emerging and exemplary practices in parent engagement philip moses, assistant director

Emerging and Exemplary Practices in Parent Engagement

Philip Moses, Assistant Director

COSA Fall Conference for Administrators of Special Education

October 7, 2011Eugene, OR

Objectives

• Introduction to CADRE as National Center & Resources

• Context of Parent Engagement with IDEA• Understanding Range of Dispute Resolution

Options in Relation to Parent Engagement• Brief Review of Recent Literature, Deeper Thinking

About Parent Engagement• SEA Examples of Parent Engagement• Insights for LEAs

Purpose of IDEA“(c) (5)Almost 30 years of research and experience has demonstrated that the

education of children with disabilities can be made more effective by-- (A) having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible, in order to-- (i) meet developmental goals and, to the maximum extent possible, the challenging expectations that have been established for all children; and (ii) be prepared to lead productive and independent adult lives, to the maximum extent possible; (B) strengthening the role and responsibility of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at home” (IDEA Section 601, Findings)

From News You Can Use: Family Engagement and the Individuals with Disabilities Education Act

May 2011 U.S. Dept. of Education Webinar

Family Engagement at the Child Level

• Identification and referral• Evaluation• Eligibility• Development of IFSPs and IEPs• Settings and placement for service delivery• Provision of services• Review of IFSPs and IEPs• Transition

From News You Can Use: Family Engagement and the Individuals with Disabilities Education Act

May 2011 U.S. Dept. of Education Webinar

Family Engagement on Advisory Groups

• State Interagency Coordinating Councils – Section 641 of IDEA

• State Advisory Panels – Section 612 of IDEA

• More information at:www.stateadvisorypanel.org www.ode.state.or.us/search/page/?id=309

From News You Can Use: Family Engagement and the Individuals with Disabilities Education Act

May 2011 U.S. Dept. of Education Webinar

Family Engagement in Part D of IDEA

• Part D of IDEA covers the Department’s discretionary spending on special education– IDEA requires the “children with disabilities and

their parents receive training and information designed to assist the children in meeting developmental and functional goals and challenging academic achievement goals, and in preparing to lead productive independent adult lives” (IDEA, Title I, Part D, Section 670)

From News You Can Use: Family Engagement and the Individuals with Disabilities Education Act

May 2011 U.S. Dept. of Education Webinar

CADRE Continuum of Processes & Practices

Exemplar States• Compliance on State Performance Plan/Annual Performance Report Part B Indicators (#16=written state complaints investigated and #17=due process hearings completed within timelines)

• Levels for performance Part B Indicators (#18=resolution meeting written settlement agreement and #19=mediation agreement rates)

• Support and utilization of stakeholder involvement in the design, development, and management of their dispute resolution activities

• Investment in and support for innovative dispute resolution processes at the “early stages,” including capacity building/prevention, early disagreement assistance, and other ADR methods

• History of using a broad range of required and ADR processes

• Integration or coordination across dispute resolution options

• Evaluation of dispute resolution activities to inform system improvements

• Involvement with CADRE’s Dispute Resolution Community of Practice activities

• Characteristics of organization and demography that would provide some variation among exemplar states

3 Top Tips from Exemplar States

1. Stakeholder engagement is a critical, non-negotiable component of an effective dispute resolution system. Engaging them in meaningful ways will increase the effectiveness of your entire system.

2. A parent’s initial contact with your dispute resolution system influences future interactions, for better or worse. The initial intake process ‘sets the tone.’

3. Relationships — Relationships — Relationships! Never underestimate the power of relationships. Mend them wherever and whenever possible. This should be Number One!

Iowa‘RESPECT’ (Recognizing Everyone’s Strengths by

Peacebuilding, Empathizing, Communicating, and Trustbuilding)

Training taught to special education administrators, educators, service providers, parents, and others throughout the state.

OklahomaSpecial Education Resolution Center (SERC) developed Good Meeting Management delivering it to LEAs and family members.

Advisory Council recommends processes for gathering viewpoints from a variety of stakeholders with the intention of fostering good relations.

Pennsylvania

Office of Dispute Resolution developed Building Partnerships, Creating Agreement: Collaborative Problem Solving in Early Intervention and Special Education

Stakeholder Council gives stakeholders functional input on ODR’s activities.

WisconsinWDPI has web-based resource, Creating Agreement: Educators and Parents Working Together, designed to train IEP team members in methods to enhance communication, conflict management, and meeting effectiveness.

Wisconsin Special Education Mediation System traces its origins to two founding partners, a parent and a LEA special education director, (along with ADR expert) manage system.

What about at the local level?

Some insights related to schools…

Some insights related to parent-teacher relationships…

Some insights related to IEP meetings…

Parents' Experiences with the IEP Process: Considerations for Improving PracticeCADRE 2010

• Treat child as individual with unique interests, strengths, and weaknesses; avoid defining child by his/her disabilities

• Valuing and listening to parental input

• Create welcoming atmosphere

• Encourage parents to bring an advocate familiar with the IEP process

• Common terms instead of jargon to lessen confusion

• Refrain from completing IEP forms in advance of parental

• Involve parents in the writing of goals and objectives

• Provide parents with a copy of the IEP objectives a few weeks before the meeting to allow time for review and preparation of questions

The Benefits of Parent-Teacher Partnerships

• Teachers identified family engagement as one of the top strategies for education reform.1

• Strong, positive relationships with parents play a key role in retaining teachers.2

• New teachers identified engaging families as the number one area where they needed more preparation.3

---------------------------------------------------------------------------------------------------1. Hart Research and Associates. (2009). Common Core State Standards Initiative: Strategic messaging

research.2.Allensworth, E., Ponisciak, S., & Mazzeo, C. (2009). The schools teachers leave: Teacher mobility in

Chicago Public Schools. Chicago: Consortium on Chicago School Research. 3.MetLife. (2005). The MetLife survey of the American teacher, 2004-2005: Transitions and the role of

supportive relationships. New York: Author.

Encouraging Meaningful Parent/Educator Collaboration: A Review of Recent Literature

CADRE 2011

Increasing degree of collaboration and partnership

Informing Involving Engaging Leading Any stakeholder may initiate a deeper partnership between families and

schools, but all involved must work to sustain it. Every school community must define parent/school engagement locally,

recognizing that no two communities are identical. Training in communication skills and collaboration should be a priority for

teachers, administrators, and parents. Schools and parent organizations should create policies, structures, and

events to support family/school engagement. Schools and parents should consider how technology can support their

relationships. 17

Recommendations

1. Any stakeholder may initiate a deeper partnership between families and schools, but all involved must work to sustain it.

2. Every school community must define parent/school engagement locally, recognizing that no two communities are identical.

3. Specific training in communication skills and collaborative approaches should be a priority for teachers, administrators, and parents.

Recommendations cont.

4. Schools, school districts, PTAs, and others should create policies, structures, and events to support family/school engagement, including informal opportunities for interaction of all stakeholders.

5. Families and schools should recognize the occasional need for outside assistance, from resources or individuals beyond the immediate stakeholders.

6. Schools and parents should consider how technology can support their relationships.

Creating Agreement

A joint effort involving national education organizations and coordinated by the IDEA Partnership that has led to a collaborative Creating Agreement Workgroup

Other Resources

TA ALLIANCE

Where to Learn More…

www.directionservice.org/cadre

http://www.directionservice.org/cadre/index_espanol.cfm

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