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The SPDG Partnership with PTIs and CPRCs

This document outlines the purpose and requirements of the SPDG Partnership with PTIs and CPRCs, and highlights the possibilities for collaboration and improving parent involvement in special education. It also includes research on family engagement and previous SPDG presentations.

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The SPDG Partnership with PTIs and CPRCs

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  1. The SPDG Partnership with PTIs and CPRCs Purpose, Requirements, and Possibilities Jennifer Coffey August 26, 2010

  2. Requirements • 90% of funds received must go toward professional development activities • See (a) “Use of Funds” (IDEA Statute, Sec. 654) • Must choose at least one of these activities • Up to 10% of funds may be used for “other activities” • See (b) under Use of Funds • Must choose at least one of these activities

  3. Use of Funds • Section A – (up to 90% of funds used for this section) • Provide training to enable personnel to work with and involve parents in their child’s education, including parents of low income and limited English proficient children with disabilities; • Encouraging and supporting the training of special education and regular education teachers and administrators to effectively use and integrate technology— • To effectively communicate with parents.

  4. Requirements • (c) Contracts and Subgrants—An SEA that receives a grant under this program— • (1) Must award contracts or subgrants to LEAs, institutions of higher education, parent training and information centers, or community parent resource centers, as appropriate, to carry out the State plan; and • (2) May award contracts and subgrants to other public and private entities, including the lead agency under Part C of IDEA, to carry out the State plan.

  5. Research on Family Engagement • Parent involvement has been found to be related to reading achievement and highest grade completed (Barnard, 2006). • Increased family involvement predicted improved child literacy between K and 5th grade, and were more strongly associated for children whose mothers had relatively low levels of education (Dearing, 2006). • Family satisfaction with school contact was positive associated with home-based involvement, school-based involvement, and home-school conferencing. • A meta-analysis (Jeynes, 2005) indicated that family involvement is associated with higher student achievement outcomes. Also true for middle and high school youth (Kreider, Caspe, Kennedy, & Weiss, 2007). Holds true for minority students as well. Most important parent actions were reading and communicating with their child, as well as parental style and expectations.

  6. Previous SPDG Presentations • May 24, 2010: Directors' Webinar: • Wisconsin’s strategies to effectively collaborate with parent organizations • September 17, 2009: SPDG Project Directors’ Webinar: • Reaching Culturally and Linguistically Diverse Families and Other Hard to Reach Audiences Through Technology • May 12, 2009: SPDG Evaluators' Webinar: • Massachusetts SPDG Family Engagement Initiative

  7. What Works in SPDG/Parent Program Collaboration • Planning together for a new application and sharing in desire to reach the stated goals • Meeting regularly to ensure open communication and mutual satisfaction with the relationship • Measuring the effectiveness of the collaboration: both process and outcomes • Collaborating on the evaluation of SPDG activities and using the feedback to make changes

  8. Strategies for the Coming Year • SPDG survey of what is working with your PTI/CPRC collaboration and what could improve the collaboration • Leadership from OSEP, the SPDGs, and the Parent Programs to carry out strategies to improve the work

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