This webinar, presented by Kate Augustyn, Debra Jennings, and Kelly Orginski, discusses the importance of family engagement and provides examples of ways to engage families to support students.
These five self-paced modules are designed to introduce and explain Leading by Convening as a strategy for authentically engaging stakeholders. The five modules introduce the concept of Leading by Convening, the modules contain interactive learning activities, scenarios, informal assessments, and provide tips for applying the principles, tools, and strategies of Leading by Convening. The approximate duration of each module range from 30 to 60 minutes, depending on the length of time participants spend on the learning activities in the module . It is recommended that users view the modules sequentially though those with more expertise in Leading by Convening may choose to target areas that meet their needs. In addition, a User Guide is provided to help to assist facilitators in developing learning sessions.
Watch and listen to Daryl Mellard address the question, "What role do parents play in the RTI process, including when do they become involved, are they on the decision making team, and where can they learn more about RTI?"
In this webinar, Dr. Darren Woodruff and Debra Jennings, co-director of the Region 1 Parent Technical Assistance Center in New Jersey, discuss research related to parent involvement in the RTI process. They provide a general overview of research related to family engagement, a construct for developing strategies for intentional family engagement when implementing RTI, and discuss the importance of collaborating with OSEP-funded Parent Centers in addressing family engagement.
Parents and families are critical partners in supporting students with intensive academic and behavioral needs. It is important to recognize that every parent and family member is different, with varying levels of knowledge and comfort with school; they may not consider their involvement in the school in the same way that the school perceives it. As a result, our approach to parent and family engagement should be differentiated. It is important to: share information about the school’s approach to multi-tiered systems of support (MTSS) and data-based individualization (DBI) to ensure that families have an understanding of the process, ask parents and families for information about their child, and invite them to be a part of the process as relevant.
Successfully implementing intensive intervention using the data-based individualization (DBI) process demands multiple components and structures of support, including strong leadership support, examining current capacity and readiness, ongoing professional learning made up of training and coaching, development of efficient and effective procedures and intervention plans, ongoing evaluation and review of implementation to inform continuous improvement, and engagement of parents and families as partners in the work. This section of the website includes tools and resources to support effective implementation of DBI.