RtII & Family EngagementIt’s Everyone’s Business!

LIU RtII CommitteeMarch 20, 2012

“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.”

“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

Intentional Parent/Family Involvement

within the RTII Framework

Is Critical

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)

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?

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

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.

Family-School Partnership in RtII

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.

A National Shift Based onthe 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

What is the difference?

How are the words Involvement and Engagement different?

Turn and talk

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

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

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

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)

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.

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

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

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)

Take a survey

• What type of school do you have?

ActivityFamily-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.

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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

What is the Role of the Family in the RtII Process?

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.

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.

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)

School, Family and Community Partnerships Your Handbook for Action

Epstein et al. (2002)

National Standards for Family-School Partnerships (PTA,2009)

CommunicatingCommunicating Effectively

CollaboratingCollaborating with Community

Learning at HomeSpeaking Up for Every Child

VolunteeringSupporting Student Success

Decision-makingSharing Power

Parenting PLUSWelcoming All Families

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.

Standard 1 StrategiesHelp 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.

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“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

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.

Standard 2 StrategiesEffective 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.

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“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

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

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.

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“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

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

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.

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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.

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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.

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“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

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.

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.

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Standard 5 StrategiesInclude 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

“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

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

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.

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“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

SO HOW WILL WE SUPPORT FAMILIES THROUGH THE RTII MODEL?

Let’s start with Tier 1…

Multi-Tiered Family & Community Partnering Support Practices: Respecting Time and ResourcesIntensive 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 - ALLPositive 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

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.

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.

Make Sure Families Know…

The language, RtII steps and processes being used in your school

Tell parents about any new instructional practice that will be used in the classroom and how the students’ progress will be monitored

• Teach families the vocabulary the school will be using

• Use Academic Parent Teacher Trainings

Let ALL parents know what they can do at home to reinforce what is happening at school.

A good idea to provide training

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?

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.

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.

Problem-Solving Method

Define The ProblemIs there a problem?

What is it?

AnalyzeWhy is it

happening?

Develop a PlanWhat should be done about it?

Evaluate Did it work?

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

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.

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.

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.

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.

Explain the data, communicate and celebrate progress!

Parent Involvement & Multi-Tiered Interventions

Welcoming All

Families

Communication

Speaking Up for

Every

Child

Supporting

Student

Success

Shared

Decision

-making

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.

In Summary

DO NOT underestimate the importance of the families in the successful implementation of RTI and evidence based instruction