Parent Involvement: Who’s Accountable? Who Benefits? Batya Elbaum, Ph.D. University of Miami Annual Meeting of The Family Cafe Orlando, FL June 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, Results were based on an examination of 343 IEPs from 12 districts that were monitored in

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.

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

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 options in cases of disagreement Schools involve parents in program evaluation and accountability Schools provide training, supports and accommodations for parents to be 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 options in cases of disagreement Schools involve parents in program evaluation and accountability Schools provide training, supports and accommodations for parents to be knowledgeable & active participants School staff are available

Parents report that schools facilitated their involvement Far below threshold Below threshold At or just above threshold 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 program evaluation and accountability Schools provide training, supports and accommodations for parents to be 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 above threshold 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 options in cases of disagreement Schools involve parents in program evaluation and accountability Schools provide training, supports and accommodations for parents to be knowledgeable & active participants School staff are available

Involvement vs. Partnership

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 program evaluation and accountability Schools provide training, supports and accommodations for parents to be 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:

State Contact for Family Involvement in Early Intervention Kelly Purvis, State Parent Consultant Early Steps State Office Phone:

Contact for NCSEAM Dr. Batya Elbaum, National Center for Special Education Accountability Monitoring,

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 program evaluation and accountability Schools provide training, supports and accommodations for parents to be 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