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 Kathy.Burton@fldoe.org

State Contact for Family Involvement in Early Intervention

Kelly Purvis, State Parent Consultant

Early Steps State Office Phone: 813-996-0997 Kelly_Purvis@doh.state.fl.us

Contact for NCSEAM

Dr. Batya Elbaum, elbaum@miami.edu

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