Transcript ICARE Schools: - OSEP Project Directors' Conference

ICARE Schools: A Study of
Meaningful Parent Involvement in
the IEP Process
OSEP Project Directors’ Meeting
July 22, 2009
Anna McTigue, EDC
Cynthia Mata Aguilar, EDC
Nancy Brigham, NBA
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The starting point…
EDC Studies
of Inclusive Middle and High Schools
funded by OSEP
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Purpose of the ICARE Study
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To focus on how schools and families who
are typically marginalized engage in
meaningful conversations to support their
children with disabilities.
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To pose the question: How do schools
develop relationships that involve families
of students with disabilities in meaningful
and consequential ways?
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Session Overview
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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
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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
Site Selection (2004-2005):
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Advisory Board
Nomination and application process
Criteria for selection:
Academic excellence
 Culturally & linguistically diverse
 At least 500 students
 Geographically diverse
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Schools = 24 (CA, TX, NJ, MI, LA, Guam, etc.)
School Interviews & Site Visits
Consult with Advisors
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School Component: 2005-2006
Moore Middle School
Denver, CO
Roosevelt Middle
School
West Orange, NJ
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The Family Component: 2006-2007
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Data Collection (2005-2007)
School Study
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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
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Information meeting with
invitation to participate
Multiple interviews of 11
families
Parent Focus Groups
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On School
On Transition to High School
Survey of stakeholders
(parents, students and staff at
the schools)
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What we learned …
Parents can be marginalized for many
reasons including…
 Race
 Culture
 Language
 Child’s disability
 Socio-economic level
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What we learned…
 Proactive
Outreach
Communication
 Responsive
Listening
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What we learned…
Everyone on
the same
page
Negotiation
and
Empowerment
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What we learned…
IEP
Process
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Establishing
Relationships
through
Continuous
Feedback and
Learning
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What we learned…
Grades
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Academic
Supports and
Social
Connections
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THE BALANCED SCORECARD
MODEL
ACADEMICS
(Challenge and Support)
LEADERSHIP
Vision/ Distributed
Advocacy
ICARE Schools
Balanced Scorecard
Family, School and
Student
PROACTIVE
COMMUNICATION
EXCEPTIONAL
CONNECTIONS
Leadership
Vision
 All students part of community
 All staff are responsible for all students
 Families considered colleagues
Distributed Advocacy
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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
Distributed Advocacy
I 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
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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
… 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
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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
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Communication on a regular basis
with guidance
Email teachers
Web portal for homework
Tape recorded agenda
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Exceptional Connections
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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
Figure 1 Opinions of How Well Parents Are Respected
100
80
Percentage
Teachers
Parents
60
40
20
0
Very much
Somew hat
Not reall
Opinion
Not at all
Don't know
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
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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)
Honor Advocacy/Empowerment
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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.
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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…
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Unexpected Consequences
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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?
THANK YOU!!
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ICARE Tools: http://www.inclusiveschools.org/
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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:
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Anna McTigue [email protected]
Cynthia Mata-Aguilar [email protected]
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