1. RtII & Family Engagement
It’s Everyone’s Business!
LIU RtII Committee
March 20, 2012
2. “Involving the community and
engaging parents in the
education of their children is
critical for the successful
implementation of any
intervention associated with
closing the achievement gap
and increasing graduation
rates.”
3. “However, unless parent and
community involvement in
education is deliberately planned
and connected to a school’s and
district’s academic goals for
students, such efforts may not
produce the desired results.”
- California Action Team Plan 2009
5. The Law: No Child Left Behind (2002)
(First Statutory Definition in Elementary and Secondary
Education Act - ESEA)
The participation of parents in regular, two-way,
meaningful communication involving students’
academic learning and other school activities. The
involvement includes ensuring 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.
(NCLB, 9101(32) ESEA)
6. The Law: State Performance Plan
• 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.
• Pennsylvania Sample Question
– Are you an equal partner with teachers and
other professionals in planning your child’s
educational program?
7. Communication with Parents
• Communication with parents must be in the parent’s preferred
language and mode of communication. Civil Rights Act of 1964,
Title VI
• It is the LEA’s responsibility to provide for translation (written)
and/or interpretation (oral) services. In order to do this, LEAs must
determine the preferred mode of communication of the parent and
develop a plan for translation and interpreter services.
• PDE provides translated documents necessary for communication
with parents and students regarding general education and NCLB
requirements via TRANSACT.
• Other translated PA forms for special education can be found at the
Pennsylvania Training and Technical Assistance Network (PaTTAN).
• Individualized LEA documents must be provided by the LEA and
must be part of the regular budget planning of the LEA for core
language instructional programs. Educating Students With Limited English
Proficiency (LEP) and English Language
Learners (ELL). Basic Education Circular
8. Some Trends in the Field of Family
Engagement
• Proposed increase in Title One set-aside for
family engagement from 1% to 2%
• Central office positions for the sole purpose
of Family Engagement initiatives
• A priority in many grants or initiatives
include Family Engagement
activities/trainings.
10. Agenda for the Session
• Define parent involvement vs. Family
Engagement
• Explore research that shows the effects of
family engagement
• Examine potential practices in family
Engagement
• Use the PTA standards to consider activities
and practices that you now have in place or
may want to implement.
11. A National Shift Based on
the Law and Research
The Six Types of Parent
Involvement
(Epstein, 1995)
• Parenting
• Communicating
• Volunteering
• Learning at Home
• Decision-Making
• Collaborating with
Community
National Standards for
Family-School
Partnerships (PTA,2009)
• Welcoming All Families
• Communicating Effectively
• Supporting Student
Success
• Speaking Up for Every
Child
• Sharing Power
• Collaborating with
Community
12. What is the difference?
How are the words Involvement and
Engagement different?
Turn and talk
13. What is the Shift?
Traditional Parent
Involvement
• Parents
• Schools are
responsible
• School initiated, set
formal meetings
• School to home, one-
way communication
Family Partnering
• Family
• Families and schools share
responsibility
• Flexible hours and
meeting venues
• Ongoing two-way
communication
14. What is the Shift?
Traditional Parent
Involvement
• Parents give
consent to
educational plans
• Structured
volunteering
• Homework is often
seen solely as the
child’s
responsibility, with
consequences for
lack of completion
Family Partnering
• Educational plans are
jointly developed and
delivered
• Supporting learning at
home and school
• Homework is seen as an
important home-school
link and communication
tool, with continuous
successful completion
integral to academic
achievement and
behavioral learning
15. What is the Shift?
Traditional Parent
Involvement
• Often more of a
compliance focus
• Annual reviews tend
to be primary touch
points, with formal
progress reports
• Schools and home
both working towards
goals, but often
separately
Family Partnering
• Compliance AND
student outcome
focus
• Also, there is school
and home progress
monitoring, two-way
communication
• Coordinated learning
between home and
school, focused on
goals and outcomes
16. What is the definition of Family
Engagement?
Family Engagement is any way that a
child’s adult caretaker (biological
parents, foster parents, sibling,
grandparents, etc.) effectively
supports learning and healthy
development.
(Karen Mapp, 2013)
17. What the Research Says
• Faster literacy acquisition
• Earn higher grades and test scores
• Enroll in higher level programs
• Are promoted more and earn more credits
• Adapt better to school and attend more
regularly
• Have better social skills and behavior
• Graduate and go on to higher education.
18. Culturally and Linguistically Diverse
Families
What to consider
Consider family diversity
(including culture, education,
language, and poverty) when
designing your school/family
methods of communication
19. Cultural Differences can be perceived
as obstacles….
“The world in which you were born is just one
model of reality. Other cultures are not
failed attempts at being you: they are
unique manifestations of the human spirit.”
~ Wade Davis
20. Families are Engaged as…
• Supporters of their children’s learning
• Encouragers of an achievement identity, a positive self
image, and a “can do” spirit
• Monitors of their children’s time, behavior, boundaries, and
resources
• Models of lifelong learning and enthusiasm for education
• Advocates for improved learning opportunities for their
children and their schools
• Decision-makers/choosers of educational options for their
children, the school, and community
• Collaborators with schools staff and members of the
community.
(Karen Mapp, 2013)
22. Activity
Family-School Partnering
Continuum
Where are you and your school staff members, families, and community
resources on the partnering continuum ? Give it a number!
• Home and school
are separate, very
different worlds.
It is the school’s
responsibility to
educate children,
and the family’s
responsibility to
see that the
children are
dressed, fed, and
prepared for
school.
• Schools share
the
responsibility for
education with
families. The
partnership with
families is
flexible: on some
issues the
parents will be
the more active
partner and on
others, the
school will be.
1 10
23. Reflections
“Students will need more than just good teachers
and smaller class sizes to meet the challenges of
tomorrow. For students to get the most out of school,
we need to promote a partnership between parents,
community leaders, and teachers. . .Only through
partnerships can our schools keep improving and
stay on the right track.”
-Susan Castillo, Oregon Superintendent of Public Instruction ~ June 2003
24. What is the Role of the Family in
the RtII Process?
25. Start with Explaining
RTII to All Families
• At the beginning of the year and throughout
the school year
• Remember you are explaining a regular
education initiative that is actually a
response to instruction prior to the
intervention.
26. Incorporate Information
• Incorporate RtII information into
existing school-wide parent
involvement strategies.
• Have multiple resource formats such as
video, brochures, short highlights,
websites, signs around the school.
27. Framework
Many schools are using…
Joyce Epstein’s Framework of Six Types of
Parent Involvement
and/or
The National Standards for Family-School
Partnerships (PTA,2009)
28. School, Family and Community Partnerships
Your Handbook for Action
Epstein et al. (2002)
National Standards for Family-School Partnerships (PTA,2009)
Communicating
Communicating
Effectively
Collaborating
Collaborating with
Community
Learning at Home
Speaking Up for
Every Child
Volunteering
Supporting Student Success
Decision-making
Sharing Power
Parenting PLUS
Welcoming All Families
29. Standard 1: Welcoming all
Families into the School
Community
• Help all families establish home
environments to support children as
students
• Offer a welcoming environment and respect
each family
• Recognize the value of family and
community involvement as a positive
outcome for all.
30. Standard 1 Strategies
Help all families establish home environments to support children
as students.
• Info on:
– home conditions that support learning at each grade
level.
– parenting and child rearing at each age and grade level.
• Courses/training for parents (e.g., GED, college credit,
ESL and family literacy.)
• Family support programs - health, nutrition, and other
services.
• Neighborhood meetings to help families understand
schools and schools to understand families.
30
31. “Look Fors” and Evidence
• Turn to Standard 1
• At your tables review the considerations
and your current evidence
• Add ideas that you may want to try
32. Standard 2: Communicating
Effectively
• Effective forms of 2-way communications
about school programs and children's
progress is critical.
• Don’t think that just because parents don’t
show up they don’t want to communicate.
33. Standard 2 Strategies
Effective forms of 2-way communications about school programs
and children's progress.
• Conferences with every parent to share:
assessment results, student progress data, RtII
process, and any interventions/strategies used,
including their effectiveness.
• Regular Home-School communications –
website, newsletters, e-mail blasts, social media,
robo-calls, student folders, etc.
• Address communication needs/strengths of
culturally and linguistically diverse families.
33
34. “Look Fors” and Evidence
• Turn to Standard 2
• At your tables review the considerations
and your current evidence
• Add ideas that you may want to try
35. Standard 3: Supporting Student
Success
• Recruit and organize parent help and
support
• School and Family collaboration
• A two way flow of communication
strengthens the depth of learning for
students and enhances academic
performance
36. Standard 3 Strategies
Recruit and organize parent help and support.
• Annual survey to identify talents, times, and
locations of volunteers.
• School/classroom volunteers to help teachers,
administrators, students, and other parents.
• Parent/family center with resources and
information staffed by volunteers.
• Class parents or other structures to provide all
families with needed information.
• Mentors for families.
36
37. “Look Fors” and Evidence
• Turn to Standard 3
• At your tables review the considerations
and your current evidence
• Add ideas that you may want to try
38. Standard 4: Speaking Up for Every
Child
Provide information and ideas to
families about how to help students at
home with homework and other
curriculum-related activities, decisions,
and planning
Family members who are advocates
39. Standard 4 Strategies
• Information on:
–skills required for students in all
subjects at each grade
–homework policies and how to
monitor and discuss schoolwork at
home.
–how to assist students to improve
skills on various class and school
assessments.
39
40. Standard 4 Strategies
• Homework that requires students to
discuss and interact with families on what
they are learning in class.
• Calendars with activities for parents and
students at home.
• Family math, science, and reading activities
at school.
40
41. Standard 4 Strategies
• Summer learning packets or activities.
• Family participation in setting student
goals each year and in planning for
college or work.
• Involve families and their children in
all-important curriculum-related
decisions.
41
42. “Look Fors” and Evidence
• Turn to Standard 4
• At your tables review the considerations
and your current evidence
• Add ideas that you may want to try
43. Standard 5: Shared Decision Making
• Include family members in school decisions,
developing parent leaders and
representatives
• Having knowledge provides the
parents/family unit an equal playing field
when participating in educational decision
making
• Recognizing that all parties share an
important role in supporting positive
outcomes for the student.
44. Standard 5 Strategies
• Networks to link all families with
parent representatives.
• Include parent leaders from all racial,
ethnic, socioeconomic, and other
groups in the school.
• Offer training to enable leaders to
serve as representatives of other
families, with input from and return
of information to all parents.
• Include students (along with parents)
in decision-making groups. 44
45. Standard 5 Strategies
Include parents in school decisions, developing parent
leaders and representatives.
Engage as champions and critical
friends:
• Active PTA/PTO or other parent
organizations, advisory councils, or
committees.
• Independent advocacy groups
–To work for and support school
reform and improvements.
45
46. “Look Fors” and Evidence
• Turn to Standard 5
• At your tables review the considerations
and your current evidence
• Add ideas that you may want to try
47. Standard 6: Collaborating
with Community
• Identify and integrate resources and
services from the community to strengthen
school programs, family practices, and
student learning and development
• Develop an understanding of resources and
how each can contribute towards student
achievement and positive outcomes
48. Standard 6 Strategies
• Info on:
– community health, cultural, recreational,
social support, and other programs or
services
– community activities that link to learning
skills and talents, including summer
programs for students.
• Service integration through partnerships
involving school; civic, counseling, cultural,
health, recreation, and other agencies and
organizations; and businesses. 48
49. “Look Fors” and Evidence
• Turn to Standard 6
• At your tables review the considerations
and your current evidence
• Add ideas that you may want to try
50. SO HOW WILL WE SUPPORT
FAMILIES THROUGH THE RTII
MODEL?
Let’s start with Tier 1…
51. Multi-Tiered Family & Community Partnering
Support Practices: Respecting Time and Resources
Intensive Tier – FEW
(includes all Universal, Targeted)
Individualized school and community partnering for a
few families, students and school staff.
Targeted Tier - SOME
(includes all Universal)
Focused school/community outreach and problem-
solving partnering for some families, students and
school staff.
Universal Tier - ALL
Positive school climate with school-wide efforts to
welcome, include, and support every student and
family; stated beliefs that: (1) education is a shared
responsibility between families and schools; (2)
families are equal partners; (3) student success is
always the focus; each classroom provides coordinate
learning opportunities for home and school
52. Tier I: Universal Tier Supports Checklist
ALL Families/Staff
SCHOOL
_____1. Providing a shared understanding of the evidence and legal base for partnering.
_____2. Creating a welcoming, culturally responsive environment with multiple visiting and
volunteering opportunities (home and school).
_____3. Communicating partnering beliefs: (a) Education is a shared responsibility between
home and school;(b) Families are equal partners;(c) Student success is always the focus.
_____4. Integrating partnering practices and language into all documents, procedures, teams.
_____5. Ensuring every family uses the school technology - parent portal, email, website.
_____6. Ensuring every family knows the importance of their actions in supporting
learning at home: (a) Frequent and systematic discussions about school; (2)
Encouraging their children regarding schoolwork; and (3) Providing or working with
resources to provide supervision, support for homework and after-school time.
_____7. Sharing the RtII process with all staff and families.
_____8. Providing family education on learning-related topics, based on identified needs.
_____9. Including families in school decision-making, such as on accountability committees.
_____10. Using data systematically to improve and expand family partnering practices.
_____11. Allocating time for a staff person to support personnel and families in partnering.
_____12. Collaborating with community resources.
53. Tier 1: Universal Tier Supports Checklist All
Families/Staff
CLASSROOM
_____1. Contacting every family personally to create ongoing, two-way
communication.
_____2. Ensuring each family, including students, understands class and
homework expectations, and how everyone will partner if a student
struggles.
_____3. Providing information on current learning content, with specific out-
of-school coordination strategies and follow-up.
_____4. Asking families what they need to support learning at home and
following up.
_____5. Sending progress data regularly to families, with opportunities for
discussion.
_____6. Telling students that school and home are working together for their
success.
54. Make Sure Families Know…
The language, RtII steps and processes being
used in your school
55. Tell parents about any new instructional
practice that will be used in the classroom
and how the students’ progress will be
monitored
56. • Teach families the vocabulary the school
will be using
• Use Academic Parent Teacher Trainings
57. Let ALL parents know what they can do
at home to reinforce what is happening
at school.
A good idea to
provide training
58. Make sure families know how the school
will communicate with them and how
they can request information or talk to
the teacher.
Consider Home Visits?
59. Considerations for Tier 2
• Many of the same types of strategies used in
Tier 1 will then be carried over to Tier 2
• It may become more specific to the specific
needs of the students
• Standard 2 Communicating; Standard 3
Supporting Student Success; Standard 4
Speaking Up for Every Child and Standard 5
Shared Decision Making become critical at
this level.
60. Tier 2 Targeted Tier Supports Checklist
SOME Families/Staff
(includes Universal)
______1. Designating people and processes to reach out and
individually encourage families and staff who may be hesitant
or uncomfortable.
______2. Including families as equal partners throughout the individual
RtII problem-solving process, providing information and
participation in decision-making.
______3. Supporting teachers and families in mutually developing and
implementing individual student plans such as IEPs,
BIPs, and READ.
______4. Ensuring families understand and participate in the
implementation of small group (standard protocol)
interventions.
61. Problem-Solving Method
Define The Problem
Is there a problem?
What is it?
Analyze
Why is it
happening?
Develop a Plan
What should be done about it?
Evaluate
Did it work?
62. When moving a student to Tier two or
three, make sure parents clearly
understand why a child is getting
additional instruction/ interventions, what
academic areas are being included, what
they can do at home, and how progress or
problems will be communicated
63. Considerations for Tier 3
• Many of the same types of strategies used in
Tier 1 and 2 will then be carried over to Tier 3
• It may become more specific to the specific
needs of the students
• Standard 2 Communicating; Standard 3
Supporting Student Success; Standard 4
Speaking Up for Every Child and Standard 5
Shared Decision Making become critical at this
level.
64. Tier 3 Intensive Tier Supports Checklist
A FEW Families/Staff
(includes Universal and Targeted)
_____1. Individualizing family-school partnering plans and
support when needed.
_____2. Providing school, family and community wraparound
when needed.
_____3. Providing conflict resolution support and process
when needed.
65. Explain How RtII Overlaps with Special
Education
Individualized strategies and the component of Specific Learning
Disability Determination (approx. 5% of students) is required by
IDEA 2004.
Defining SLD (Specific Learning Disability)
In Terms of RTI:
Assumption: If a child does not respond to instruction
that is effective for the vast majority of children, then
something is different about the child causing the non-
response. RTI, when implemented with high quality,
eliminates poor instructional quality as a viable
explanation for learning difficulty.
66. Remember…..
A parent may ask for an evaluation at any time
throughout the process.
– RTI process cannot be used to delay-deny an evaluation for
eligibility under IDEA. Office of Special Education Programs to State
Directors of Special Education, 01/21/11.
If the child is being referred for an evaluation to
determine special education eligibility, educate
and support the family to understand the special
education process and their child’s present level of
performance.
69. Agenda for the Session
• Define parent involvement vs. Family
Engagement
• Explore research that shows the effects of
family engagement
• Examine potential practices in family
Engagement
• Use the PTA standards to consider activities
and practices that you now have in place or
may want to implement.
70. In Summary
DO NOT underestimate the importance
of the families in the successful
implementation of RTI and evidence
based instruction
Notas del editor
Welcome.. Top of the Morn’n to you. Hope you all survived St Patty’s day! We will start this morning viewing a video on the importance of Family Engagement. You have video guide if you wish to jot down some notes.
Cloze Reading. I am going to read the slide to you and when I get to the red words, I want you to read them with me. ReadyNext Slide…
Turn to your table mate and share the take aways of these statements. Turn to another table mate and reflect on way that your parents or caretakers were involved with your education?Did it make a difference.Pull sticks and call on numbers.
What the 6 minute video clip on What role do parents play in the RTI process, including when do they become involved, are they on the decision making team, and where can they learn more about RTI? - January 2010 (06:33)Count off by three Open up to table of Content Group 1 will review School Wide Screening and then turn to 16 to share out information Group 2 Progress Monitoring page 17Group 3 Tiered Instruction page 20Group 4 High Quality Research page 28Group 5 Collaboration 27Group 6 Fidelity and Important Information for Parents page 27Group 7 Tiered Instruction Tier 3 and PDE Parent Resource
Defines parent involvement as:Regular, two-way and meaningful communicationAn integral role in assisting with their child’s learningFull partners in their child’s education Parental involvement always has been a centerpiece of Title I. However, for the first time in the history of the ESEA, it has a specific statutory definition. 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, including ensuring: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; and that other activities are carried out, such as those described in section 1118 of the ESEA (Parental Involvement). [Section 9101(32), ESEA.]
So although it is sometimes challenging to get family involvement, it is critical and is supported by law.
Francine….
If ESEA ever gets reauthorized the is a base level of $$ being set aside.New term is FE as oppose of Parent Involvement: more inclusive Many districts are hiring specific central office supervisor to over see FE initiatives. Districts are making this a priority as it has such a powerful impact on student learning.KTO, RtII, Sig Schools,
But, there are important issues that parents need to be aware of. If we, as parents, are not educated on the RTII process and what IDEA requires, our schools may fail to identify some children who do have specific learning disabilities Here is schema of how parents should be involved in the RtII process.. But how do we get them there?
Review the Agenda
Schools have recognized the importance of parent/family units for 1000s of years.Before there were formal schools parents were the educators.In 1995 Epstein identified six different types of parent involvement.In 2006 the PTA issued the National Standards for Family Partnership.With the ever changing family structure we know refer to Family Engagement.There is also a difference between Involvement and Engagement.
At the tables talk about the difference, share out.
Highlight the shifts in the next three slides.
Karen Mapp co author of Beyond The Bake Sale…show bookDefines FE as…..
Susan Woodhouse of Penn State found that when young children are secure with their parents they tend to handle their emotions better which has an impact on developing school readiness skillsKaren Mapp suggested that parental involvement is even more important for low-income and limited English proficient families and that the negative effect of poverty can be partially alleviated when parents engage in learning activities with their children. 40 yr history that says the FE has impact on student outcomes. “where’s the beef” staff will want to know the importants. Reading to students; talking to them; 3 a day read, talk and encourgage students Dubi National Campaigne. Reading with and to: Engage them in conversation about the book: What kinds of questions should the parents ask: teach parents how to engage students: model for parent, have the parents practice the skill; Story about how she tried to get out of work; Kids role is to not tell parents, It is the schools job to tell parents how to and the importance of higher level classes; When the teachers know the parents there is better chance that the students will behave. In Boston the teacher says that it is the best Behavior management: I have the phone numbers on spead dial. The kids respect me that the kids know that I know the families It is work in the beginning but it saves time throughout the year.
• extreme diversity of today’s schools necessitates that parent education models look at the range of family diversity – culture, education, language, poverty – including methods of communication. • use of technology can pose a big problem – not all families can receive email; information posted on websites doesn’t reach homeless families• scheduled times for parent meetings must be flexible
• extreme diversity of today’s schools necessitates that parent education models look at the range of family diversity – culture, education, language, poverty – including methods of communication. • use of technology can pose a big problem – not all families can receive email; information posted on websites doesn’t reach homeless families• scheduled times for parent meetings must be flexible
What are some reasons why families may be reluctant to become involved with the school. Watch a video from Karen Mapp. http://www.youtube.com/watch?v=AMZqHVDiw7wDistrict hands out school climate survey. We want parents to say yes to these: start with the end in mind. What do we have to do to answer questions positively. What can we do to make parent be an active communicator in the school.Role: Active communicator; advocate ( parents can fight for what the schools needs funding for new school in Baltimore) If it is meaningful to the parent can positively advocate for the school.. Not just the one child; nuturing= educational spirit; volunteering; educator by supporting student education; modeling appropriate behavior; In Boston there is a family engagement class families take the parent university in boston 7 credit; parent university 8 points: have graduation cermony: students see the parents graduate from parent university it becomes an inspiration for the students= if they can do it Ican do it; Decision makers;Here is whatMapps came up with . Encouragers: This is the number one way that is link to student achievement. It is very important because you don’t have to speak English or graduate. This is important to validate this. It involves more than just seeing them in the building. Some of these activities don’t take place in the school. (work, psychological barrier, intimidated, ELL embarrassed to come to school because they don’t speak English) HS students: Mapps asked HS students do you want them out of your hair or do you want them engaged. HS students want parents involved. All of them say YES. We don’t want them as our friends, but to Monitor us and set the supports that we need. Family E at the HS level is more important at the HS level than any other time in their lives. Our institution have it wrong. We need to provide them with the supports and models for kids to grow. At the HS have parent support groups. Ask the parents what they need> understanding the adolescent, college plannning, (needs to start by the fifth grade: reason is because that is when taking classes is important; example Algebra is a deal breaker when it comes to getting into college; must take Algebra by 7th grade).How do families get engagedLearn from mediaProgramsTheir parents: either what they didn’t do or what they didSituation that pops up/ Tention filledSchool/teachersChurchesDoctors officeLets think about it for a second: that assumes that the parents have the opportunities to learn: this is a gap: The opportunity gap: if you are new to the country or Social Capital: represented by the number of networks you have ( church, sports, parent organization, neighborhood) A lot of information about schools get shared through these networks, Tell you about the good teachers, classes, all of these are how information gets shared through the network, So if the parents not have the networks they are limited in getting information. So if a parent is not engaged it may be because of limited networks. Noted that many times schools don’t validated FE only if they see advocates, decision maker, collaborators. Schools to validate parents if they don’t show up at school; but parents may have limited networks or embarrassed about coming to school Parents get labeled non caring parents when school don’t see them. Parents were involved of the Sat School leaders in the community. Careful don’t make assumptions about families that may not be true… If we go into the community or homes we would see that they do care.
HAND OUT THE SURVEY Have the participants take the survey. Keep it and we will use it as we go through out the day. Take into consideration In the book Beyond the BakesaleMapp describes school on a rubric, Are you This is a fortress school Below Basic…Not friendly: No matter what we do parents just don’t care! We promise all but they don’t attend: reason parents just don’t care is the schools thoughts about it. Not that it is the school. Teachers are not social workers. We don’t smooze parents. Parents can’t handle the standards or data; parents are too low to understand; not worth our wild to share. Hard to get into the building: people are mean and are treated poorly. Front office is critical to send the right message to the parent. Story about how people are treated in the front office: want to speak to principal: can’t see without the appointment.This is a oneCome if we Call School BasicThis is a twoWhat do you see The door is closedYou can come when we say soWe know what is best; Open house: first activity at the school designed to welcome family: how are those open houses are planned: walk into the building where do you go: who is taking to you there: talking about procedures policies: the rules and regulation : what kind of school policies: scheduling appt; Any dialogue” NOWhere do you go next: child's class:Teacher: what is talked about RULE: homework; grades, behavior: How many teachers lover open house night? Who loves it? One person A free night; get paid, cookiesWhy do we keep it? It’s the way we have always do it that way? Clue: lets change the open houses Family know that you teachers don’t want to be there: Imagine you move to neighborhood; neighbor has open house you go and do the neighbors tell you the rules of the neighborhood. Don’t call us we will call youOpen Door School (Proficient)This is a 3:Little better: open doorStudent teacher parent conference: student is part or the conversation: more of an partnership between teacher;parentAction Team: Committee at the school: to make changes; change the open house: family fun night with a theme. Parent have the front parking spaces: Price is right night: math night: got name cards: Principal as MCTable of items: estimate the items: then when they went to to classroom every classroom had a different type way to teach math. It was fun! And still learningThink about the action team: school party planners, parents; Not just feast and festivals but There is no partnership in planning.Partnership School (Advanced)This is a fourEqual parntershipNot give me your kids and go away.But have them as partners: ALL Family activities are connected to learning:Not random F activities that are not connected to learning. Linked to learning: In the book:Not all is happening just at the school but can happen in the community, and the parents want to learn how to support their childs learning: more than the list: parents have to be shown how to do the teaching:What are some of the goals that you are trying achieve in schools: Reading comprehensionFluencyMath strategiesProblem solvingOpen ended questionsWritten expression:So these are the clues about what your FA should be about.Parens should be able to say what the goals two things that they are to be able to do by the end of the year. If all families can’t answer those questions not a partnership school. So when they come to that meeting they can talk as a parntership.Turn into workshop where parent can learn
Watch the video of parent engagement… Where are you on this continum
Key Points:-Video clip, available at given link, describes family participation in RtI problem-solving process when decision to pursue special education eligibility made.-Experienced educator & parent provide information.Ideas to Consider:-Show this clip to school staff and families as the problem-solving process is initiated for a student or give out for stakeholders to view on their own, with explanation.-Discuss differences in how both families and staff might view special education referral through the RtI problem-solving vs. traditional process, based on this educator’s story.
multiple school-wide initiatives might diffuse the communication of all of them; avoid fragmentation of communication with families
important for the RTI community to know this work – National PTA has adopted it and most of the Title I schools are using it• RTI fits naturally within the framework• Comment: In Pennsylvania the guidelines for RtII say that parents should receive information about RTII at the beginning and are incorporated into each piece of it as part of the team • a critical point – when families resist or don’t want to engage, it is because we are creating something new that seems formidable to them• if parents have information and know the language being used in the school, it seems safer• to draw parents in and to make them receptive and willing to be involved with RTII, we might say something like, “We have lots of ways to make sure children are learning effectively, and I’m really fascinated by the way your child learns; we want to try some different instructional approaches to which we think he may respond better.”
At their tables, have them select standard one and review the component. Have them list their evidences and areas that they need to gather evidence or change practices. Look toward moving to the Partnership school.
Community by students, families, and schoolsParticipation of alumni in school programs for students.Inform families of community programs for students, such as mentoring, tutoring, business partnerships.
wide variety of definitions and vocabulary about RTI among internet sites, state departments, and individual schools extremely confusing to parents, e.g., response to intervention vs. response to instruction• a good lesson and example from the implementation of PBS: each building clearly defines appropriate behavior, hangs information on the walls, trains each person
wide variety of definitions and vocabulary about RTI among internet sites, state departments, and individual schools extremely confusing to parents, e.g., response to intervention vs. response to instruction• a good lesson and example from the implementation of PBS: each building clearly defines appropriate behavior, hangs information on the walls, trains each person Watch a video on APTT, a proven method to instruction parents
upon referral, provide support and education to create partnerships• follow special education procedures but never let the law create a barrier to communication• procedures should foster communication
