Worksheet for Family Involvement Practices June 2003 Paula D. Kohler, Ph.D.
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TAXONOMY FOR TRANSITION PROGRAMMING Worksheet for Family Involvement Practices June 2003 Developed by Paula D. Kohler, Ph.D. Department of Educational Studies Western Michigan University 3506 Sangren Hall Kalamazoo, MI 49008 616.387.5955 paula.kohler@wmich.edu WORKSHEET FOR FAMILY INVOLVEMENT PRACTICES Team Name: ___________________________________________ Primary Contact: ________________________________________ Position: _______________________________________________ Organization: ____________________________________________ Address: ________________________________________________ _______________________________________________________ Phone: _____________________ Fax: _______________________ E mail: _________________________________________________ Team Member: _________________________________________ Position: _______________________________________________ Organization: ____________________________________________ Address: ________________________________________________ _______________________________________________________ Phone: _____________________ Fax: _______________________ E mail: _________________________________________________ Team Member: _________________________________________ Position: _______________________________________________ Organization: ____________________________________________ Address: ________________________________________________ _______________________________________________________ Phone: _____________________ Fax: _______________________ E mail: _________________________________________________ TEAM INFORMATION Team Member: _________________________________________ Position: _______________________________________________ Organization: ____________________________________________ Address: ________________________________________________ _______________________________________________________ Phone: _____________________ Fax: _______________________ E mail: _________________________________________________ Team Member: _________________________________________ Position: _______________________________________________ Organization: ____________________________________________ Address: ________________________________________________ _______________________________________________________ _______________________________________________________ Phone: _____________________ Fax: _______________________ E mail: _________________________________________________ Team Member: _________________________________________ Organization: ____________________________________________ Address: ________________________________________________ _______________________________________________________ Phone: _____________________ Fax: _______________________ E mail: _________________________________________________ To include all members, use back of page if necessary Worksheet for Family Involvement Practices 2 TAXONOMY FOR TRANSITION PROGRAMMING WORKSHEET FOR FAMILY INVOLVEMENT PRACTICES Worksheet Overview ................................................................................................................................................................................................... 4 Family Involvement Practices in the Taxonomy for Transition Programming ............................................................................................................ 5 Part 1 – Family Involvement Practices Implementation Assessment ................................................................................................................ 6 Part 2 – Family Involvement Practices Needs Assessment ................................................................................................................................. 9 Part 3 – Planning Family Involvement Practices ................................................................................................................................................ 12 Checklist for Identifying and Evaluating Program Goals, Activities, Outputs, and Outcomes ................................................................... 20 Worksheet for Family Involvement Practices 3 WORKSHEET OVERVIEW This worksheet focuses specifically on the Family Involvement Practices within the Taxonomy for Transition Programming, such as empowering families to be active participants, facilitating family involvement in a variety of roles, and providing transition-related information and training. We suggest you use a team approach to reflect on the extent to which and how you currently implement these practices, determine strengths and needs, and develop specific goals to address your needs. This worksheet is designed to help guide you through this process. Use Part 1—Family Involvement Practices Implementation Assessment, to reflect on the degree to which you are implementing the specific practices. To assist with this reflection, we provide a set of questions and indicators that focus on each practice area. These questions are designed to help you go beyond simple “yes” or “no” answers as you rate your implementation levels and identify the evidence that supports the selected rating level. In Part 2— Family Involvement Practices Needs Assessment, use your findings from Part 1 to identify your strengths and specific needs. Subsequently, prioritize your needs and use Part 3—Planning Family Involvement Practices to develop plans that address them. Remember that the purpose of these efforts is to improve student outcomes. Thus, one’s efforts must begin and end with the knowledge of what students are achieving after leaving high school. The questions included herein focus primarily on educational processes and services, designed to provide students with the skills they need to live and work independently. Specific reflective questions focused on students’ post-school outcomes are listed below. They should guide your reflection and provide the basis for all your educational and transition programs and services. Reflective Questions Regarding short-term outcomes, do your students have the skills they need to be successful Academic skills? Independent living skills? Occupational skills? Work behaviors? Self-determination skills? Regarding long-term outcomes, are your students Employed? Living independently? Participating in their communities? Do your students have the educational and community supports and services they need to be successful? Worksheet for Family Involvement Practices 4 TAXONOMY FOR TRANSITION PROGRAMMING STUDENT-FOCUSED PLANNING STUDENT DEVELOPMENT INTERAGENCY COLLABORATION PROGRAM STRUCTURE FAMILY INVOLVEMENT Family Involvement Participation in program policy development Participation in service delivery Involvement in student assessment Participation in evaluation of student’s program Parents/families exercise decision making Parent/family attendance at IEP meeting Parents/family members as trainers Parents/family members as mentors Parents/family role in natural support network Worksheet for Family Involvement Practices Family Empowerment Pre-IEP planning activities for parents/families Parents/families presented with choices Transition information provided to parents/families prior to student’s age 14 Structured method to identify family needs Parent/family support network Child care for transition-related planning meetings (e.g., IEP, ITP) Respite care Information to parents/families provided in their ordinary language Family Training Training about promoting selfdetermination Training about advocacy Training about natural supports Training focused on their own empowerment Training on transition-related planning process (e.g., IEP, ITP) Training about agencies and services Training on legal issues 5 PART 1: FAMILY INVOLVEMENT PRACTICES IMPLEMENTATION ASSESSMENT Use the following Implementation Level Rating Scale to determine the appropriate implementation level for each practice area. Also describe evidence that illustrates the practice is being implemented at the level indicated. Use the reflective questions and suggested indicators to help clarify and expand the reflective process. The reflective questions are designed to help you go beyond simple “yes” and “no” responses and substantively reflect on the degree of implementation in each practice area. The questions and indicators also help provide examples of evidence you might examine to determine the implementation level. An example is provided. Implementation Level Rating Scale DK 1 2 3 4 - I don’t know the status of development or implementation in this area No activities have been developed or implemented in this area Activities are in development, but have not yet been implemented Activities are in development and have been partially implemented Activities are fully implemented Example: Taxonomy Practices FAMILY INVOLVEMENT PRACTICES 1. Families are involved in IEP decisionmaking; transition program planning, implementation, and evaluation; professional development for educators and service providers; and various aspects of their child’s education. Part 1: Family Involvement Practices Implementation Assessment Circle Current Implementation Level Evidence of Implementation IMPLEMENTATION EVIDENCE OF IMPLEMENTATION DK 1 2 3 4 95% of grades 9-12 parents attended their child’s IEP meeting 60% of grades 9-12 parents participated in a specific program activity: Parent trainer as partner in 100% of professional dev. workshops for teachers PAC implemented transition needs assessment used for program improvement 100 % of parents invited to provide career info to class; 60% attended 50% parents or family member provided assessment information Parent satisfaction survey in development 6 FAMILY INVOLVEMENT PRACTICES IMPLEMENTATION 1. Families are involved in IEP decisionmaking; transition program planning, implementation, and evaluation; professional development for educators and service providers; and various aspects of their child’s education. DK 1 2 3 4 EVIDENCE OF IMPLEMENTATION Reflective Questions Regarding transition program development, to what extent and how are parents and/or families of all students included in Providing professional development activities? Program planning? Program implementation? Program evaluation? What strategies are used to recruit and/or involve family members in transition program activities? How satisfied are parents and family members with their involvement program activities? In what roles do family members participate in providing transition-related education and services for their children? How do parents and families perceive the effectiveness of transition-focused education and services for their children? Suggested Indicators # and % of parents who attend their child’s IEP meeting # and % of parents who participate in specific program activities # and % of parents who participate in some aspect of their child’s education (e.g., provide assessment information) Parent satisfaction with Specific aspects of transition program activities Transition education and services their individual children receive Part 1: Family Involvement Practices Implementation Assessment 7 FAMILY INVOLVEMENT PRACTICES IMPLEMENTATION 2. Parent and family involvement and empowerment are promoted and supported through: Specific strategies used to identify family needs. Pre-IEP planning activities. Communication in their native language. Presentation and explanation of options and choices. Support in decision-making. Linkage with other families. Provision of transition services infor. DK 1 2 3 4 EVIDENCE OF IMPLEMENTATION Reflective Questions How are family needs identified? How is information regarding IEP and other school meetings communicated to families? How are family decisions supported? How and when is transition services information provided? Are parents aware of services available for their children? Suggested Indicators # and % of parent IEP notices that include: purpose of meeting is transition, student is invited, agency is invited # and % of parents who attend their child’s IEP meeting # and % of parents who identify post-school visions for their children Parent knowledge of transition services and potential providers # of positive contacts with parents; ratio of positive to negative # and % of family needs identified, addressed, and met # and % of families who have (a) school and (b) agency contact information Part 1: Family Involvement Practices Implementation Assessment 8 FAMILY INVOLVEMENT PRACTICES 3. Training opportunities and resources are provided that address: Student self-determination. Student and parent advocacy. Natural supports. Parents’ empowerment. Transition-related planning process. Agencies and services. Legal rights and issues. IMPLEMENTATION EVIDENCE OF IMPLEMENTATION DK 1 2 3 4 Reflective Questions To what extent are training opportunities provided for parents and family members? How effective are these activities in increasing parents’ knowledge and skills? Do parents understand their legal rights? Do these activities positively impact the extent to which parents and/or family members are involved in transition-related education and service delivery? Suggested Indicators # and % of parents who attend their child’s IEP meeting # and types of training activities provided # and % of parents who attend training activities Parent satisfaction with training activities Parent knowledge of Transition planning procedures Transition-related services and providers Legal rights Family resources # and % of parents who participate in some aspect of their child’s education (e.g., provide assessment information) Part 1: Family Involvement Practices Implementation Assessment 9 PART 2: FAMILY INVOLVEMENT PRACTICES NEEDS ASSESSMENT Instructions Use the responses on your Family Involvement Practices Implementation Assessment to identify the current strengths of your transition-focused education and services for all youths. Then, use this information as a baseline to identify specific education or service needs. Subsequently, use highlighters to color-code your identified needs with respect to their immediacy, or the order in which they might be addressed: (a) pink - immediate, (b) yellow - intermediate, and (c) blue - long-term. FAMILY INVOLVEMENT PRACTICES CURRENT STRENGTHS NEEDS 1. Families are involved in IEP decisionmaking; transition program planning, implementation, and evaluation; professional development for educators and service providers; and various aspects of their child’s education. Part 2: Family Involvement Practices Needs Assessment 10 2. Parent and family involvement and empowerment are promoted and supported through: Specific strategies used to identify family needs. Pre-IEP planning activities. Communication in their native language. Presentation and explanation of options and choices. Support in decision-making. Linkage with other families. Provision of transition services infor. Part 2: Family Involvement Practices Needs Assessment 11 3. Training opportunities and resources are provided that address: Self-determination. Student and parent advocacy. Natural supports. Parents’ empowerment. Transition-related planning process. Agencies and services. Legal rights and issues. Part 2: Family Involvement Practices Needs Assessment 12 PART 3: PLANNING FAMILY INVOLVEMENT PRACTICES Instructions The purpose of this section is to help you make plans for the coming year. Use the responses from your Part 1—Family Involvement Practices Implementation Assessment and Part 2—Family Involvement Practices Needs Assessment to identify specific goals that address your identified needs. Then identify specific goal-related activities, the person(s) responsible for the activity, and the timeframe for implementation. As you are planning, also identify (a) the outputs or products to be produced, (b) your anticipated or expected outcomes, (c) indicators that will determine whether the outcomes were achieved, and (d) data sources by which evidence will be collected. As a resource, use the checklist on pages ?? to help you clarify your goals, activities, outputs, and anticipated outcomes. Example FAMILY INVOLVEMENT PRACTICES 1. Families are involved in IEP decision-making; transition program planning, implementation, and evaluation; professional development for educators and service providers; and various aspects of their child’s education. GOAL: Increase student and family participation in and satisfaction with transition services planning SPECIFIC GOAL-RELATED ACTIVITIES Revise parent notice regarding IEP meetings Revise IEP meeting scheduling procedures Develop and implement parent/family questionnaire OUTPUTS/PRODUCTS Revised IEP notice Revised scheduling procedures Questionnaire Part 3: Planning Family Involvement Practices PERSON RESPONSIBLE TIMEFRAME Scott (with Trans. Services Committee) Scott with PAC Complete by Dec. 31 Scott (with Trans. Services Committee) Develop by Oct. 1 Field test and revise by Dec. 20 Send out and analyze results by March 1 EXPECTED OUTCOMES POTENTIAL INDICATORS Increased student attendance Increased parent attendance Parent satisfaction (e.g., with goals, services, IEP) # students attending # parents attending Parent satisfaction (e.g., with goals, services, IEP) Complete by Feb. 1 DATA SOURCES IEP attendance records Questionnaire results 13 FAMILY INVOLVEMENT PRACTICES 1. Families are involved in IEP decision-making; transition program planning, implementation, and evaluation; professional development for educators and service providers; and various aspects of their child’s education. GOAL: SPECIFIC GOAL-RELATED ACTIVITIES OUTPUTS/PRODUCTS Part 3: Planning Family Involvement Practices EXPECTED OUTCOMES PERSON RESPONSIBLE TIMEFRAME POTENTIAL INDICATORS DATA SOURCES 14 FAMILY INVOLVEMENT PRACTICES 2. Parent and family involvement and empowerment are promoted and supported through: Specific strategies used to identify family needs. Pre-IEP planning activities. Communication in their native language. Presentation and explanation of options and choices. Support in decision-making. Linkage with other families. Provision of transition services information GOAL: SPECIFIC GOAL-RELATED ACTIVITIES OUTPUTS/PRODUCTS Part 3: Planning Family Involvement Practices EXPECTED OUTCOMES PERSON RESPONSIBLE TIMEFRAME POTENTIAL INDICATORS DATA SOURCES 15 FAMILY INVOLVEMENT PRACTICES 3. Training opportunities and resources are provided that address: Specific strategies used to identify family needs. Student and parent advocacy. Natural supports. Parents’ empowerment. Transition-related planning process. Agencies and services. Legal rights and issues. GOAL: SPECIFIC GOAL-RELATED ACTIVITIES OUTPUTS/PRODUCTS Part 3: Planning Family Involvement Practices EXPECTED OUTCOMES PERSON RESPONSIBLE TIMEFRAME POTENTIAL INDICATORS DATA SOURCES 16 FAMILY INVOLVEMENT PRACTICES FOCUS: GOAL: SPECIFIC GOAL-RELATED ACTIVITIES OUTPUTS/PRODUCTS Part 3: Planning Family Involvement Practices EXPECTED OUTCOMES PERSON RESPONSIBLE TIMEFRAME POTENTIAL INDICATORS DATA SOURCES 17 FAMILY INVOLVEMENT PRACTICES FOCUS: GOAL: SPECIFIC GOAL-RELATED ACTIVITIES OUTPUTS/PRODUCTS Part 3: Planning Family Involvement Practices EXPECTED OUTCOMES PERSON RESPONSIBLE TIMEFRAME POTENTIAL INDICATORS DATA SOURCES 18 FAMILY INVOLVEMENT PRACTICES FOCUS: GOAL: SPECIFIC GOAL-RELATED ACTIVITIES OUTPUTS/PRODUCTS Part 3: Planning Family Involvement Practices EXPECTED OUTCOMES PERSON RESPONSIBLE TIMEFRAME POTENTIAL INDICATORS DATA SOURCES 19 Checklist for Identifying and Evaluating Program Goals, Activities, Outputs, and Outcomes FOCUS AREA CONSIDERATIONS AND CRITERIA Goals Be specific. Identify what you are trying to accomplish. Think in terms of outcomes rather than process or products. Is the goal achievable within the specified timeframe? Is the goal measurable? Is the goal within the scope of your control? Is the goal action-oriented? Is the goal realistic? Activities Is the activity action-oriented? Will the activity move you toward your goal? Is the activity theoretically-based? Is the activity do-able with available resources? Outputs Think in terms of “product” – something that will be produced? Is the “product” producible with the available resources? Will the outputs move you toward your goal? Expected Outcomes Think in terms of impact—what do you expect to happen as a result of your activities and outputs? Is the expected outcome an important aspect of your goal(s)? Is the expected outcome specific? Is the expected outcome meaningful? Is the expected outcome measurable? Outcome Indicators Are specific indicators needed or required by specific audiences (e.g., Feds, state, etc.?) What information do you need to answer the important evaluation question(s)? Is the indicator specific? Is the indicator measurable? Is the indicator meaningful? Is the indicator short or long-term (need both)? Is the indicator possible with available resources? Outcome Data Collection Are information sources identified? Available from existing sources? New sources must be developed? What methods will you use to collect information? Can sampling methods be used? Must information be collected about all students? Who will collect the information? Do arrangements need to be made for data collection? Do data collection instruments need to be developed? Part 3: Planning Family Involvement Practices 20
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