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Review Objectives Meaningful Parent Participation It’s the Law Key Points It’s all about Customer Service Assumptions and Biases Parent/School Collaboration Parent/Caregiver Engagement (Grief Cycle
and Validation) Exit Ticket/What’s Next?
Agenda
Today’s Objectives:
New Teachers will create in writing a communication plan to connect with parents within 2 weeks of the start of the school year based on presentation and conversation with peers.
New Teachers will develop in writing concrete strategies to ensure parental participation at IEP meetings and other school events based on whole group discussions.
Guiding Principles
A shared belief in collaboration among families
and service providers
A committed effort to
minimize the bureaucracy in
the process
Meaningful Parent Participation
Indicators of Success
Think-Pair-Share• How would you know you were successful in engaging parents
meaningfully in their child’s IEP?
The Elementary and Secondary Education Act reauthorized in 2002 as theNo Child Left Behind Act state provisions for family involvement.
The Individuals with Disabilities Education Act (IDEA), the Federal law concerning the education of students with disabilities, requires schools to provide parents of a child with a disability with a notice containing a full explanation of the procedural safeguards available under the IDEA and U.S. Department of Education regulations. [34 CFR §300.504(a)]
Free Appropriate Public Education: (FAPE) A child with a disability has a right to receive a public education, free to the family.
Parents and student have the right to participation in meetings. Identification of the disability Evaluation planning Individualized Education Program planning Determining placement, which are services described in the IEP
It’s It is the LAW
Parents are full partners in planning their child’s education and should be included in the decision making process.
Provide parents with clear and ongoing communication regarding their child’s successes and challenges. A good rule of thumb is to provide 5 positives to
every one challenge.
KEY POINTS
Provide opportunities for full participation of all parents (including parents with limited English proficiency, with disabilities, or who may be struggling financially/emotionally)
Provide parents a copy of parental rights and safeguards and meeting agenda at each IEP event
Keep parents in the loop about their child’s academic/behavioral progress and school/district events
Include parents and communicate with them as equal partners
It’s all about Customer Service…
Recognizing that everyone has biases…
Find two other people and discuss the following questions
What are some common biases about parents of students with disabilities?
How do you think these biases can inhibit or enhance your work with parents?
Assumptions and Biases
Understanding bias and how it shapes perception and expectations enables special educators to host the conversation with school teams.
CDE also provides a toolkit for Culturally and Linguistically Diverse families. http://www.cde.state.co.us/cdesped/CLD.asp
Effective Parent Involvement
Inclusion Thinking(adapted from CDE/CLD Toolkit)
• Parent involvement that links learning to student achievement.• Train parents to advocate for their
children.• All parents, regardless of
race/ethnicity, class, or parent’s level of education, can help improve students’ academic success.
Communication(adapted from CDE/CLD Toolkit)
• Translate written communications into the home language
• Put parents in touch with bilingual staff, bilingual parents who have volunteered to be a liaison, or an interpreter
• Educate parents about the school system• Host a starter event with parents from a
particular community to learn about their background and expectations
Develop language and resources(adapted from CDE/CLD Toolkit)
• Storytelling—by telling stories, parents are developing children’s vocabulary and oral language skills.
• A-to-Z Reading – English & Spanish
• Make frequent trips to the public library.
• Use everyday experiences such as telling time, counting change, or measuring ingredients to build math skills.
Parent/Caregiver Grief Cycle(Bartz, C.A., 2009)
Shock
Anxiety
Denial
Guilt
Anger
Acceptance/Rejection
Establish mutual support and relationship
Time to process
Use of interpreters and/or cultural mediators
Provide information as needed
Empathy
Attend to parents’ concernsProvide information, answer questionsGive them
Time
Do not take anything personally
Listening and Validation
Strive for Unconditional acceptance
Collaborative Partner
Strategies: How can we respond
DO Listen to their stories without judgment and validate their feelings
Do not take it personally when a parent-caregiver displays anger
Listen for clues that may indicate where in the cycle they are and provide support accordingly, but
DO NOT push them to move through the cycle to adapt faster
Strategies: How can we respond?
Provide information and resources about the child’s disability and District resources
Provide them with information on what to expect of an IEP meeting prior to the meeting
During the meeting: Read cues from your parents during IEP meetings; are they disengaged, angry, or seem overwhelmed. It’s OK to stop and take a minute.
Strategies: How can we respond?
Develop an authentic relationship with the parents/caregivers
Call them periodically to ask how they are doing and let them know about their child’s successes
Home/School Communication Folder showing child’s daily work, successes, and challenges
Strategies: Validation(Source: Dr. Ron Ringenbach, DPS; 2012)
When we validate, we communicate that we understand the person’s experience as it is, and under the circumstances, the experience makes sense
No judgment or problem solving (yet)
Keys for validation1. Be clear in your goal2. Self-validate (be prepared to handle your own
feelings)3. Work at validating the person to help defuse
emotional crises.
Strategies: Validation(Source: Dr. Ron Ringenbach, DPS; 2012)
Premature problem solving runs counter to validation.
WHEN WE PROBLEM SOLVE TOO SOON, WE ARE INVALIDATING THE PERSON’S EXPERIENCE When we invalidate, we communicate that the
individual’s experience is not valid or justified– it is inaccurate or exaggerated and they cannot trust it (they feel crazy).
What validation is notHollander, 2008
Problem solving is not validation
Reassurance is not validation
When you are revved up and someone tells you it is going to be OK, your feeling may be that the person cannot appreciate the magnitude of your situation. Developmentally may be helpful to small children.
Saying “I’ve been there” is not validation
Shifts the focus from the other’s life and concerns to yours.
Putting things into perspective is not validation When a person is disregulated, the last thing they want to hear is that
they are making too big a deal out of things.
Best advice too soon is not validating
If a person is disregulated, the best advice will wash off until they can hear the information.
Strategies: Ways to ValidateSource: Ron Ringenbach, DPS 2011
Don’t validate the invalid Someone says “I am a horrible parent”- Don’t agree
Substitute the word “and” for the word “but” I see you are having a really tough time, and it is
time for spelling. Attentive listening
Posture, eye contact and focus Active listening
Add reflection or mirroring Giving voice to the unspoken
Noticing and suggesting what is not being said