1

ICARE Schools: A Study of Meaningful Parent Involvement in

the IEP ProcessOSEP Project Directors’ Meeting

July 22, 2009

Anna McTigue, EDC

Cynthia Mata Aguilar, EDC

Nancy Brigham, NBA

2

The starting point…

2

EDC Studies of Inclusive Middle and High Schoolsfunded by OSEP

33

Purpose of the ICARE Study

 To focus on how schools and families who are typically marginalized engage in meaningful conversations to support their children with disabilities.

To pose the question: How do schools develop relationships that involve families of students with disabilities in meaningful and consequential ways?

Session Overview

ICARE Study Design ICARE Model and Findings Leadership Practices Discussion

What might the benefits to a district be if their schools are ICARE Schools?

What directions might the ICARE team take to inform policy regarding inclusive schooling?

What partnerships and projects would help promote the development of ICARE Schools?

The ICARE Schools Study: Project Phases Four year research study Designed to understand and document the

practices of schools that involves ALL of its families…

Including those who are often marginalized in the education system by reason of economic circumstances educational attainment cultural/linguistic differences and/or minority status

66

Site Selection (2004-2005): Advisory Board Nomination and application process Criteria for selection:

Academic excellence Culturally & linguistically diverse At least 500 students Geographically diverse

Schools = 24 (CA, TX, NJ, MI, LA, Guam, etc.) School Interviews & Site Visits Consult with Advisors

77

School Component: 2005-2006

Moore Middle School

Denver, CO

Roosevelt Middle School

West Orange, NJ

88

The Family Component: 2006-2007

9

Data Collection (2005-2007)School Study

Interviews with key personnel Focus groups with parents,

students, and school personnel A School Walk-Through: included

classroom observations and brief interviews with teachers

“Shadowing” our 11 focus students

“Kids with Cameras” activity: Interview with focus students about what is important to them about the school

Family Study

Information meeting with invitation to participate

Multiple interviews of 11 families

Parent Focus Groups On School On Transition to High School

Survey of stakeholders (parents, students and staff at the schools)

9

1010

What we learned …

Parents can be marginalized for many reasons including…

Race Culture Language Child’s disability Socio-economic level

111111

What we learned…

Proactive Communication

Responsive Listening

Outreach

121212

What we learned…

Negotiation and

Empowerment

Everyone on the

same page

131313

What we learned…

Establishing

Relationships through Continuous Feedback and Learning

IEPProcess

141414

What we learned…

Academic

Supports and Social Connections

Grades

THE BALANCED SCORECARDMODEL

ACADEMICS(Challenge and Support)

SEEK COMMON

GROUNDHONOR

ADVOCACY

EXCEPTIONAL CONNECTIONS

ENSU

RE SA

FETY

AND BEL

ONGING

EMPOW

ER

FAMILIES

PROACTIVE COMMUNICATION

CUSTOMIZE

TRANSITIONS

MAIN

TAIN

HIG

H ACADEM

IC

EXPE

CTATI

ONS

LEADERSHIPVision/ Distributed

Advocacy

RESPE

CT

DIVER

SITY

LISTEN

RESPONSIBLY

ICARE Schools Balanced Scorecard

Family, School and Student

Leadership

Vision All students part of community All staff are responsible for all students Families considered colleagues

Distributed Advocacy

Teachers and guidance will advocate for and enforce accommodations

All children included in ALL events (i.e. class trips) All children considered to have a “Gift” Data used to increase academic rigor AND develop

resources for support

18

Distributed AdvocacyI have to say having probably the biggest advantage for me is having that person to go to. Melissa Hoza was able to get his schedule switched around and I don’t have to be the bad guy. When I meet with the teachers, you know, I’m not having to do it in an adversarial position.

Ms. S

ACADEMICS

Challenging Academics and High Expectations: Bloom’s taxonomy taught to students who were told

to advocate for higher level thinking Project based learning common Culturally relevant materials are used

Supports in Place: Supports foster independence and high level

academic achievement (i.e. grade level books on tape for child with reading difficulties)

Technology used to support learning and accommodate difficulties

20

… he’s got this Ferrari of a brain and yet he’s having to drive in a school zone all the time because it will not allow him to go flat out in most situations. (Mrs. S)

For Zach Computers Tape recorders for agenda book Books on tape so he can “read”

intellectually stimulating literature that he could access otherwise due to his reading level.

Social group and frequent check ins with guidance

Use of the guidance computer to get his work done – open door policy

For Ms. S Communication on a regular basis

with guidance Email teachers Web portal for homework Tape recorded agenda

Exceptional Connections

Principal and other staff are visible at all times and all places

Students are known by name and as individuals Isolated students are identified and supports put in place Social skills are taught and fostered Families’ input is sought and leveraged Families are supported Student interests are sought out and used Engaging activities are required

Creates Climate of Affirmation and Respect

0

20

40

60

80

100

Pe

rce

nta

ge

Very much Somew hat Not reall Not at all Don't know

Opinion

Teachers

Parents

Figure 1 Opinions of How Well Parents Are Respected

AW- That’s my teacher Ms. Gogerty… she’s fun to hang around with, and I don’t know, I just like her a lot…

AM- Wasn’t she the one you were a twin with on twin day?

AW- yeah. I have [a photo] in my locker… we had like ribbons, pink ribbons in our hair and we wore a pink shirt and jeans. … We had jeans and she bought us shirts.

AM- Oh, that’s cool.

AW- I love the shirt.

and that’s Ms. Hoza outside her room…She helps me deal with my anger…. I have her on Thursdays (for group). She’s a social worker here. She’ll ask questions (when kids get angry), like what made them angry.

Mark

Proactive Communication

Families considered colleagues Communication is proactive and ongoing School staff seek out family thoughts and concerns Staff call with “I am concerned” not “problems” Communication occurs immediately when there is an

issue Email used for communication but not problem solving Parents meet with whole team (not individual teachers)

26

Honor Advocacy/Empowerment

Kevin Fox - 7th grade, age 13

Recently moved from another district.

Youngest of 3, parents are separated, lives with mom and siblings.

Likes social studies, math, and science.

His mom is a strong advocate, and has found allies amongst teachers, along the way.

27

Proactive and Authentic Communication

Mr. Hush has been my great savior this year. .. [one day] I’m on the phone with him. He says “Mrs. Fox he doesn’t know he’s student of the month. At the same time he’s walking into my office (to be disciplined)”. So he’s been like the connect [for us]… a black male, example, role model for my son…

Unexpected Consequences The Balanced Approach of Advocacy,

Communication, Connection and Academic Expectations Student body embrace difference and diversity Discipline became a “conversation” Academic scores improved Parents support school initiatives/few or no

complaints to district special education office

Now It’s Your Turn!Discuss with a partner: What are the implications of this

research in your work?What might the benefits to a district be if their

schools are ICARE Schools?What directions might the ICARE team take to

inform policy regarding inclusive schooling? What partnerships and projects would help

promote the development of ICARE Schools?

30

THANK YOU!!

ICARE Tools: http://www.inclusiveschools.org/ Kids with Cameras: Provides guidelines and an activity to

better understand what is important to students and the extent to which students are connected to the school.

Transition Protocol: Provides guidelines and process for a 2 hour meeting with parents to focus on THEIR concerns as their child transitions to high school

Contact us: Anna McTigue amctigue@edc.org Cynthia Mata-Aguilar caguilar@edc.org