1. Diana Autin, Executive Co-Director Carolyn Hayer, Director of Parent & Professional Development Region 1 Parent TA Center @ The Statewide Parent Advocacy Network

2.  Families have the greatest interest in ensuring that their children's schools meet their needs, and the most to gain in improving low- performing schools  Parents can be powerful partners with state, district, and school administrators and educators: ◦ Assessing needs ◦ Planning improvement activities ◦ Advocating for the resources needed to implement those activities, and ◦ Evaluating results

3.  Provide concrete examples of how families can be effective change agents in turning around low-performing schools  Share strategies for schools, districts, state agencies, and parent centers to encourage and support effective parent leadership  Engage in hands-on activities that model effective parent leadership development and partnership

4.  How can parents be engaged as equal partners and leaders in data-driven decision- making?  What works in moving parents from naysayers to “yay” sayers?  How can schools integrate parent leadership into improvement planning and implementation?

5.  Most consistent predictors of children’s academic achievement & social adjustment are parent expectations  Family participation in education was twice as predictive of student academic success as socio-economic status (10x greater in some programs)  The more intensively families are involved (advocacy, decision-making, oversight, volunteers, support at home), the more beneficial the achievement effects

6.  When parents are involved, students have:  Higher grades, test scores, and graduation rates  Better attendance  Increased motivation  Lower suspension  Decreased use of drugs, alcohol, violence  When middle & HS parents stay involved, students: ◦ Make better transitions ◦ Maintain quality of work ◦ Develop realistic plans for their future ◦ Have higher graduation rates ◦ Seek postsecondary education

7.  Families can be: ◦ The greatest supporters, or the greatest opponents, of school improvement ◦ The agents of sustainability of school improvement strategies

8.  A clear and shared focus  High standards and expectations for all students  Effective school leadership  High levels of collaboration and communication  Curriculum, instruction and assessments aligned with high standards  Frequent monitoring of teaching and learning  Focused professional development  A supportive learning environment  High levels of parent and community involvement

9. OVERLAPPING SPHERES OF INFLUENCE OF FAMILY, SCHOOL, AND COMMUNITY ON CHILDREN’S LEARNING Force B Experience, Philosophy, Practices of Family Force C Experience, Philosophy, Practices of School Force D Experience, Philosophy, Practices of Community Force A Time/Age/Grade Level Theoretical Model

10. (c) Statewide Parent Advocacy Network 2013 National PTA Standards for Parent Involvement/Epstein’s Framework Promote & support parenting skills (Parenting) Provide regular, two-way, and meaningful communication between school & home (Communicating) Welcome parents in the school and seek their support & assistance (Volunteering) Help parents play a key role in their child’s learning (Learning at home) Enlist parents as full partners in decision-making about school improvement (Decision-making) Use community resources to support schools, students, & families (Collaborating with Community)

11.  Parents’ beliefs about what is important, necessary & permissible for them to do with & on behalf of their children  Extent to which parents believe they can have a positive influence on their children’s education  Parents’ perception that the school – and their children – want them to be involved  Strongest & most predictive predictors are the specific school programs and teacher practices that encourage parent involvement at all levels and guide parents in helping their children at home

12.  “Power concedes nothing without a demand; it never has and it never will.”  Frederick Douglas  Improving schools requires a demand for change & accountability; informed, engaged parents can provide the most powerful support for that change & accountability

13.  Shared vision  Purposeful connection to learning  Investments in high quality programming & staff/strategic use of limited resources  Robust communication systems  Evaluation for accountability & continuous learning

14.  Fostering district-wide strategies ◦ Infrastructure for district-wide leadership for family engagement ◦ Ensure reporting, learning, & accountability for family engagement  Building school capacity ◦ Build capacity for family engagement through training & technical assistance  Reaching out to & engaging families

15. 15 Barriers to Shared Leadership: Systems Change level Identify three barriers to shared leadership at the systems change level – Family participation in identification of needs – Family participation in identification and development of services – Family participation in evaluation of program services and activities

16. Spheres of Conflict Data Conflicts Interest Conflicts Structural Conflicts Value Conflicts Relationship Conflicts

17. 1. Exploring 2. Assessment & Planning 3. Commitment Building 4. Implementing Change 5. Integrating Change 6. Assessing Progress 7. Growing The Planned Change Process

18. Table 1 Theorized Pattern of Relational and Conventional Bureaucratic Organizations Components of Organizational System Key Dimensions of Relational Bureaucracy Key Dimensions of Conventional Bureaucracy 1. PeopleStaff members reflect the cultures/languages of families served. Staff members may not reflect the cultures/languages of families served. 2. Structures: power Democratic and participatory structures. Hierarchical staff structures. 3. Structures: relationships Systems exist to support use of relational competencies for caring, flexible, and responsive approach to individual needs. Rigid rules, boundaries, and policies exist to guide uniform approach. 4. Processes: power Opportunities to share knowledge, expertise, and power. Hierarchy of expertise, knowledge, and power. 5. Processes: relationships Staff relationships are caring, reciprocal, and respectful. Relational competencies are recognized, valued, and developed. Staff relationships are formal, hierarchical, and impersonal. Adherence to rules and protocol is recognized and valued.

19. Involving Parent Stakeholders in all Phases Establish a core group of family leaders that has been oriented and trained to be on teams Include parents with both successful & less successful experiences with schools Reinforce the commitment of valuing their continued involvement through all phases of school/district improvement activities

20. 20 The issue is important to them, their family, & their community They have something to contribute They believe that they will be listened to, their contributions respected, and their participation will make a difference

21. Multiple opportunities for participation The level of participation can vary depending on life circumstances. Families receive sufficient advance notice Family participation is facilitated

22. Families are listened to; their ideas are supported & respected Families do not experience retribution as a result of their participation Family participation has an impact Family participation is consciously & visibly appreciated

23.  Tangible (stipends, provision of or reimbursement for childcare and transportation and reimbursement for lost wages).  Emotional (respect, understanding, validation, and ongoing support to fulfill their roles, including times of transition and crisis).  Environmental (training, equality with service providers, and full inclusion in activities)

24. Provide specialized expertise that may be missing from staff Serve as ambassadors, building bridges into the community Survey the need to enhance existing activities Bring in resources Help conduct evaluation and oversight activities, maintain accountability

25. Partnering with parent organizations Discuss 2 productive & 2 challenging experiences you have had to date working with family organizations Reflect on one time when you had a successful partnership with a family organization to accomplish your goals… –What did you bring to the partnership? –What did the family organization bring? –How did you know it was working?

26. Parent organizations as catalysts for change Parent organizations help education systems: Recognize & understand the barriers to participation by families Make changes to address barriers Engage families in all processes To make it happen, there must be: Mutual respect for skills & knowledge Mutually agreed upon goals Trust & honesty Clear & open communication Shared planning & decision-making

27. Levels of Focus for Parent Organization Partnerships Level 1: Strengthening individual parent knowledge & skills Level 2: Promoting community education Level 3: Educating Providers Level 4: Fostering coalitions & networks Level 5: Changing organizational practices Level 6: Influencing policy & legislation

28. Token vs. Meaningful Parent Leadership No preparation or information given prior to participation No meaningful role in meeting or forum Often one time only participation Professionals talk “around parents” using acronyms and terminology unfamiliar to them Adequate notice of the meeting and material supports are provided to assist with parent attendance Materials and/or an orientation is provided prior to the meeting Parent input is valued and individuals work with parents to clarify terminology, systems and policies Follow-up is provided

29. Use as leaders in development and conducting of focus groups, interviews, and surveys to elicit feedback from the larger network of parents A joint invitation from the agency and a local parent organization is more likely to be inviting to other parents than one solely generated by the agency. Personal invitations may make the difference in a parent’s participation

30.  How can individual parent leaders be meaningfully involved in planning & implementing improvement activities?  How can parent organizations at the school or district level be meaningfully involved?  How can parent organizations at the state level be meaningfully involved?

31.  How can individual parent leaders be meaningfully involved in planning & implementing evaluation activities?  How can parent organizations at the school or district level be meaningfully involved?  How can parent organizations at the state level be meaningfully involved?

32. Values/Beliefs /Relationships Strategies/Actions Mutual respect for skills & knowledge Commitment to shared leadership Trust & honesty Cultural reciprocity Mutually agreed goals Shared resources Mutual sharing of information/clear & open communication Shared planning & decision-making Shared evaluation of progress Other elements?

33.  To what extent do you currently involve parent organizations in your work that brings you to the OSEP Project Directors’ conference? ◦ Consider (on a scale of 1-5):  Identification of the need for the project  Planning the project’s parameters  Implementing the project  Sharing in project resources  Evaluating the project ◦ Identify 1 area & 2 strategies where you could enhance the involvement of parent organizations ◦ What support do you need to make it happen?

34.  Regional Parent Technical Assistance Centers ◦ Region 1: Statewide Parent Advocacy Network (NJ) ◦ Region 2: Exceptional Children’s Assistance Center (NC) ◦ Region 3: Partners Resource Network (TX) ◦ Region 4: Family Assistance Center for Education, Training & Support (WI) ◦ Region 5: PEAK Parent Center (CO) ◦ Region 6: Matrix Parent Network & Resource Center (CA)  Parent Training & Information Centers & Community Parent Resource Centers ◦ www.parentcenternetwork.org www.parentcenternetwork.org