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Implementing Family and Community Engagement in Education

Additional slides featuring activities on perceptions, labeling, and job descriptions for school staff. Discuss RTI concepts for meetings with parents, such as interventions, monitoring progress, and decision rules. Adapted from various sources to promote engagement and understanding among families and educators.

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Implementing Family and Community Engagement in Education

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  1. Day 4 Implementing A Family and Community – Additional SlidesSlides 2 through 6 contain additional activities (perceptions/assumptions, labeling, video, job descriptions, etc.) that can be used in conjunction with the Day 4 Implementing A Family and Community Powerpoint.Slides 8 through 12 contain RTI vocabulary/concepts that may be used in meetings with parents. The RTI team may choose to discuss which of these terms parents need to know and who will explain such concepts as interventions, baselines/goals, monitoring progress, decision rules , response to intervention, etc.

  2. Activity Examine Your Own Attitudes and Assumptions… ) Adapted from

  3. Perceptions and Assumptions 3 www.cpirc.org

  4. Labeling Activity Adapted from

  5. View The Patrick O’Hearn School Video available at http://fsp.unl.edu/future_module1_video1.html Discuss the following: What was the role of the principal, teachers, and families? How would a leadership council, newsletter, or family center work at your school? What about home visits with parents reaching out to parents? Adapted from

  6. Discuss & DefinePartnering Roles, Responsibilities, Job Descriptions - School Principal Teachers Specialists Mental Health Clerical, Cafeteria, Custodial Staff Home Family Student Community Resource PTO/PTA Adapted from

  7. Slides 8 through 12 contain RTI vocabulary/concepts that may be used in meetings with parents. The RTI team should discuss which of these terms parents need to know and who will explain such concepts as interventions, baselines/goals, monitoring progress, decision rules, response to intervention, etc.

  8. Prescribing Interventions • ►Interventions are prescribed based on data and resource availability. • ►About research-based instructional practice or interventions: • -Reliable, trustworthy and valid, based on evidence • -Provide ongoing documentation and analysis of student outcomes which help to define effective practice • -In the absence of evidence, the instruction/ intervention must be considered “best practices” based on available research and professional literature. • (CDE, 2008b) Adapted from

  9. Baselines and Goals • ►What is the baseline, present level of academic achievement and functional performance, current status? • -What is the number? • ►What is OUR measurable goal, outcome, target? • -Is the goal observable? • -Is the goal measurable/quantifiable? Can it be counted? • -Is the goal both ambitious and realistic? Adapted from

  10. Monitoring Progress ►Progress monitoring is a research-based practice that regularly (weekly, biweekly, or monthly) measures students’ academic or behavioral progress in order to evaluate the effectiveness of teaching practices and to make informed instructional decisions. Progress monitoring becomes more frequent with the intensity of the intervention. The same tool is used over time. Adapted from

  11. Decision Rules: What is a “Good” Response to Intervention? • ►Positive Response • -Gap is closing • -Can extrapolate point at which target student(s) will “come in range” of target--even if this is long range • ►Questionable Response • -Rate at which gap is widening slows considerably, but gap is still widening • -Gap stops widening but closure does not occur • ►Poor Response • -Gap continues to widen with no change in rate • (Martinez & Batsche, 2008) Adapted from

  12. Response to Intervention Positive Questionable Expected Trajectory Poor Performance Time Observed Trajectory Adapted from

  13. Decision Rules: Linking Response to Intervention & Decisions • General Guidelines • ►Positive • -Continue intervention until student reaches benchmark (at least) • -Fade intervention to determine if student has acquired functional independence • ►Questionable • -Check for fidelity of implementation • -Increase intensity of current intervention for a short period of time and assess impact. If rate improves, continue. If rate does not improve, return to problem solving • ►Poor • -Check for fidelity of implementation • -Return to problem solving for new intervention • (Martinez & Batsche, 2008) Adapted from

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