National Parent Leadership Development Project for ICCs and the A.P.P.L.E. Project Models of Parent...

National Parent Leadership Development Project for ICCs

and the A.P.P.L.E. Project

Models of Parent Leadership Development

2005 OSEP National Early Childhood Conference

February 6, 2005, Washington, DC

Presented by:

Richard Robison and

Barbara Popper

Project Co-Directors at the

Federation for Children with Special Needs, Boston, MA


Purpose of ICC Project

Provide leadership support for parents serving on state Interagency Coordinating Councils

Develop a cadre of parents prepared for involvement with professionals at the program and policy levels


Goal One

Prepare parents for effective participation at the program and policy levels:

14 state teams participated in Leadership Institutes during the first project (2000 to 2002)

4 states participated in 2003: Georgia, North Carolina, Tennessee and Iowa

6 states participated in 2004: Florida, Idaho, Indiana, Kansas, Rhode Island and Vermont


Institute Modules

The Leadership Institute incorporates three training modules:

True Colors (Cassie Johnston) Reciprocal Outreach and Conflict Resolution

(Roberto Chene) Facilitated Conversation Method (Kathleen Osta)


Additional Features of the Leadership Institute

Facilitators add context of history of the parent movement and offer techniques for parents to pace their involvement

Participants share family stories to provide personal context for leadership training

Families explore how to appropriately become involved in policy level discussions


Goal Two

Ensure and support the replication of the leadership training and the implementation of the state teams’ action plans through technical assistance

Replication is determined by state teams and their early intervention programs based on need, resources, and ingenuity.

Outcomes publicized by the project. Turnover in state parent involvement means

constant recruiting and nurturing of new parents.


Goal Three

Establish collaborative relationships to support Leadership Institutes and replication efforts

Attend meetings, conferences, FICC meetings Remain available to Part C Directors Promote Leadership Institutes to parents directly Use all forums to keep parent issues on the agenda


Goal Four

Facilitate networking and linkages among ICC parents nationally.

Listserv (“ICCParent”) Website (www.iccparent.org) Leadership Notes, our project newsletter (English

and Spanish versions) Resource database Survey of programs regarding: parent involvement

and leadership, parent issues, stipends, career development, etc.


Project Results and Evaluation

Evaluations indicate that the Institute has met the needs and expectations of the participants.

In 2003 and 2004, 90% of participants rated the Institute as either “very good” or “excellent” in terms of its usefulness to state ICC planning and to personal leadership development.



Pre- and Post-Assessments of how well teams worked together:

2003

Rating Pre-Assessment Post-Assessment

Very Well 21.4% 52.4%

Well 28.5% 33.3%

Not Well 50.0% 14.3%



Pre- and Post-Assessments of how well teams worked together (cont.):

2004

Rating Pre-Assessment Post-Assessment

Very Well 21% 73%

Well 50% 27%

Not Well 14% 0%



Significant accomplishments:

“Our team has created a powerful vehicle which will provide a forum for accomplishing tasks we’ve identified to strengthen services to families.”

“This event brought our state team together…We are much more focused and have taken responsibility for our ICC.”

“Our team developed a parent involvement strategy.” “I learned more about myself.”



Focused Conversation Method:

Participants in 2003 listed 62 ways in which they could use the method in their personal and professional lives, for facilitation or conflict mediation.

In 2004, participants listed 73 ways.



True Colors:

2003: 90% of participants report enhanced ability to identify different leadership styles; 100% felt that True Colors would improve their communication style

2004: 100% of participants report they are better able to identify their own and others’ leadership styles, and that True Colors will improve their communication style.



Reciprocal Outreach:

2003 and 2004: 90% of participants indicated an improved understanding of how differences are socially structured

Participants committed to:– Reaching out to unknown groups– Becoming more thoughtful, open, and analytical– Sharing the burdens and responsibilities of conflict

resolution


Over 90% of participants in 2003 and 2004 indicated that the Institute would be useful in their:

– Outreach efforts– Leadership roles– Family life– Community life



Developing the A.P.P.L.E. Project

Responding to the request for a research project on increasing parent/professional collaboration

Using lessons learned and a workable model Applying the model to a new population


A.P.P.L.E. Project Features

Targeting public school parent advisory councils (mandatory in Massachusetts School Districts) in our state

Applying ICC model, recognizing the challenges

Working with a research partner at the University of Massachusetts


A.P.P.L.E. Project Features

Current faculty participating with us—no change in staffing

Modifying content for the new population of families, children in public school programs

Expect to have more direct contact after Institute with teams


Parents as Allies

Parents as potential partners—training together, working together, setting the agenda

Parents as policy advocates, helping determine the future of early intervention


Parents as Allies

Parents can help forge partnerships with programs

Parents can participate in discussions about who provides services, what is needed, gaps, and service coordination

Outreach can be done by parents


Parents as Allies

Parent Leadership Development—a process involving state commitment and family interest.

Support Parent Leaders as they learn their roles, develop their strengths, and receive support for their efforts

Strengthen the efforts of state teams to accomplish their state goals for parent leadership development.


What Can Parent Leaders Accomplish?

Keep the focus on kids and families Seek input from all families served Represent Early Intervention to the public Tell their stories to make EI real to others Keep it real for those not directly involved

with children’s needs


Issues Parents Face

What does it mean to be visible? What are the risks personally? What are the possible positive outcomes? When is the right time, or wrong time to be

active? How do you plan to measure success?


Involve Families In Policy

Include families in all aspects of plans developed

Provide feedback to families on impact they have had

Promote input into other state programs and agencies (often required)

Track satisfaction

National Parent Leadership Development Project for ICCs and the A.P.P.L.E. Project Models of Parent...

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