Parent Partnership Data*Type ofActivityCorrelation toStudentAchievement/TierNumber ofParticipantsin SouthRegionParticipatingRegional SchoolsNumberofSessionsCollaborativeTasksReading I(Primary)Content specific session forparents. Fluency strategiesfor strengthening readingskills that parents can use athome were modeled. Tier II& III166All2parent needssurvey anddiscussion onneedsScienceContent specific session forparents. Strategies forparents to use at home tostrengthen students’ scienceachievement were modeled.Tiers I - III72 All 2collaboration withScience teachersfor required skillsand supportivestrategiesTitle ICommunityLiaison TrainingEducate community liaisonon how to effectivelycommunicate and work withparents. Tier I148 All 4open forum withparents to gatherinformation ondesired liaisonattributesConsciousCommunicationCreate a consciousness in thework environment to helpindividuals build capacity toincrease parentparticipation. Tiers I - III35 All 1Parent-staff openforum meeting togather informationon needsCollaborative Team: -Special Education Teacher -Assistant Principal -Safety Coordinator-General Education Teacher -Parent*Examples of the types of activities offered
Data SummaryData0102030405060708090ParticipantsInterpretation SummaryThe activities that are currently planned and carried out in thisauthor’s affiliated district are aimed at supporting the efforts toprovide a multi-tiered system of supports. Instructional strategysessions are provided to help parents support the schools’ efforts inoffering effective instruction to all students within tiers I, II, and III.These activities draw the majority of participants in the district.Based on surveys given to participants in various academic supportactivities, families and staff value these sessions more than all othertopics. It was noted that this is because of the direct impact that theymay have on students learning. All of the training activities help toinvolve parents in the development and maintenance of school-wideplans, as suggested by the Colorado Department of Education (2009).Some activities support community liaisons and other staff in theireffective communication and partnership management as they workwith and for families as part of the schools’ tier I activities to providefull support to all students. The communication support activitiesassist staff and families in the use of effective collaboration andcommunication to elicit productive actions from each within eachtier.
Family-School-CommunityPartnership InitiativesThis author’s district of affiliation provides activities to build the capacity of families in helping their children and to promotethe collaboration between families and schools. The initiatives include a focus on eliminating the barriers that may preventeffective communication and collaboration.1. The Annual Parent SeminarAn all-day face-to-face meeting withconcurrent session are provided forparents. This initiative offers akeynote address, resources, andworkshops to give families supportin working with their children athome. It is a valuable initiativebecause of the direct support thatparents receive at the beginning ofthe school year in anticipation ofpartnering with the school toprovide continuous academic andbehavioral instruction to students.3. Staff Training SessionsTrainings are provided to staffmembers to make them awareof the laws and the roles of theschool. They also receivetraining in carrying out theresponsibilities andbest practices that increaseparent participation. Parents areoften involved in this processthrough their input about theirneeds and expectations from theschool.2. Instruction for Academic Success TrainingsContent specific sessions are provided tomodel strategies that families can use athome in support of their children’s currentacademic support program. Whether thestudent is receiving tier I, tier II or tier IIIsupport, families are equipped to carry thesupport through to home environment.When families and teachers focus on thesame individually relevant objectives forstudents, there are significant benefits.Continuous practice in the students’areas of need ensure that they arereceiving support that advances them intheir academic program.The district provides many seminars, trainings, and activities that strengthen parents’ ability to support the efforts of theschool throughout the year. The district sponsored sessions also equip parents to directly impact their children’s progressby working with them at home.
Parent InvolvementResource Center(PIRC)• Works hand-in-hand with State and Federal Programsto provide information and resources on earlychildhood through high school parent involvement• Helps implement successful and effective parentalinvolvement policies, programs, and activities thatlead to improvements in student academicachievement• Strengthens partnerships amongparents, teachers, principals, administrators, andother school personnel in meeting the educationalneeds of children• Collaborate with State and local educational agenciesto foster the implementation of the parentalinvolvement requirements of Title I• Provide accurate, timely, and understandableinformation regarding key NCLB provisions• Can be most useful for Tier I or universalcollaborative efforts and resources to identifyeffective prevention practicesThe United StatesDepartment of Education(USDE) has provided awebsite that offerstechnical assistance tostate parental involvementresource centersthroughout the UnitedStates.http://www.nationalpirc.org/pircs/index.htmlThe Parent Involvement Resource Center can provide schools with the resources and information needed to collaborateeffectively with parents and agencies regarding student progress within a multi-tiered system of supports. The impact wouldPossibly prevent the need for more intense interventions.
Families in Schools (FIS)• Serves as a gateway to involve parents as advocates intheir child’s early education and literacy development.• Develops curriculum, leads publicoutreach campaigns, hosts community events.• Provides capacity building technical assistance toschools, early education centers, and communityorganizations.• Creates partnerships with corporations andfoundations to provide a wide array of services toparents and schools.FIS provides resources forfamilies and a pathway toassist them in becomingactive in their children’sschools.http://www.familiesinschools.org/Families in Schools resources can act as prevention problem-solving partners for parents, schools and communitycollaborative efforts. Within the universal Tier, it can provide the necessary tools for supporting students before academicor behavioral issues arise.
The Family InvolvementNetwork of Educators(FINE)• Strengthens family involvement practices, promotestheir evaluation, and advances professionaldevelopment in family involvement.• A community of thousands ofeducators, practitioners, policymakers, and researchersdedicated to strengthening family–school–communitypartnerships.• Free access to the latest and best information aboutfamily involvement• Regular email updates about new resources, exchangeof ideas and insights with other FINE members, andinformation about evaluation methods for continuousimprovement.FINE is a community ofeducators, practitioners, policymakers, andresearchers who activelywork to strengthen family–school–communitypartnerships.http://www.hfrp.org/The resources provided by The Family Involvement Network of Educators act as assets in all stages of a multi-tieredsystem of supports. Within Tier I, families are educated on the importance and the process of becoming involved intheir children’s education. Within Tier I and Tier II, both family and school can use the resources for strengtheningcollaborative partnerships to assist them in maintaining an open line of communication and mutual support.
National PTA• Partner with organizations to provide services toschools, families, and communities• Empowers families and school staff to work togetherfor the common goal of supporting students in theireducational needs• Promotes the arts in education- Reflections: Encourages students to explore theirtalents- Mary Lou Anderson Arts Enhancement Grants:Matches funds for student-centered arts educationProgramsThe National PTA assistsstudents in realizing theirpotential by providingresources toparents, schools andcommunities.www.pta.orgThe National PTA provides a wide array of resources that can support the implementation and maintenance of themulti-tiered system of supports. Within the Tier I instructional program, their resources and information canprovide ideas for enrichment. Within the Tier II and Tier III support systems, collaboration efforts are supported andparents are empowered to make a positive impact on their children.
Center for EffectiveCollaboration and Practice• Supports collaboration and practicebetween agencies, schools and families• Promotes meetings and events thatfacilitate Federal, state, and localcollaboration on behalf of students withEBD.• Provides information products that describeor support collaboration• links members of key stakeholder groupsand knowledge/practice communities.The Center for EffectiveCollaboration and Practicefacilitates inter-agencycollaboration on behalf ofstudents with behavioraland emotional disturbance(EBD)http://cecp.air.org/The Center for Effective Collaboration and Practice can provide needed resources for parent, school, agencycollaborative teams within their Tier II and Tier III planning stages. The resources and information can be used toensure effective practices.
Questionnaire1. Which resource had the strongest impact on you? Why?2. How might our team use the resources?3. Would you change anything about the PowerPoint? What? Why?4. Which of the district activities have you experienced? Was thecollaborative aspect effective? Explain.5. Was I effective in my collaborative efforts during this process?6. Would you change any of my actions in the preparation or activities tocollaborate with the team? Which ones? Explain.7. Did I cause our school to experience a positive change in the way thatwe invite parents to participate?8. Was there a difference in the way that the team worked together?Specify.9. What was the most effective team-building strategy that I used?10. How would you describe the collaborative communication amongcolleagues during our meeting?11. Was our collaboration a success? Explain.
ReferencesColorado Department of Education (2009). Response to intervention family andcommunity partnering: “On the team and at the table” Toolkit. Retrieved fromhttp://www.cde.state.co.us/rti/familycom munitytoolkit.htmFamilies in Schools (n.d.). Retrieved April 19, 2013, from http://www.familiesinschools.org/Harvard Family Research Project (2013). Overview of FINE. Presidents and Fellowsof Harvard College. Retrieved April 19, 2013, from http://www.hfrp.org/National PIRC Coordination Center (2006). Retrieved April 19, 2013, fromhttp://www.nationalpirc.org/pircs/index.html
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