students receive effective instruction in the general education setting, using validated practices. Student progress is monitored on a regular basis. Translated to Parent involvement - School and classroom use validated practices to engage all parents as partners in supporting their child’s education. Parents are informed of their students progress on a regular basis. Tier Two: Students whose progress is less than desired receive different or additional support from the classroom teacher or another educational professional. Student progress continues to be monitored. Parents receive additional or different support and information in order to support their child’s education. Parents are informed of their student’s progress on a regular basis. Tier Three: Students may receive even more intensive instruction, which can be provided in a variety of ways. Depending on local policy, students may qualify for special education services, or they may receive either an abbreviated or comprehensive evaluation for the identification of a learning disability. Parents receive more intensive support or information in order to support their child’s education. Parents may be informed of the special education options and their rights to evaluation for special education services.

    17. 17 Type 2: Communicating Effective forms of 2-way communications about school programs and children's progress. Conferences with every parent to share: assessment results, student progress data, RTI process, and any interventions/strategies used, including their effectiveness. Regular Home-School communications – website, newsletters, e-mail blasts, social media, robo-calls, student folders, etc. Address communication needs/strengths of culturally and linguistically diverse families.

    18. 18 Type 3: Parents as Resources Recruit and organize parent help and support. Annual survey to identify talents, times, and locations of volunteers. School/classroom volunteers to help teachers, administrators, students, and other parents. Parent/family center with resources and information staffed by volunteers. Class parents or other structures to provide all families with needed information.

    19. 19 TYPE 4 LEARNING AT HOME Provide information and ideas to families about how to help students at home with homework and other curriculum-related activities, decisions, and planning.

    20. 20 Learning at Home (cont’d). Information on: skills required for students in all subjects at each grade homework policies and how to monitor and discuss schoolwork at home. how to assist students to improve skills on various class and school assessments.

    21. 21 Learning at Home (cont.d) Homework that requires students to discuss and interact with families on what they are learning in class. Calendars with activities for parents and students at home. Family math, science, and reading activities at school.

    22. 22 Learning at Home (cont’d.) Summer learning packets or activities. Family participation in setting student goals each year and in planning for college or work. Involve families and their children in all-important curriculum-related decisions.

    23. 23 TYPE 5 Decision-making: Include parents in school decisions, developing parent leaders and representatives. Engage as champions and critical friends: Active PTA/PTO or other parent organizations, advisory councils, or committees. Independent advocacy groups To work for and support school reform and improvements.

    24. 24 Type 5: Decision-making Networks to link all families with parent representatives. Include parent leaders from all racial, ethnic, socioeconomic, and other groups in the school. Offer training to enable leaders to serve as representatives of other families, with input from and return of information to all parents. Include students (along with parents) in decision-making groups.

    25. 25 Type 6: Collaborating with Community Identify and integrate resources and services from the community to strengthen school programs, family practices, and student learning and development.

    26. 26 Collaborating with the Community Info on: community health, cultural, recreational, social support, and other programs or services community activities that link to learning skills and talents, including summer programs for students. Service integration through partnerships involving school; civic, counseling, cultural, health, recreation, and other agencies and organizations; and businesses. Community by students, families, and schools Participation of alumni in school programs for students. Inform families of community programs for students, such as mentoring, tutoring, business partnerships. Community by students, families, and schools Participation of alumni in school programs for students. Inform families of community programs for students, such as mentoring, tutoring, business partnerships.

    27. Resources Parent Center Network: www.parentcenternetwork.org/allregions Parent Guide to Response to Intervention, National Center on Learning Disabilities: http://www.ncld.org Center for School, Family & Community Partnerships: www.csos.jhu.edu/p2000 SEDL National Center for Family & Community Connections: www.sedl.org/connections Harvard Family Research Project: www.hrfp.org OSEP Parent Center Network: www.parentcenternetwork.org National Center on RTI: : www.rti4success.org Debra Jennings, Co-Director, Region 1 Parent TA Center, debra.jennings@spannj.org

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