Parent Involvement: Who’s Accountable? Who Benefits?
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Transcript of Parent Involvement: Who’s Accountable? Who Benefits?
Parent Involvement:Who’s Accountable? Who Benefits?
Batya Elbaum, Ph.D.University of Miami
Annual Meeting ofThe Family Cafe
Orlando, FLJune 3, 2006
What is “parent involvement?”
NCLB 2001, Title I: Definition of Parent Involvement
“The statute defines parental involvement as the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities.”
NCLB 2001: What the mandate for parent involvement policies and activities is intended to accomplish
That parents play an integral role in assisting their child’s learning;
That parents are encouraged to be actively involved in their child’s education at school;
That parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child.
IDEA 2004: What support for parent training and information activities is intended to accomplish
Create and preserve constructive relationships between parents and schools
Ensure parent involvement in planning and decision making
IDEA 2004: What support for parent training and information activities is intended to accomplish
Assist parents to develop skills they need to participate effectively in the education and development of their children
Support parents as participants within partnerships
Help overcome economic, cultural, and linguistic barriers to full parent participation
U.S. Parent Participation in the IEP Source: Over 8,000 families
interviewed for the National Longitudinal Transition Study, 2003.
U.S. Parent Participation in the IEP 85% of parents reported
that they had participated in an IEP meeting for their child in the previous two years.
Florida Parent Participation in the IEP
Source: Florida’s Annual Performance Report submitted in March, 2005.
Results were based on an examination of 343 IEPs from 12 districts that were monitored in 2003-04.
Florida Parent Participation in the IEP
59% of the IEPs had parent signatures indicating attendance.
16% of the IEPs showed that parents consented to have the IEP meeting without their presence.
NLTS-2: Who primarily developed your child’s IEP goals?
School 45% School and family 33% Family/youth 21%
Source: National Longitudinal Transition Study, 2003.
NLTS-2: Percent of families that reported they wanted to be more involved in decisions about their child’s IEP
Source: National Longitudinal Transition Study, 2003.
Total White African
American Hispanic
American Indian/ Alaska Native
Wanted to be more involved
33.7% 26.7% 50.8% 43.0% 63.3%
Parent Involvement: Who’s Accountable?
Under IDEA, Early Intervention Programs and State Educational Agencies are responsible for reporting to OSEP (the U.S. Department of Education’s Office of Special Education Programs) on parent involvement.
Government Performance and Results Act of 1993 (GPRA)
“seeks to shift the focus of government accountability away from a preoccupation with the activities that are undertaken . . . to a focus on the results of those activities.”
Program Assessment Rating Tool (PART)
A grading tool developed by the U.S. Office of Management and Budget (OMB) in 2002 to grade federal programs.
PART Ratings for Programs under IDEA
Program Title Program
Purpose & Design
Planning Manage-
ment Results Rating
(20%) (10%) (20%) (50%)
IDEA Grants to States 100% 43% 56% 11% Results Not Demonstrated
IDEA Preschool Grants 40% 0% 56% 0% Results Not Demonstrated
IDEA Part D - Parent Information Centers
100% 25% 60% 0% Results Not Demonstrated
IDEA Part D - Personnel Preparation
100% 0% 60% 0% Results Not Demonstrated
IDEA Part D - Research and Innovation
100% 40% 60% 8% Results Not Demonstrated
IDEA Part D - Technical Assistance and Dissemination (TA&D)
100% 25% 60% 0% Results Not Demonstrated
The new accountability
Focused Monitoring Performance Indicators State Performance Plan Annual Performance Report
Focused Monitoring A process that purposefully
selects priority areas to examine for compliance and results, while not specifically examining other areas for compliance, to maximize resources, emphasize important variables, and increase the probability of
improved results.
Performance Indicators
Part C programs (birth to 3) must report on 14 indicators
Part B programs (3-21) must report on 20 indicators
For both programs, the indicators focus not only on procedural compliance but on results
State Performance Plan
6-year plan describing: How the State will collect data
addressing each performance indicator;
Baseline data: how the State is doing this year
Targets: where the State wants to be in 6 years
Improvement plan
Annual Performance Report
Must be submitted to OSEP Results must be reported
publicly Results must be reported
for the State as a whole, and for each Early Intervention
Program and Local Educational Agency (school district) in the State
A Part C compliance indicator
Percent of infants and toddlers with IFSPs who receive the early intervention services on their IFSPs in a timely manner.
A Part C results indicator
Percent of infants and toddlers with IFSPs who demonstrate improved positive social-emotional skills (including social relationships).
A Part B compliance indicator
Percent of children referred by Part C (Early Intervention Services) prior to age three (3), who are found eligible for Part B, and who have an IEP developed and implemented by their third birthdays.
A Part B results indicator
Percent of youth with individualized education programs (IEPs) graduating from high school with a regular diploma compared to percent of all youth in the State graduating with a regular diploma.
What it comes down to . . .
“What gets counted, counts!”
Part C Indicator #4
“Percent of families participating in Part C who report that early intervention services have helped the family a) know their rights, b) effectively communicate their children’s needs, and c) help their children develop and learn.”
Part B Indicator #8
“Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities.”
What’s new about the parent/family indicators
What is measured is not what parents do but what early intervention services
do to benefit families, and what schools do to facilitate parent
involvement.
What’s new about the parent/family indicators
The data must come from parents and families:
“Percent of families/parents who report that . . . “
National Center for Special Education Accountability Monitoring (NCSEAM)
Assist states to implement Focused Monitoring
Develop survey instruments for states’ use in measuring parents’ and families’ perceptions and involvement in early intervention and special education
National Center for Special Education Accountability Monitoring (NCSEAM)
NCSEAM has produced 3 survey instruments: Parents of children 6-21 receiving
special education services Parents of children 3-5 receiving
preschool special education services Families of children birth to 3
receiving early intervention services
Part B items parents agree with most
Teachers are available to speak with me.
Teachers treat me as a team member.
Written information I receive is written in an understandable way.
Part B items parents agree with slightly less
All of my concerns and recommendations were documented on the IEP.
I am considered an equal partner with teachers and other professionals in planning my child’s program.
Part B items parents agree with considerably less
The school explains what options parents have if they disagree with a decision of the school.
The school gives me choices with regard to services that address my child’s needs.
Part B items parents agree with a lot less
I was offered special assistance (such as child care) so that I could participate in the IEP meeting.
I have been asked for my opinion about how well special education services are meeting my child’s needs.
Part B items parents agree with least
The school gives parents the help they may need to play an active role in their child's education.
The school offers parents training about special education issues.
Schools Facilitate Parent Involvement
Schools give parents information
Schools treat parents respectfully
Schools listen to parents’ ideas
Schools address parents’ concerns
Schools inform parents of their optionsin cases of disagreement
Schools involve parents in programevaluation and accountability
Schools provide training, supportsand accommodations for parents tobe knowledgeable & active participants
School staff are available
Threshold item (the “standard”) for Part B
“The school explains what options parents have if they disagree with a decision of the school.”
Schools Facilitate Parent Involvement
Schools give parents information
Schools treat parents respectfully
Schools listen to parents’ ideas
Schools address parents’ concerns
Schools inform parents of their optionsin cases of disagreement
Schools involve parents in programevaluation and accountability
Schools provide training, supportsand accommodations for parents tobe knowledgeable & active participants
School staff are available
Parents report that schools facilitated their involvement
Far below threshold
Below threshold
At or just abovethreshold
Far above threshold
25%
What we need professionals to do to move forward in partnerships
Schools give parents information
Schools listen to parents’ ideas
Schools address parents’ concerns
Schools inform parents of their options in cases of disagreement
Schools involve parents in programevaluation and accountability
Schools provide training, supportsand accommodations for parents tobe knowledgeable & active partners
Affirm their support
Schools treat parents respectfully
Be Amenable to disagreement
Be Accommodating
Be Attuned
Be Authoritative
Be Accepting
Be Accessible
Be Accountable
School staff are available
Part C Items families agree with most
Over the past year, early intervention services have helped me and/or my family:
Do things with and for my child that are good for my child's development.
Understand my child's special needs. Be more optimistic about my child's
future.
Part C Items families agree with slightly less
Over the past year, early intervention services have helped me and/or my family:
Communicate more effectively with the people who work with my child and my family.
Understand the roles and responsibilities of the people who work with my child and family.
Part C Items families agree with a lot less
Over the past year, early intervention services have helped me and/or my family:
Know about my child's and family's rights concerning special education services.
Know where to go for help or support to meet my child's needs.
Part C Items families agree with least
Over the past year, early intervention services have helped me and/or my family:
Participate in typical activities for children and families in my community.
Know about services in the community.
Positive outcomes that families achieve as a result of their participation in Early Intervention
Parents have increased knowledge and skills to help their child develop and learn
Parents work effectively with the professionals who provide services to their child
Parents know their rights and can access services for their child and family
Families and children participate fully in the community
Parents have greater confidence in themselves and are more optimistic about the future
Families report that early intervention helped them know their rights
Far below threshold
Below threshold
At or just abovethreshold
Far above threshold
75%
Schools Facilitate Parent Involvement
Schools give parents information
Schools treat parents respectfully
Schools listen to parents’ ideas
Schools address parents’ concerns
Schools inform parents of their optionsin cases of disagreement
Schools involve parents in programevaluation and accountability
Schools provide training, supportsand accommodations for parents tobe knowledgeable & active participants
School staff are available
Involvement vs. Partnership
Parent Involvement Partnerships between Parents and Professionals
Leadership is exercised by professionals
Leadership is exercised jointly by parents and professionals
Professionals make the decisions with input from parents
Parents and professionals make decisions together
“How can parents help professionals to achieve the best results for the child?”
“How can professionals help parents to make the best decisions possible and obtain the most appropriate services so as to achieve the best results for the child?”
Professionals encourage and facilitate parent
involvement
Parents are actively involved
The “other side of the coin”
Are parents accountable?
How parents can be involved in the accountability system Respond to the survey Find out when and where you
can get the results Ask if your local school district
or early intervention program has developed an improvement plan to address parent involvement and family outcomes
How parents can be involved in the accountability system
Ask how the plan is going to be implemented, and who is responsible for overseeing it
Ask how you can participate in the improvement process
What we need to do to move forward in partnerships
Schools give parents information
Schools listen to parents’ ideas
Schools address parents’ concerns
Schools inform parents of their options in cases of disagreement
Schools involve parents in programevaluation and accountability
Schools provide training, supportsand accommodations for parents tobe knowledgeable & active partners
Schools treat parents respectfully
School staff are available
Be pro-Active
Come Around
Be Approachable
Pay Attention
Acknowledge cooperation
Articulate our concerns
Be Assertive
Be Accountable
Benefits to Early Intervention Programs and School Systems
Fewer resources spent on due process hearings
Greater accountability to families
Greater likelihood of demonstrating positive results
Benefits to Professionals
Support in service delivery Job satisfaction Retention
Benefits to Families
Parenting & coping skills Collaboration & communication
skills Advocacy skills Empowerment Quality of life
Benefits to Children
Developmental progress Academic achievement Post-school outcomes Quality of life
State Contact for Parent Involvement in Special Education
Kathy Burton, Program Specialist Bureau of Exceptional Education
and Student Services Phone: 850-245-0478 [email protected]
State Contact for Family Involvement in Early Intervention
Kelly Purvis, State Parent Consultant
Early Steps State Office Phone: 813-996-0997 [email protected]
Contact for NCSEAM
Dr. Batya Elbaum, [email protected]
National Center for Special Education Accountability Monitoring, www.monitoringcenter.lsuhsc.edu
Moving Forward in Partnership
Schools give parents information
Schools listen to parents’ ideas
Schools address parents’ concerns
Schools inform parents of their options in cases of disagreement
Schools involve parents in programevaluation and accountability
Schools provide training, supportsand accommodations for parents tobe knowledgeable & active partners
Be Affirming
Schools treat parents respectfully
Be Amenable to disagreement
Be Accommodating
Be Attuned
Be Authoritative
Be Accepting
Be Accessible
Be Accountable
School staff are available
Be pro-Active
Come Around
Be Approachable
Pay Attention
Acknowledge cooperation
Articulate our concerns
Be Assertive
Be Accountable
WHAT PROFESSIONALS NEED TO DO
WHAT PARENTS NEED TO DO