Welcome To the Illinois State Board of Education Parent Leadership Development Conference September 22, 2009

Agenda 10:00 am Welcome 10:15 State Implementation and Scaling up of Evidence-based Practices (SISEP) 10:45New Parent Rights Guide 12:15 pm Lunch 1:00 Transition: Self-Directed IEP 1:00 Transition: Self-Directed IEP 2:15 Break 2:15 Break 2:30 Parent Leadership Initiatives 2:30 Parent Leadership Initiatives 3:45Wrap-up 3:45Wrap-up 4:00Dismissal 4:00Dismissal

Barb Sims, ISBE Principal Consultant, Director of the Illinois Statewide Technical Assistance Center, SISEP. Barb Sims, ISBE Principal Consultant, Director of the Illinois Statewide Technical Assistance Center, SISEP.

Deb Kunz, ISBE Parent Consultant Deb Kunz, ISBE Parent Consultant Andy Eulass, ISBE Principal Consultant Andy Eulass, ISBE Principal Consultant Educational Rights and Responsibilities: Understanding Special Education in Illinois

Sue Walters, ISBE Parent Consultant Sue Walters, ISBE Parent Consultant Transitions: The Self-directed IEP

Kim Miller, Project Director, Illinois Statewide Family Leadership Initiative Kim Miller, Project Director, Illinois Statewide Family Leadership Initiative Merle Siefken, Project Director, the Parent & Educator Partnership Merle Siefken, Project Director, the Parent & Educator Partnership Caryn Curry, SEL Project Coordinator, Illinois Children’s Mental Health Partnership Caryn Curry, SEL Project Coordinator, Illinois Children’s Mental Health Partnership Parent Leadership: Supports and Opportunities

Parent Leadership: Presentation Outcomes Through this presentation, our goal is to:  Increase your knowledge about the law, research, and best practice supports for partnerships.  Increase your understanding of current work in Illinois to promote parent leadership.  Provide opportunities for your involvement in parent leadership.

Not Who, but What is Special Education?  The federal statute defines “special education” as “specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability.”  “Specialized instruction” is adapting the content, methodology, or delivery of instruction to address the unique needs of the child that result from the child’s disability.

Elementary and Secondary Educational Act ( No Child Left Behind) Section 1118 Parents are mentioned 300 times in various parts of NCLB. Section 1118 requires that every school district and every school receiving Title 1 funding must have a written parent involvement policy, and build school capacity to effectively implement the parent policy provisions. The policy must be developed jointly with, approved by, and distributed to parents.

No Child Left Behind Section 1118 Schools should implement programs, activities, and procedures for the involvement of parents in programs…activities shall be planned and implemented with meaningful consultation with parents of participating children…ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student achievement… provide assistance to participating parents in how to monitor a child's progress and work with educators to improve the performance of their children as well as information on how parents can participate in decisions relating to the education of their children…

No Child Left Behind Section 1118 Provide training to help parents to work with their children to improve their children's achievement. Shall educate teachers, pupil services personnel, principals and other staff, with the assistance of parents: in the value and utility of contributions of parents… in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between home and school. A school district does not qualify to receive Title 1 funds until it implements the parent involvement requirements found in Section 1118.

Individuals with Disabilities Education Act … parents and schools should be given expanded opportunities to resolve their disagreements in positive and constructive ways… …educators and parents have the necessary tools to improve educational results for children with disabilities by supporting system improvement activities…involve parents of children with disabilities in the design, evaluation, and, as appropriate, implementation of school- based improvement plan.

Individuals with Disabilities Education Act 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.

Research Nothing Motivates a Child More… “The research is abundantly clear: nothing motivates a child more than when learning is valued by schools and families/community working together in partnership… These forms of [parent] involvement do not happen by accident or even by invitation. They happen by explicit strategic intervention.” --Michael Fullan (1997a, pp.34-48). Broadening the concept of teacher leadership. In S.Caldwell (Ed.), Professional development in learning-centered schools. Oxford, OH: National Staff Development Council.

Research Home Factors… Account for 49% of the Influence on Student Performance… In October 2001, Stephanie Hirsh, in the National Staff Development Council publication, Results writes, “According to research by Ron Ferguson, home and family factors…account for 49% of the influence on student performance…” Hirsh continues, “This important position of influence is why family involvement is addressed in the NSCD Standards for Staff Development… educators will benefit from staff development that helps them gain the knowledge and skills aligned with the specific outcomes they want for parents and their children.”

Research Families - Students with involved parents – no matter what their income or background – are more likely to do better in school, stay in school longer, and like school more. Schools - Partnership programs can increase student achievement, improve attendance and behavior, and promote positive social skills. School Improvement - When partnership practices are tightly linked to school goals, families become involved in ways that directly assist students’ learning and success.

The State Board of Education recognizes that a child’s education is primarily the responsibility of the family and that this responsibility is shared with the school and the entire community. The Board believes that meaningful family support, both for individual students’ learning and for the work of the school in general, is critical if students are to achieve their potential. The State Board believes that schools must create an environment that is conducive to meaningful participation by families, community members, business and governmental agencies. Clearly, educators must welcome the involvement of family members and be receptive to their participation if this interaction is to have the desired results. Further, schools have a responsibility to seek out and enter into partnerships with other members of the community, both in order to bring additional resources to bear on the educational process and in order to meet the needs of students that affect their ability to learn. ISBE Family Involvement Policy

Social and Emotional Learning Standards Nurture partnerships with families & communities Partnerships is 1 of the 6 sustaining factors for full implementation of the SEL standards. “By involving families, no matter what the activity, their presence will have a positive impact on students and create a more cohesive, caring school community.” - Sustainable Schoolwide Social and Emotional Learning, CASEL.

Partnership Standards National PTA Standards for Family-School Partnerships

Partnership Standards National Standards for Family-School Partnerships Standard 1: Welcoming all families into the school community. 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 doing in class. Standard 2: Communicating effectively. Families and school staff engage in regular, meaningful communication about student learning.

Partnership Standards Standard 3: Supporting student success. Families and school staff continuously collaborate to support students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively. Standard 4: Speaking up for every child. Families are empowered to be advocates for their own and other children, to ensure that students are treated fairly and have access to learning opportunities that will support their success.

Partnership Standards Standard 5: Sharing power. Families and school staff continuously are equal partners in decisions that affect children and families and together inform, influence, and create policies, practices, and programs. Standard 6: Collaborating with the community. Families and school staff collaborate with community members to connect students, families, and staff to expanded learning opportunities, community services, and civic participation. Source: National PTA,

Parent Leadership in the Standards Parent leaders: Advocate Collaborate Engage Develop Participate Strengthen

Current Work Promoting Partnerships ILLINOIS STATEWIDE FAMILY LEADERSHIP ALLIANCE Illinois Statewide Family Leadership Initiative. Illinois Statewide Technical Assistance Center for Parents, the Parent and Educator Partnership. Social and Emotional Learning, Family Advocates.

Mission Illinois Statewide Family Leadership Initiative. “The mission of the Regional Family Leadership & Support Initiative is the active engagement of parents and caregivers in all aspects of promoting their child’s optimal social and emotional development and overall mental health. A key component is to provide families with easy access to needed information, resources and supports...”

Mission Illinois Statewide Technical Assistance Center for Parents, the Parent and Educator Partnership. To facilitate partnerships, equipping parents and educators to be equal partners in the success of each child.

Mission Social and Emotional Learning (SEL), Family Advocates. To support the development of an infrastructure that establishes and sustains effective family engagement in the ongoing process of implementing SEL in local schools.

Project Objectives Illinois Statewide Family Leadership Initiative. Development of the Regional Partnership Teams  Training/education  Leadership/empowerment  Outreach/engagement Coordination of Family-Focused Community Coalitions  Health/well-being  Coordinated resource directories  Advocacy/support/real-life solutions

Project Objectives Illinois Statewide Technical Assistance Center for Parents, the Parent and Educator Partnership. Develop, equip, and support parent leaders. Support parents of students with disabilities. Assist Local Education Agencies with the implementation, vitality, and sustainability of School, Family, and Community Partnerships. Support Illinois State Board of Education activities.

Project Objectives Social and Emotional Learning, Family Advocates. To support: Parent/caregiver understanding of social and emotional learning Parent/caregiver active engagement in the educational process of teaching and social and emotional learning The cultivation of healthy relationships between parents/caregivers and educators

Opportunities for Involvement Illinois Statewide Family Leadership Initiative. All levels of family involvement, engagement and participation are important to the success of the Statewide Family Leadership Initiative. This could include, but not limited to the following: Become an active participant in the Regional Partnership Team; Assist and participate in the development of the Regional Community Coalitions; Attend training opportunities for families; Provide peer support to others; Assist other families attempting to maneuver the mental health system; Become an advocate across all systems regarding children’s mental health.

Opportunities for Involvement Illinois Statewide Technical Assistance Center for Parents, the Parent and Educator Partnership. Serving as Parent Liaison for your school district. Assisting the PEP project through writing articles, web development, and other areas your talents and time allows. Encouraging your school district to meet Title 1 requirements through developing School, Family, and Community Partnerships. Advocating for increased accountability in regards to family involvement.

Opportunities for Involvement Social and Emotional Learning, Family Advocates. Continue to learn about social and emotional learning Model and teach social and emotional learning skills to your children Ask your child’s school what it is doing to implement the SEL standards Get to know your child’s teacher and principal Stay actively involved in your child’s education Ask how you can help your child’s school promote social and emotional learning

Next Steps Complete the Parent Leadership Interest Survey. Contact the projects to learn more about partnership building. Create awareness at the local level.

Contact Information Illinois Statewide Family Leadership Initiative Kim Miller Illinois Statewide Technical Assistance Center for Parents/ The Parent & Educator Partnership Toll free: Merle Siefken Social and Emotional Learning, Parent Advocates Caryn Curry