1. Working Together School-Family-Community Partnerships A Toolkit for New Mexico School Communities Module 5: Supporting Decision Making and Advocacy

2. Background The Toolkit was sponsored by New Mexico Public Education Department (NMPED) and developed by the Center for the Education and Study of Diverse Populations (CESDP) It is based on the six national standards for family involvement of the National PTA It is available in hard copy, on CD, and on the web:www.ped.state.nm.us www.cesdp.nmhu.eduwww.ped.state.nm.us www.cesdp.nmhu.edu

3. Overview of Six Toolkit Modules 1. Improving Communication 2. Promoting Positive Parenting 3. Enhancing Student Learning 4. Increasing Volunteerism 5. Supporting Decision Making and Advocacy 6. Collaborating with the Community

4. Goals for Module 5 Provide tools to measure and improve programs that actively involve families as full partners in the education of their children. Develop strategies to support decision making and advocacy by families. Ensure ALL families, including those with diverse languages and cultures, are supported and recognized for their attributes and leadership. Develop positive schoolwide family involvement policy statements.

5. New Mexico Teacher Competencies The New Mexico 3-Tiered Licensure System includes competencies and differentiated indicators that apply to Module 5: Supporting Decision Making and Advocacy This training can assist in fulfilling requirements for Teacher Professional Development Plans (PDP).

6. Competency 2 The teacher appropriately utilizes a variety of teaching methods and resources for each area taught. Relevant Master Teacher Level III Indicator: E. Engages with colleagues and parents to collaboratively design and implement necessary modifications and adaptations in instruction and curriculum so that students with disabilities have access to the general education curriculum in the least restrictive environment.

7. Competency 7 The teacher recognizes student diversity and creates an atmosphere conducive to the promotion of positive student involvement and self-concept. Relevant Master Teacher Level III Indicator : H. Engages students in setting high standards for performance.

8. Competency 9 The teacher works productively with colleagues, parents, and community members. Relevant Master Teacher Level III Indicator: E. Works collaboratively and creatively with colleagues, parents and community members regarding educational matters. For more information and a complete listing of competencies and differentiated indicators visit www.teachnm.org www.teachnm.org

9. Activity: Teacher Self-Assessment Divide into small groups of no more than six. Individually, complete and date the Self-Assessment Rubric for Supporting School Decision Making and Advocacy included in the handouts. Discuss findings as a small group and record strengths and needs. Discuss how you may be able to use this rubric in a teacher PDP. Report out to the group.

10. Why Parent Decision Making and Advocacy in Schools is Important Results for Students: Awareness that families are represented in school decisions; Understanding that student rights are protected; and Benefits linked to policies enacted by parent organizations.

11. Why Parent Decision Making and Advocacy in Schools is Important Results for Parents: Input into policies that affect their child’s education; Feeling ownership of the school; Shared experiences and connections with other families; and Awareness of school, district, and state policies.

12. Why Parent Decision Making and Advocacy in Schools is Important Results for Teachers: Awareness of parent perspectives as a factor in policy development and decisions; and View of equal status of family representatives on committees and in leadership roles. Adapted from Epstein et al., (2004)

13. Redefinitions of Familiar Terms “Decision Making” means a process of partnership of shared views and actions toward shared goals, not a power struggle between conflicting ideas. “Parent leader” means a real representative with opportunities and support to hear from and communicate with other families. Adapted from Epstein et al., (2004)

14. Advocacy at Its Best “Advocacy means to speak up, to plead the case of another, or to champion a cause. Usually advocacy involves bringing influence to bear to win change.” “It is something most of us do routinely on behalf of ourselves, our families, our neighbors, and our friends.” Advocates Needed Today, Inc., ANTS (2004.)

15. Parent Organizations in Schools Parent organizations and committees include: Parent Action Committee (PAC) EPSS Leadership Teams School Improvement Committees Volunteer Programs What can teachers/administrators do to support these organizations and committees?

16. Other Areas of Involvement Parents can also serve on: Site-based management teams; Parental advisory committees for reading, special education, and/or bilingual programs; Classroom committees; School task force; Job search committees; Book adoption advisory groups; or School improvement planning teams.

17. Activity: Decision Making and Advocacy Take 15 minutes to complete the activity: Divide into small groups. In your groups, read and discuss the handout: Family Decision Making and Advocacy. Write answers to each question on chart paper. Prepare to present to the whole group.

18. Activity: Decision Making at the School Level 1.Work individually or in school groups. 2.Read and fill out the handout: Decision Making at the School Level. 1.Respond to the two questions at the bottom of the handout page. 2.Offer your insights in the whole group discussion.

19. What We Can Do in Our Classrooms Value diversity. Listen to and respect all parents. Provide information in a variety of ways. Respectfully negotiate conflicts when they occur. Create a classroom that is welcoming, family-friendly, and reflects the languages and cultures of your students. Solicit ideas from parents about school projects or curriculum activities.

20. Creating a Family Involvement Policy Review the handout: Creating a Family Involvement Policy Choose one of the six components of family involvement and develop a statement for it that could apply to your school. Consider how this tool could be adapted and used as part of your school EPSS. Prepare to share with the group.

21. How Parents Become Advocates Know the rules. Get to know the people who make decisions about your child’s education. Keep records (e.g. grades, assessments, notes from meetings, contact information, and examples of your child’s progress). Gather information (read books, attend conferences, learn educational acronyms, and most importantly, ask questions). Communicate effectively. Emphasize solutions.

22. Best Practice Recommendations Support decision making activities that enable families to influence decisions, raise issues or concerns, and resolve problems. Encourage the formation of parent groups that respond to the issues of interest to parents. Treat parent concerns with respect and consideration of linguistic and cultural factors. Develop a comprehensive Family Involvement Policy that reflects the goals and mission of the school.

23. Activity: Teacher Reflection Reflect on the workshop and the strategies you have learned to enhance student learning. Refer again to the Teacher Self-Assessment Rubric. Then review the Teacher Reflection tool for this module and take 10 minutes to individually complete the Plan for Improvement Column.

24. Inside the Toolkit Teacher Tools Resources Worth a Click Links Family Decision Making and Advocacy in Schools Plan for Involving Families in Decision Making and Advocacy Decision Making at the School Level An Accepting Environment for All Families Creating a Family Involvement Policy How Parents Can Advocate for Their Children

25. Inside the Toolkit Family Tools Resources Worth a Click Links What Parents Should Expect from Schools Rate Your School What NCLB Says about: Parental Involvement Your District’s Parental Involvement Policy School and District Report Cards Public School Choice Supplemental Educational Services

26. Activity: Where do we go from here? How can we use what we learned in this workshop in our schools, homes, and communities?

27. To Learn More: Access the complete School-Family Partnerships Toolkit with resources, references, and websites at: www.ped.state.nm.us www.cesdp.nmhu.edu Complete Evaluation Form

28. Celebrate Certificate here for mod 5