Parent Involvement in Response to Interventionmedia.usm.maine.edu/~rbrown/files/PI_RTI.pdf ·...
Transcript of Parent Involvement in Response to Interventionmedia.usm.maine.edu/~rbrown/files/PI_RTI.pdf ·...
Response to Intervention 7/1/11
(c) SMART for Schools, 2011 1
RTI Academy Summer 2011
Susan Jarmuz-Smith, MS!University of Southern Maine, Parent!
Donna DeWitt, MBA!Maine Parent Federation, Parent!
Parent Involvement in Response to Intervention
Session Overview
• Why is Parent Involvement (PI) important?
• What are the different factors in why parents participate or don’t?
• The important concepts to consider at all levels of involvement • Specific tools and strategies for involving
parents
2 © Susan Jarmuz-Smith, 2011
Why is Parent Involvement important?
1. It’s a Title 1 requirement 2. It works 3. Partnering is possible
3 © Susan Jarmuz-Smith, 2011
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It’s a Title 1 requirement
No Child Left Behind, Title 1, Part A • District PI Policy • School PI Policy • School/parent compact • Annual Parent Meeting
© Susan Jarmuz-Smith, 2011 4 (Illinois Board of Education, n.d.)
It Works
Parent involvement correlates with: • Higher grades and test scores • Promotion, passing, earning credits • Regular school attendance • Improved social skills and behavior • Graduation and post secondary
education
5 © Susan Jarmuz-Smith, 2011
Henderson & Mapp, 2002
It works
Learning happens through practice and generalization.
6 © Susan Jarmuz-Smith, 2011 National Center for Learning Disabilities, [NCLD], 2011)
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Partnering is Possible
• Students spend 70% of their time outside of school
• Complementary Learning • Parents are already partners!!
Education is a Shared Responsibility
7 © Susan Jarmuz-Smith, 2011 (NCLD, 2011)
What are the different factors in why parents participate or don’t?
There’s more going on than we see:
• Family factors • School & educator factors • Child factors • Social factors
© Susan Jarmuz-Smith, 2011 8 Hornby & Lafaele, 2011
Family factors
• Parental beliefs and perceptions about:
• Their importance • The critical nature of their involvement • Their ability to assist • The effectiveness of their involvement • The invitations to participate • What they have control over
© Susan Jarmuz-Smith, 2011 9 Hornby & Lafaele, 2011
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School-educator factors
• Educator beliefs about: • Goals • Agendas • Shared responsibility for education • Attitudes about parent’s participation • Language
© Susan Jarmuz-Smith, 2011 10 Hornby & Lafaele, 2011
Child Factors
• Age of the child • Gifts and talents • Academic challenges • Behavioral difficulties
© Susan Jarmuz-Smith, 2011 11 Hornby & Lafaele, 2011
Social Factors
• Historical factors • Parent roles • Interactions with school
• Demographics • Gender disparity • Economic climate • Political climate
© Susan Jarmuz-Smith, 2011 12 Hornby & Lafaele, 2011
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General Concepts in Supporting PI
• Communication is key, of course • Viewing parents as partners • Providing support in a tiered
framework
© Susan Jarmuz-Smith, 2011 13 (National Research Center on Learning Disabilities [NCRLD], 2007; NCLD, 2011)
Communication
Meaningful, two-way communication • Clear messages • Professional
interactions • Home liaison, if
needed • Communication/involvement changes
with the level of schooling
© Susan Jarmuz-Smith, 2011 14 (NCRLD, 2007; NCLD, 2011)
Parents as Partners
• Using partnering language • Asking for parent’s feedback • Involving parents in decision making
processes
© Susan Jarmuz-Smith, 2011 15 (NCLD, 2011)
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• Working with all parents
Most parents will be involved
Providing support in a tiered framework
© Susan Jarmuz-Smith, 2011 16
Providing support in a tiered framework
• Working with all parents
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Some parents will need more support
Providing support in a tiered framework
• Working with all parents
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A few parents will just not be involved
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Concrete Tools & Strategies
• At the universal level • At targeted and individual levels of
support • In the special
education context
© Susan Jarmuz-Smith, 2011 19 (NCRLD, 2007; NCLD, 2011)
Family Community Toolkit
Excellent resource for PI at all levels of RTI:
http://www.cde.state.co.us/rti/FamilyCommunityToolkit.htm
© Susan Jarmuz-Smith, 2011 20
Universal strategies – For all parents
• Concepts: • Use consistent, two-way communication • Provide informational resources about
RTI • Deliver through multiple methods
© Susan Jarmuz-Smith, 2011 21 (NCRLD, 2007; NCLD, 2011)
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Universal strategies – For all parents
• Consistent, two-way communication • Principal letter to home • Teacher letter to home • Progress reports • Annual survey, parent feedback • Partnering language
• Outcome: • Parents feel welcome, important,
comfortable
© Susan Jarmuz-Smith, 2011 22 (NCRLD, 2007; NCLD, 2011)
• Information • What is RTI? Parent
Information Meeting • RTI Brochure in plain
language • Identified responsibilities • School-parent compact (Title 1) • Partnering language
• Outcome: informed, prepared parents
Universal strategies – For all parents
© Susan Jarmuz-Smith, 2011 23 (NCRLD, 2007; NCLD, 2011)
Universal strategies – For all parents
• The goal of universal parent support: Established relationship
• Parent-teacher conferences are an extension of that relationship
• Parents feel actively supported to participate at school and at home
© Susan Jarmuz-Smith, 2011 24 (NCRLD, 2007; NCLD, 2011)
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Concepts for PI in the RTI Framework • Immediate parent notification • Include parents as full members of
the student support team • The intervention plan is mutually
agreed upon • Parents receive frequent and timely
progress information
When the student requires RTI support
© Susan Jarmuz-Smith, 2011 25 (NCRLD, 2007; NCLD, 2011)
© Susan Jarmuz-Smith, 2011 26
Immediate parent notification • Teacher calls, e-mails parents • Reiterates the concepts of RTI,
problem solving • Respond to initial questions • Use partnering
language
When the student requires RTI support
© Susan Jarmuz-Smith, 2011 27 (NCRLD, 2007; NCLD, 2011)
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Invested members of the student support team • Parents receive specific information about:
• Child’s needs • Interventions • Intervention provider • Progress reports
• Involved in decision making, invited to all meetings
• Provided with the opportunity to provide support at home
When the student requires RTI support
© Susan Jarmuz-Smith, 2011 28 (NCRLD, 2007; NCLD, 2011)
When the student requires RTI support
Frequent updates of progress • Frequency and method of
communication determined in student support meeting
• Two-way: to home and from home
© Susan Jarmuz-Smith, 2011 29
(NCRLD, 2007; NCLD, 2011)
When the student requires RTI support
Outcomes of PI in RTI: • Improved student success • Parents feel actively supported to
participate at school and home
© Susan Jarmuz-Smith, 2011 30 (NCRLD, 2007; NCLD, 2011)
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When the student requires RTI support
But most importantly…
• If referral is needed, parents view it as a logical next step ***Key Point!!
© Susan Jarmuz-Smith, 2011 31 (NCRLD, 2007; NCLD, 2011)
When special education referral is needed
In special education, PI is mandated: • Notification letters • Invitation to Individual Education Plan
(IEP) meetings • Due Process
© Susan Jarmuz-Smith, 2011 32 (NCRLD, 2007; NCLD, 2011)
When special education referral is needed
We can improve PI in the special education process: • Ensure that referrals are timely,
adequate, fair • Verify that protections for child &
parent are in place • Have referral process documentation
ready at each meeting with parents
© Susan Jarmuz-Smith, 2011 33 (NCRLD, 2007; NCLD, 2011)
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Maine Parent Federation
Maine Parent Federation
Newsletter , Website
Lending Library
Workshops
Parent to Parent
Support
GEAR UP Parent
Involvement
Information and
Referral
Facebook & Twitter
Starting Points for Maine
• Brand new online family community site
• Webinars/articles • Accessible 24/7 • Take 10s • 2 minute resources
www.startingpointsforme.org
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MPF and RTI
• Provides assistance in understanding processes
• Family/Parent Guidebook • Provide guidance to developing partnership
with school • FAQ’s • Resource websites for RTI
Online Resources
• National Center on Response to Intervention • http://www.rti4success.org/
• A Parent’s Guide to Response to Intervention • http://www.abcadvocacy.net/ABC%20FAQ%20208.htm
• Schools, Families and a Response to Intervention • http://www.rtinetwork.org/essential/family/schools-familes-and-rti
Evaluating PI in your school or district
Where to begin?? • Evaluate existing practices and
prepare an action plan for PI involvement
• No need to reinvent the wheel, Colorado has taken care of it…
(http://www.cde.state.co.us/rti/ downloads/PowerPoint/ FCTK_IV_TieredChecklist.ppt)
© Susan Jarmuz-Smith, 2011 39 (NCRLD, 2007; NCLD, 2011)
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40 © Susan Jarmuz-Smith, 2011 (NCRLD, 2007; NCLD, 2011)
The Big Ideas
Incorporating Parents in RTI means: • Establishing relationships with all parents • Notifying parents of student difficulties or
concerns is an extension of the relationship • Parents are an integral part of the RTI/
problem solving process • Referral to special
education is logical conclusion to failure to respond to intervention
© Susan Jarmuz-Smith, 2011 41
References
Henderson, A. & Mapp, K. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory.
Hornby, G. & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1). 37-52.
Illinois State Board of Education. (n.d). Innovation & Improvements retrieved from: http://www.isbe.net/grants/html/parent.htm
National Center for Learning Disabilities. (2011). Online talks: Partnering with families in an RTI Framework. Retrieved from: http://ncldtalks.org/content/interview/detail/4601/.
National Research Center on Learning Disabilities. (2007). Parent Involvement. Retried from: http://www.nrcld.org/rti_practices/parent.html
42 © Susan Jarmuz-Smith, 2011