1. National Parent Leadership Development Project for ICCs and the A.P.P.L.E. Project Models of Parent Leadership Development

2. 2005 OSEP National Early Childhood Conference February 6, 2005, Washington, DC Presented by: Richard Robison and Barbara Popper Project Co-Directors at the Federation for Children with Special Needs, Boston, MA

3. National Parent Leadership Development Project for ICCs Purpose of ICC Project Provide leadership support for parents serving on state Interagency Coordinating Councils Develop a cadre of parents prepared for involvement with professionals at the program and policy levels

4. National Parent Leadership Development Project for ICCs Goal One Prepare parents for effective participation at the program and policy levels: 14 state teams participated in Leadership Institutes during the first project (2000 to 2002) 4 states participated in 2003: Georgia, North Carolina, Tennessee and Iowa 6 states participated in 2004: Florida, Idaho, Indiana, Kansas, Rhode Island and Vermont

5. National Parent Leadership Development Project for ICCs Institute Modules The Leadership Institute incorporates three training modules: True Colors (Cassie Johnston) Reciprocal Outreach and Conflict Resolution (Roberto Chene) Facilitated Conversation Method (Kathleen Osta)

6. National Parent Leadership Development Project for ICCs Additional Features of the Leadership Institute Facilitators add context of history of the parent movement and offer techniques for parents to pace their involvement Participants share family stories to provide personal context for leadership training Families explore how to appropriately become involved in policy level discussions

7. National Parent Leadership Development Project for ICCs Goal Two Ensure and support the replication of the leadership training and the implementation of the state teams’ action plans through technical assistance Replication is determined by state teams and their early intervention programs based on need, resources, and ingenuity. Outcomes publicized by the project. Turnover in state parent involvement means constant recruiting and nurturing of new parents.

8. National Parent Leadership Development Project for ICCs Goal Three Establish collaborative relationships to support Leadership Institutes and replication efforts Attend meetings, conferences, FICC meetings Remain available to Part C Directors Promote Leadership Institutes to parents directly Use all forums to keep parent issues on the agenda

9. National Parent Leadership Development Project for ICCs Goal Four Facilitate networking and linkages among ICC parents nationally. Listserv (“ICCParent”) Website (www.iccparent.org)www.iccparent.org Leadership Notes, our project newsletter (English and Spanish versions) Resource database Survey of programs regarding: parent involvement and leadership, parent issues, stipends, career development, etc.

10. National Parent Leadership Development Project for ICCs Project Results and Evaluation Evaluations indicate that the Institute has met the needs and expectations of the participants. In 2003 and 2004, 90% of participants rated the Institute as either “very good” or “excellent” in terms of its usefulness to state ICC planning and to personal leadership development.

11. National Parent Leadership Development Project for ICCs Project Results and Evaluation Pre- and Post-Assessments of how well teams worked together: 2003 RatingPre-AssessmentPost-Assessment Very Well21.4%52.4% Well28.5%33.3% Not Well50.0%14.3%

12. National Parent Leadership Development Project for ICCs Project Results and Evaluation Pre- and Post-Assessments of how well teams worked together (cont.): 2004 RatingPre-AssessmentPost-Assessment Very Well21%73% Well50%27% Not Well14%0%

13. National Parent Leadership Development Project for ICCs Project Results and Evaluation Significant accomplishments: “Our team has created a powerful vehicle which will provide a forum for accomplishing tasks we’ve identified to strengthen services to families.” “This event brought our state team together…We are much more focused and have taken responsibility for our ICC.” “Our team developed a parent involvement strategy.” “I learned more about myself.”

14. National Parent Leadership Development Project for ICCs Project Results and Evaluation Focused Conversation Method: Participants in 2003 listed 62 ways in which they could use the method in their personal and professional lives, for facilitation or conflict mediation. In 2004, participants listed 73 ways.

15. National Parent Leadership Development Project for ICCs Project Results and Evaluation True Colors: 2003: 90% of participants report enhanced ability to identify different leadership styles; 100% felt that True Colors would improve their communication style 2004: 100% of participants report they are better able to identify their own and others’ leadership styles, and that True Colors will improve their communication style.

16. National Parent Leadership Development Project for ICCs Project Results and Evaluation Reciprocal Outreach: 2003 and 2004: 90% of participants indicated an improved understanding of how differences are socially structured Participants committed to: – Reaching out to unknown groups – Becoming more thoughtful, open, and analytical – Sharing the burdens and responsibilities of conflict resolution

17. National Parent Leadership Development Project for ICCs Over 90% of participants in 2003 and 2004 indicated that the Institute would be useful in their: – Outreach efforts – Leadership roles – Family life – Community life Project Results and Evaluation

18. National Parent Leadership Development Project for ICCs Developing the A.P.P.L.E. Project Responding to the request for a research project on increasing parent/professional collaboration Using lessons learned and a workable model Applying the model to a new population

19. National Parent Leadership Development Project for ICCs A.P.P.L.E. Project Features Targeting public school parent advisory councils (mandatory in Massachusetts School Districts) in our state Applying ICC model, recognizing the challenges Working with a research partner at the University of Massachusetts

20. National Parent Leadership Development Project for ICCs A.P.P.L.E. Project Features Current faculty participating with us—no change in staffing Modifying content for the new population of families, children in public school programs Expect to have more direct contact after Institute with teams

21. National Parent Leadership Development Project for ICCs Parents as Allies Parents as potential partners—training together, working together, setting the agenda Parents as policy advocates, helping determine the future of early intervention

22. National Parent Leadership Development Project for ICCs Parents as Allies Parents can help forge partnerships with programs Parents can participate in discussions about who provides services, what is needed, gaps, and service coordination Outreach can be done by parents

23. National Parent Leadership Development Project for ICCs Parents as Allies Parent Leadership Development—a process involving state commitment and family interest. Support Parent Leaders as they learn their roles, develop their strengths, and receive support for their efforts Strengthen the efforts of state teams to accomplish their state goals for parent leadership development.

24. National Parent Leadership Development Project for ICCs What Can Parent Leaders Accomplish? Keep the focus on kids and families Seek input from all families served Represent Early Intervention to the public Tell their stories to make EI real to others Keep it real for those not directly involved with children’s needs

25. National Parent Leadership Development Project for ICCs Issues Parents Face What does it mean to be visible? What are the risks personally? What are the possible positive outcomes? When is the right time, or wrong time to be active? How do you plan to measure success?

26. National Parent Leadership Development Project for ICCs Involve Families In Policy Include families in all aspects of plans developed Provide feedback to families on impact they have had Promote input into other state programs and agencies (often required) Track satisfaction