1. Engaged Families: An Essential Dropout Prevention Strategy Information taken from the National Dropout Prevention Center for Students with Disabilities @ www.ndpc-sd.orgwww.ndpc-sd.org

2. 2 All contain requirements about parent participation in their youth’s education. It’s the Law! IDEA 2004 ESSA 2015 (Every Student Succeeds Act) NCLB 2002

3. 3 …established to assist in building capacity to increase the high school completion rate for ALL students with special emphasis on students with disabilities (SWD) and those of low socio- economic status. Graduation 20/20

4. Family Influences are Powerful (Mapp, 2006) 4 There is a positive and convincing relationship between family involvement and benefits for students, including improved academic achievement. The relationship holds across families of all economic, ethnic, and educational backgrounds and for all students of all ages.

5. Introduction  During the elementary years as youth move from “learning to read” to “reading to learn,” the partnerships that have formed between parents and teachers remain critical.  As youth transition to adolescence and beyond, the support gained from effective home-school partnerships is proven to boost students’ academic performance, school attendance, behavior marks, and self- image. 5

6. Families of all cultural backgrounds, education, and income levels:  Encourage their Children  Talk to them about the importance of school  Help them plan for higher education  Keep them focused on learning  Help them with their homework 6

7. 7 Requirements  1% district is required  90% (of the 1%) to schools  Priority given to high-need schools  Parents and family members of low-income students must have a voice Funding Title I Parent and Family Engagement Set-Aside:

8. 8 Funds must be used for at least one of the below activities: 1.Training school staff regarding engagement strategies; 2.Supporting programs that reach families at home, in the community and at school; 3.Disseminating information on best practices focused on engagement, especially for increasing engagement of economically disadvantaged families; 4.Sub-granting to schools to collaborate with community-based organizations or businesses that have a track record of improving family engagement; or 5.Engaging in any other activities that the district believes are appropriate in increasing engagement. 6.A state must provide an assurance in its state plan that it will provide school districts and schools with effective parent and family engagement strategies. Funding Title I Parent and Family Engagement Set-Aside:

9. Statewide Family Engagement Centers 1.Assist parents in participating effectively in their children’s education and helping their children meet state academic standards; 2.Develop and implement, in partnership with the state, statewide policy to provide services that will help to remove barriers for family engagement; and 3.Develop and implement parental involvement policies required in the ESSA. 9 Title IV Statewide Family Engagement Centers

10. County and School Strategic Plans When developing the plan: 1.Must consult parents of children in schools receiving Title I funds and Special Education. 2.Must include strategies the district will employ to meet the parent an.d family engagement requirements 10

11. Combine School Efforts 11 Parents of Students with Special Needs Parents of Low-Income Students Parent and Family Engagement Strategies and Activities Parents who fit both subgroups Academic Community Have the highest dropout rate. What information do parents need so that student success is maximized? How does your parent center support parents? How do you address parent concerns?

12. 12 Are as involved in school as any other parents—often more so. Variations based on disability:  Speech or orthopedic impairments – most likely to participate in school meetings, events, or to volunteer.  EBD or MR – least likely to participate in above, but are most likely to attend parent-teacher conferences. Families of Youth with Disabilities:

13. Benefits of Family Involvement for School  Gain parents’ trust, input and support  Improved school leadership and staffing  Better quality and variety of instructional programs  More professional development for teachers and staff  Increased funding for health and safety initiatives  Improved facilities at school  Better overall outcomes for the students 13

14. Benefits of Family Involvement for Parents  Develop relationships, trust and bonds with the school  School gains an understanding of the parent’s viewpoints and needs  School climate improves because of health and safety initiatives  School facilities and programs improve  Better overall outcomes for the students 14

15. Benefits of Family Involvement for Students Middle school and high school students whose parents remain involved tend to:  Have a positive attitude about school  Earn higher grades  Score higher on standardized tests  Graduate from high school and enroll in post-secondary programs  Refrain from destructive activities such as alcohol and drug use and violence  Have better overall outcomes 15

16. Effective Action Steps Link family and community engagement efforts to student learning; Create initiatives that will support families to guide their children’s learning, from preschool through high school; Develop the capacity of school staff to work with families; Focus efforts to engage families on developing trusting and respectful relationships; and Embrace a philosophy of partnership and be willing to share power with families. Make sure that parents and school staff understand that the responsibility for children’s educational development is a collaborative enterprise (Mapp, 2004). 16

17. Think About It  How would you characterize the home-school partnerships at your school (e.g., good, average, poor, non-existent)?  In what ways do parents partner with your school? …is there a local parent group/organization that supports parents? 17

18. 18 High School Students In the transition years, parents of children with disabilities must confront the impact of disability on their child in the adult world as well as new fears for their child’s future.

19. Creating Partnerships with Parents “Despite widespread endorsement of family-school partnerships to support student learning, most educators in the United States have received little or no training in working effectively with families” (International Reading Association, 2002) 19

20. 20 What Families Say… Families say that the current system does not make it easy for them to be effective partners: Lack of coordinated, individualized services for students Cultural differences may complicate relationship Lack of information

21. 21 What Youth Say…. 71% said one of the keys to keeping them in school is better communication between parents and schools and increased parental involvement in their education Fewer than half said that their school contacted them or their parents when they were absent or dropped out

22. Parents Aren’t Born Knowing How to Engage So help them learn how!  Support parents in understanding how they can become involved at school – to whatever degree they are able/want to  Offer parents opportunities to learn about your school and how they can become involved  Work with your PTI to start a parent mentor program or a parent university  Connect parents with the PTI and other resources 22

23. Barriers to Inclusive Family Involvement Schools not knowing how to form family/school partnerships Parents not knowing how to form family/school partnerships Parents not knowing the law, or their rights, responsibilities, etc. Transportation issues Timing of meetings conflicts Language – ESL and the jargon of education Parents’ fear of retribution Family adversity and negative parental attitudes about school Schools are sometimes more welcoming to parents they want to interact with than to ‘problem parents’ 23

24. Think About It  What are the greatest barriers parents face in interacting and partnering with your school?  Discuss how the barrier(s) might be overcome.  Share out! 24

25. Considerations What roles are families comfortable with? What information or supports do families need to participate and/or to support students’ education How’s your school climate for family involvement? 25

26. Think About It List two strategies (e.g., activities, events, meetings, focus groups, media, flyers) that will assist in creating and increasing positive relationships with your child’s school. Consider the following:  Family awareness  Family engagement/involvement  Family support 26

27. Families are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class. PTA Validate- Welcome all families into the school community 27

28. – Validate – Welcome all families into the school community Share the power: Families and school staff are equal partners in decisions that affect children and families, and together inform, influence and create policies, practices and programs. 28

29. NAVIGATE Consider Culture and Climate 29

30. Strategy: Use Cultural Navigators  Tailor training to the cultural traditions of families to improve recruitment and outcome effectiveness  For example, parents from culturally and racially diverse populations may prefer one-on-one meetings rather than more traditional training formats  Additional strategies may include family-mentoring programs, needs assessment surveys, and working with culturally specific community organizations that have created relationships of trust 30

31.  Account for cultural and individual differences  Offer a wide variety of ways to participate  Support participation in any school or community opportunity  Enable participation regardless of skill level  Provide support to improve participation skills  Develop annual family events and build on them Cultivate family involvement Strategies : 31

32. Cultivate family involvement  Arrange meeting schedules to accommodate family needs  Provide staff development on welcoming and working collaboratively with families and students  Develop supports and materials that reflect diversity  Make regular home/school communication an expectation  Provide referrals to community resources Strategies : 32

33. Communicate Effectively Families and school staff engage in regular, two-way, meaningful communication about student learning. 33

34. 34  Reach out to families  Visit your students’ homes  Invite parents to be part of school teams and committees  Hold parent conferences or support groups  Provide feedback to parents on student progress more frequently  Report more than just negative behavior Cultivate better communication Strategies :

35. 35  Phone network or chain of volunteer families to call each other  Short survey to determine events and activities families want  Invite families to visit, and create a comfortable environment  Suggestion box for families to communicate anonymously  Opportunities for youth involvement in all school activities  Open school gym, pools, classrooms for after-school events Cultivate better communication Strategies :

36. ERASE Parent Dissatisfaction and Disengagement Explain – What is the problem? Reason – What is he/she getting out of it or avoiding? Appropriate – What do you want him/her to do instead? Support – How can you help this happen more often? Evaluate – How will you know if it works? 36

37. Understand and Provide the Resources and Strategies Parents Need to Participate Effectively 37

38. 38 Resources to support family involvement Informational needs of parents and students:  Self-advocacy  Balancing educational standards education with functional life skills  Career preparation and employment options  Collaboration across systems and agencies

39. Resources to support family involvement School policies and procedures:  Written policies that overtly respect diversity  Clear information for families on policies, goals, reforms  Training available for families on policy, reform, related issues  Accessible and understandable decision-making and problem-solving processes  Student and family stakeholders on governance and other programs and committees 39

40. Strategies Parents Can Use to Participate  Share the goals you have for your child  Respond to requests from school within a timely manner  Seek clarification—Don’t be shy… ASK QUESTIONS!! 40

41. Strategies Parents Can Use to Participate  Share your concerns often – as frequently as possible – both the negative and positive  Be certain to share concerns in a positive manner, ensuring that you are assisting in the relationship to improve and strengthen the communication between parents and schools in general  Promote communication with your child  Consider how your child interacts within the school environment 41

42. Strategies Parents Can Use to Participate Home visits  Be prepared  Ask questions, seek clarification  Seek feedback on students’ progress, frequently Establish a line of communication that works best for you and the school representative. 42

43. Summary Work to develop proactive parent involvement Assess your school’s climate… Is it family friendly? Train school personnel on building parent engagement Conduct a family needs assessment and use the results Help parents learn how to participate 43

44. Summary 44 Use a variety of communication methods and strategies Communicate based on individual student and family needs Include alternate formats and languages as needed Strengthen communication with parents: send information home frequently Don’t forget to report positive student behavior and achievement!

45. Relationships are KEY! “The ways schools care about children is reflected in the way schools care about the children’s families.” (Epstein, 1995) 45

46. Selected Resources http://www.wvpti.org/ http://www.parentcenterhub.org/ http://www.parentcenterhub.org/ptacs/ http://www.servingongroups.org/ http://www.spanadvocacy.org/Resources http://www.pacer.org/ http://www.thearc.org/ https://www.disability.gov/ http://webgui.phila.k12.pa.us/offices/p/publicengagement/pfengagement/framework http://www2.ed.gov/documents/family-community/partnership-frameworks.pdf http://www2.ed.gov/documents/family-community/faqs.pdf http://www2.ed.gov/documents/family-community/partners-education.pdf http://www.gse.harvard.edu/news-tags/karen-mapp http://www.k12.wa.us/GATE/default.aspx http://www.k12.wa.us/GATE/BuildingBridges/pubdocs/DEWISGuide-Final.pdf http://www.gaspdg.org/graduate-first https://www.surveymonkey.com/s/parent-engagement-template 46

47. For Additional Information: Contact Nancy Cline, Coordinator nmcline@k12.wv.us Pat Homberg, Executive Director phomberg@k12.wv.us Susan Beck, Assistant Director sbeck@k12.wv.us 47