Maine Department of Education
Office of Special Services
Resource Kit* for Research-Based Practices and Tools
Targeted IDEA Part B State Performance Plan (SPP) Indicators
SPP Part B Indicator 8: Parent Involvement
This Resource Kit* provides a sample of available resources. There are many more available in the
public domain with new ones generated daily. This Kit, prepared by RMC Research Corporation for
Maine Department of Education, Office of Special Services aligns with Maine’s State Performance Plan
Indicators. The task is supported by the U.S. Department of Education, Office of Special Education
Programs, through a State Personnel Development Grant to Maine Department of Education, Office of
Special Services, under the Individuals with Disabilities Education Act (IDEA) #H323A0600006. The
samples of resources chosen to be included in this document represent the opinions of the authors and
not necessarily the position of Maine Department of Education or the U.S. Department of Education.
Contributors and reviewers included: Beverly Mattson, Kate Gill Kressley, and Alice Apley. Resource
Kits created by Wendy Russell.
SPP Indicator 8 – Parent Involvement RMC Research Corporation for Maine Department of Education
Identified Resources for
SPP Part B Indicator 8: Parent Involvement
Evidence or Research-Based Strategies
IDEA requires that improvement strategies implemented by school administrative units
(SAUs) have a research or evidence base to ensure that programs for children are based on
methods that have been proven effective and are therefore more likely to benefit other
children. States are required to advise local education agencies (LEAs) of available
resources addressing Part B Indicators based on research.
This Resource Kit is developed for Maine local school districts and schools to:
1. Increase the awareness of resource availability on evidence-based practices for
targeted IDEA Part B indicators, and
2. Assist public school districts in accessing and using resources and tools available in
the public domain to improve policies, practices and outcomes for students with
disabilities related to targeted IDEA Part B indicators (20 USC 1232d(b)(3)(B-D).
The resources included are intended to assist with providing a starting point for districts and
IDEA B-8: Percent of parents with a child receiving special education services who report
that schools facilitated parent involvement as a means of improving services and results for
children with disabilities.
Maine: Public Law 105-17 June 4, 1997
(B) to ensure that the rights of children with disabilities and parents of such children are
(3) to ensure that educators and parents have the necessary tools to improve educational
results for children with disabilities.
SPP Indicator 8 – Parent Involvement RMC Research Corporation for Maine Dept. of Education 1
Using the Resource Kit
The User Guide provides a Table of Contents indicating National Centers/Organizations and
annotated Resource Reports, Tools and Presentations relevant to SPP Indicator B8 Parent
The resources and web links referenced were accessed between January and March 2010. As
websites change frequently, the website URL for Centers and the PDF links for documents are
provided to allow you to access the original source.
National Centers /Organizations
A brief description of the Center’s purpose, programming and available resources is provided.
The Web link for accessing the Center is provided. In order to access the link, you must copy
and paste the URL into your web browser.
Resource Documents and Citation
All of the resource documents identified in the Table of Contents are located on this CD for
your convenience. The resource documents are in PDF accessed through Adobe Acrobat
Reader. You must have Adobe Acrobat Reader installed on your computer and the reader can
be downloaded from www.Adobe.com .
In this B8 Resource Kit, resources identified as Tools are either on this CD as PDF documents
or accessed directly via the web. The Table of Contents indicates the source.
All references in this kit are in the public domain. Authorization to reproduce in whole or part is
granted. Although permission to reprint these publications is not necessary, please include the
citation provided for each document.
Table of Contents
The Table of Contents indicates the folder on the CD where the referenced document can be
located along with an indication of the target audience(s).
Following the Table of Contents is an Annotated Bibliography providing a description of the
resource document. The PDF link for the document is provided as the organization may have
additional information or useful references. To access the referenced PDF web site, copy and
paste the URL into your web browser as they are not hot linked.
Steps for Accessing Documents:
1. Scan the Table of Contents to determine which information center or documents might
inform your need or inquiry.
2. Scroll down to page 4 of the Guide and locate the annotation for any identified
3. To access the identified document – click on the document title. The resource ―hot
linked‖ PDF document will appear on your screen.
4. To return to the Table of Contents, close the open document.
SPP Indicator 8 – Parent Involvement RMC Research Corporation for Maine Dept. of Education 2
Table of Contents by Category:
Resource Title District School Community/
Level Level Families
National Centers/Organizations - Websites
Center on School, Family, and Community Partnerships ● ● ●
Council on Exceptional Children ● ● ●
Family Strengthening Policy Center ● ● ●
Harvard Family Research Project ● ● ●
Maine Parent Federation ● ● ●
National Association of School Psychologists ● ● ●
National Center for Family and Community Connections
● ● ●
National Dropout Prevention Center/Network ● ● ●
PACER Center ● ● ●
Southern Maine Parent Awareness ● ● ●
Research Reports on Effective Practices (Resources on CD)
Culturally Responsive Parent Involvement ● ● ●
Emerging Issues in School, Family, and Community
● ● ●
Evaluating Family Involvement Programs ● ● ●
A New Wave of Evidence ● ● ●
Parental Involvement in Education ● ● ●
Parent Involvement in Public Education: A Literature
Preparing for Special Education Mediation and
● ● ●
Parent Involvement in Schooling—According to
School Completion and Student Engagement:
Information for Parents
Seeing is Believing: Promising Practices for How School
● ● ●
Districts Promote Family Engagement
Strengthening Parents’ Ability to Provide Guidance and
● ● ●
Support That Matter Most in High School
Understanding Latino Parental Involvement in Education ● ● ●
Tools – Websites and on CD
Collaborating with Families: Online Interactive Module
● ● ●
(Access via web)
Epstein’s Six Types of Involvement (CD) ● ● ●
How to Develop a Logic Model for Districtwide Family
● ● ●
Engagement Strategies (CD)
Parents as Collaborative Leaders Curriculum (Access via
● ● ●
Parent-Teacher Conference Tip Sheets (CD) ● ●
Toolkit: Title I Parent Involvement (CD) ● ● ●
SPP Indicator 8 – Parent Involvement RMC Research Corporation for Maine Dept. of Education 3
Center on School, Family, and Community Partnerships
The mission of this Center is to conduct and disseminate research, programs, and policy
analyses that produce new and useful knowledge and practices that help parents, educators,
and members of communities work together to improve schools, strengthen families, and
enhance student learning and development.
The Center’s Publications List can be accessed at:
Teachers Involve Parents in Schoolwork
Teachers Involve Parents in Schoolwork (TIPS) is an initiative of the Center. Researchers
and educators designed, implemented, and tested a partnership process called Teachers
Involve Parents in Schoolwork (TIPS) Interactive Homework. With TIPS, any teacher can
regularly keep more families informed and involved in their children's learning and help
more students complete their homework. TIPS features homework assignments that require
students to talk to someone at home about something interesting that they are learning in
class. TIPS helps solve some important problems with homework such as:
Helping all families become involved, not just the few who know how to discuss math,
science, or other subjects.
Making homework a student's responsibility but does not ask parents to "teach"
subjects or skills that they are not prepared to teach.
Asking students to share and enjoy their work, ideas, and progress with their families.
Allowing families to comment and request other information from teachers in a section
for home-to-school communication.
Access TIPS Web page at: http://www.csos.jhu.edu/P2000/tips/index.htm
Council on Exceptional Children: Family Involvement Resource
Having families involved in their children’s education is a positive experience for all. The
parents can reinforce learning and skills taught in the classroom, and parents and teachers can
work together to solve problems that may arise. To help teachers collaborate with the
families of their students, The Council on Exceptional Children (CEC) has created this
resource web site that includes strategies to encourage family involvement as well as policies
Access website at:
SPP Indicator 8 – Parent Involvement RMC Research Corporation for Maine Dept. of Education 4
Family Strengthening Policy Center
The Family Strengthening Policy Center, an initiative of the National Human Services
Assembly with funding from the Annie E. Casey Foundation, serves as a focal point for
research, information dissemination, and advocacy on place-based, practice-driven family
strengthening practices, programs, and policy.
Access website at: http://www.nydic.org/fspc/
The Center has developed a series of policy briefs that highlight emerging, promising, and
proven practices in the field of family strengthening. Developed in close collaboration with
human service practitioners, advocates, community builders and researchers, these briefs are
intended to serve as a tool for advancing the family strengthening approach as a model that
works and produces meaningful results for families and communities.
The policy briefs are available at www.nassembly.org/fspc.
Harvard Family Research Project
The Harvard Family Research Project (HFRP) housed in the Harvard University Graduate
School of Education strives to meet the growing demand for information on effective ways to
support family involvement in children’s learning and development. They promote strategies
that support children’s learning in school, at home, and in the community. Their activities
and resources include:
Synthesize research to provide practitioners with the latest and best information about
Produce engaging, research-based publications that include practical ideas designed
to help audiences with their family involvement work.
Facilitate the exchange of ideas and insights among the members of the Family
Involvement Network of Educators (FINE)—a community of thousands of higher
education faculty, school personnel, researchers, and parents, and community
Disseminate useful, research-based information about family involvement, including
teaching tools, training materials, and research reports, in the FINE newsletters.
Build the family involvement field by testing innovative evaluation methods and
strategies and providing professional development and pre-service training resources,
such as teaching cases and syllabi.
Access website at: http://www.hfrp.org/family-involvement
SPP Indicator 8 – Parent Involvement RMC Research Corporation for Maine Dept. of Education 5
Maine Parent Federation
The Maine Parent Federation (MPF) is Maine’s statewide cross disability parent (of children
with disabilities) run service organization. Services are provided through six regional offices,
a statewide information and referral network, information and training workshops and
various distance learning options. Project partners include key stakeholders within Maine’s
rehabilitation community, education system, disability and family groups and health and
human services providers.
Maine Parent Federation (MPF) serves as the Parent Training and Information Center for
Maine under IDEA. The MPF assists families in identifying appropriate resources to address
their needs. Written material on disabilities, services, parenting, educational issues, and other
topics of importance to families is available. MPF works with families to increase their
involvement and understanding of their child’s education and the opportunities available to
them after high school including college preparation, financial aid, transition planning and
post-school programs and resources. A comprehensive mailbag lending library of books,
videos and DVDs is available statewide to parents and professionals. MPF workshops are
designed with the needs of family members and professionals in mind. Workshop topics are
continually evolving to meet the needs of Maine families and professionals. The Parent
Connection newsletter provides information on disabilities, parenting topics, educational
issues, upcoming workshops and events, parent involvement activities
Access website at: www.mpf.org
National Association of School Psychologists
The National Association of School Psychologists (NASP) is a not-for-profit association
representing more than 25,000 school psychologists from across the United States and
abroad. The mission is to represent and support school psychology with leadership to
enhance the mental health and educational competence of all children. The website supports
that effort and is a resource for school psychologists, parents, educators, and others interested
in helping children and their families. The NASP Resources web site page offers resources
categorized for Students, Families and Educators. The site also provides links to Podcasts,
Blogs, and Book Reviews.
Access website at: http://nasponline.org/
Information for Parents web page offers handouts and other resources on a variety of
topics related to parents and school personnel working together.
Access Parent web page at: http://www.naspcenter.org/parents/parents.html
SPP Indicator 8 – Parent Involvement RMC Research Corporation for Maine Dept. of Education 6
National Center for Family and Community Connections with Schools
The Center, housed at the Southwest Educational Development Laboratory (SEDL), links
people with research-based information and resources that they can use to effectively connect
schools, families, and communities. It emphasizes connections that directly impact student
achievement in reading and mathematics, as well as connections that contribute to the
students' overall success in school and in life. The Center reviewed emerging findings and
research to develop an online database, annual conferences and annual reports to help
advance procedural knowledge and to link research findings to practice.
Access website at: http://www.sedl.org/connections/
The Connection Collection is an annotated bibliography database that links you with
research-based information you can use to connect schools, families, and communities.
Connection Collection web page link:
Research Syntheses include information about the latest research and innovative thinking
about family and community connections with schools.
Research Syntheses web page link: http://www.sedl.org/connections/research-syntheses.html
Briefs web page link: http://www.sedl.org/connections/research-briefs.html
National Dropout Prevention Center/Network
The mission of the National Dropout Prevention Center/Network (NDPC/N) is to increase
high school graduation rates through research and evidenced-based solutions. The site has a
variety or resources, including a database of model dropout prevention programs taking place
across the country, newsletters, research reports, practitioner guides, and online media.
Access website at: http://www.dropoutprevention.org/
The Center maintains a Resources for Parents web page that provides links to newsletters,
Conference Materials and Presentations, Practice Guides, Research Synthesis and resource
Parent Resources web page: http://www.ndpc-sd.org/resources/for_parents.php
SPP Indicator 8 – Parent Involvement RMC Research Corporation for Maine Dept. of Education 7
Southern Maine Parent Awareness
The organization helps families expand opportunities and enhance the quality of life of their
children and young adults with disabilities. They enhance parents’ understanding of special
education and their child’s needs through referrals to community resources; telephone and e-
mail consultation; and workshops.
They have produced a 5-part guide, that while it does not address every possible
circumstance, regulation, or policy concerning early intervention and special education in
Maine, it does provide an in-depth overview of the law, especially the rights and
responsibilities as a parent. The Guide was researched, written, and reviewed by people who
know the Maine special education system best: parents, educators, special education
advocates, lawyers, and officers of the Maine Department of Education. Guide topics
#1: Building Partnerships and Getting Organized
#2: The Early Years: Birth to 5
#3: The School Years: 5 to 20
#4: Getting Older: Moving On
#5 Dispute Resolution: When Things Aren’t Going Well
Access the Guide at: http://www.somepa.org/services.htm
The mission of PACER Center (Parent Advocacy Coalition for Educational Rights) is to
expand opportunities and enhance the quality of life of children and young adults with
disabilities and their families, based on the concept of parents helping parents.
Access Pacer general information web site at: http://www.pacer.org/about/index.asp
The Programs and Resource site provides access to publications, web sites, archived
webinars, and newsletters. Also under this link is a section of translated handouts focusing on
issues facing families from diverse backgrounds. PACER offers bilingual workshops,
individual assistance and translated publications (in Spanish, Hmoob/Hmong, and
Access the Programs and Resources web page at: http://www.pacer.org/pandr/
SPP Indicator 8 – Parent Involvement RMC Research Corporation for Maine Dept. of Education 8
Research Reports on Effective Practices
Culturally Responsive Parent Involvement: Concrete Understandings and Basic
School norms and structures have historically been, and continue to be, most responsive to
parents who are middle-class, able-bodied, U.S.- born, and standard-English-speaking
individuals. There is an urgent need for schools to include more diverse populations as the
nation’s demographics continue to change. This booklet explores culturally biased beliefs
many educators frequently have toward their students and their students’ families. It also
explores a variety of ways educators and parents can work together to benefit students.
King, S.H. and Goodwin, A. L. (2002). Culturally Responsive Parental Involvement:
Concrete Understandings and Basic Strategies. Washington, D.C.: American Association of
Colleges for Teacher Education.
Download from: http://www.pacer.org/mpc/pdf/CulturallyResponsivePI.pdf
Emerging Issues in School, Family, and Community Connections
This report identifies key issues that must be addressed to assist schools, families, and
communities in working together to nurture high standards and academic success for all
students. Existing research has shown that family and community connections with schools
can make a significant contribution to improving schools and student success; however, not
enough is known about these connections to fully inform practice.
After reviewing and examining a body of literature that included more than
160 publications, four key issues emerged:
1. Clarifying the concept of family and community connections with schools;
2. Measuring the outcomes of family and community connections with schools;
3. Advancing the research base for family and community connections with schools; and
4. Addressing critical areas for research in family and community connections with schools.
Jordan, Catherine, Orozco, Evangelina, and Averett, Amy. (2002). Emerging Issues in
School, Family, and Community Connections. Austin, TX: National Center for Family &
Community Connections with Schools, Southwest Educational Development Laboratory.
Download from: http://www.sedl.org/connections/resources/emergingissues.pdf
SPP Indicator 8 – Parent Involvement RMC Research Corporation for Maine Dept. of Education 9
Evaluating Family Involvement Programs
This issue of the Evaluation Exchange brings together the current knowledge base of
programs in family support and family involvement, providing a continuous perspective on
family processes with regard to children’s learning and development. Articles address the
challenges of evaluating family programs, such as the need for conceptual clarity,
methodological rigor, accountability, and contextual responsiveness. Rounding out the issue
are examples of ongoing evaluations of parent leadership and organization to ensure that
schools serve all children at high standards.
Authors. (Winter 2004/2005). The Evaluation Exchange, V.X, No. 4.
A New Wave of Evidence: The Impact of School, Family, and Community Connections
on Student Achievement
The purpose of this publication is to examine an identified characteristic of high-performing
schools: parent and community involvement and its role in impacting student achievement.
The first section sums up the findings briefly and provides some definitions. Following that,
the studies are divided into three categories:
• Impact of Parent and Community Involvement on Student Achievement;
• Effective Strategies to Connect Schools, Families, and Community; and
• Parent and Community Organizing Efforts to Improve Schools.
The next section lists a series of recommendations designed to help people put these
findings into use in a practical way, followed by the conclusion.
Publications Database: For Emerging Issues, SEDL staff reviewed a broad body of
literature on the process and impact of school, family, and community connections. This
body of reviewed literature reviewed is captured in full in an online, searchable annotated
bibliography database, TheConnection Collection: School-Family-Community Publications
Database (2002) available at www.sedl.org/connections/resources
Henderson, Anne T. and Mapp, Karen L. (2002). A New Wave of Evidence: The Impact of
School, Family, and Community Connections on Student Achievement. Austin, TX: National
Center for Family & Community Connections with Schools, Southwest Educational
Download from: http://www.sedl.org/connections/resources/evidence.pdf
SPP Indicator 8 – Parent Involvement RMC Research Corporation for Maine Dept. of Education 10
Parental Involvement in Education
This paper, Policy Brief No. 3 is one of a series of periodic briefs produced by the Family
Strengthening Policy Center. The brief describes a new way of thinking about families
raising children in low income communities and, how this new way of thinking can and
should influence policy. The premise of family strengthening, in this context, is that children
do well when cared for by supportive families. This and other briefs in the series describe
ways in which enhancing connections within families and between families and the
institutions that affect them result in better outcomes for children and their families.
Author, (October 2004). Parental Involvement in Education. Washington, D.C.: Family
Strengthening Policy Center, National Human Services Assembly, Policy Brief No. 3.
Download from: http://www.aecf.org/upload/publicationfiles/ec3655k737.pdf
Parent Involvement in Public Education: A Literature Review
The involvement of parents and other caregivers in schools is increasingly viewed as not only
a complement to the work of educators, but a as critical and essential support for the
academic, psychological, and emotional development of youth. This literature review
summarizes research on the current issues in parent involvement highlighting the common
factors that influence involvement and key strategies that have been found effective in
involving parents. Although there has been an onslaught of federal mandates for schools and
districts to establish programs that increase parental involvement, translating parent
involvement policies into effective practice is a formidable challenge for many schools and
districts. A variety of factors - ranging from logistics to the hospitability of schools - can
influence parents' level of involvement in their children's education. Research also points to
the important role that districts can play in supporting schools as they become more parent
friendly places. External intermediary organizations can assist by building parents' skills in
order to be effective advocates in their children's education.
Mitchell, C. A. (2008, May). Parent Involvement in Public Education: A Literature Review.
Philadelphia, PA: Research for Action.
SPP Indicator 8 – Parent Involvement RMC Research Corporation for Maine Dept. of Education 11
Parent Involvement in Schooling—According to Whose Values?
This paper describes a longitudinal collaborative action research project, conducted by seven
elementary school teachers working with immigrant Latino students and families. The
teachers learned about a framework for understanding culture, as well as how to conduct
ethnographic inquiry, in order to learn about the particular families they serve. The changes
in the teachers’ understanding of culture influenced their thinking, their professional practice,
their relationships with parents, and—consequently—parents’ involvement in schooling. The
article describes the three phases of the project and the ten ensuing changes that occurred in
how teachers related to parents and families. Even though the focus of this article is working
with Latino students and families, the strategies can be applicable to other ―cultures‖
including Native American communities.
Trumbull, Elise, Rothstein-Fisch, Carrie, and Hernandez, Elvia. (Fall/Winter 2003). Parent
Involvement in Schooling—According to Whose Values? School Community Journal,
Vol 13, No 2.
Download from: http://www.adi.org/journal/fw03/Trumbull,%20et%20al.pdf
Preparing for Special Education Mediation and Resolution Sessions:
A Guide for Families and Advocates
The Guide, produced by the Advocacy Institute and the Children’s Law Clinic at Duke Law
School, provides families and advocates with information that will equip them to make the
most of the new and expanded dispute resolution options offered by the Individuals with
Disabilities Education Act (IDEA). This guide provides a comprehensive article on preparing
for special education mediation and resolution sessions, including tips for both families and
advocates. A flowchart of mediation and resolution session supports the understanding of
how these two processes work and intersect. For additional insight, it provides both an
interview with a seasoned special education mediator and a summary of a study that sought
to identify the factors that contribute to parent-school conflict. Finally, it offers
communication tips for building strong partnerships and additional resources for locating
Wettach, Jane R. (November 2009). Preparing for Special Education Mediation and
Resolution Sessions: A Guide for Families and Advocates. Washington: D.C.: The Advocacy
Institute and Durham, NC: The Children’s Law Clinic, Duke University School of Law.
SPP Indicator 8 – Parent Involvement RMC Research Corporation for Maine Dept. of Education 12
School Completion and Student Engagement: Information and Strategies for Parents
Parents are on the front line in establishing a child’s attitudes about school and achievement
in school. The more families support their child’s learning and educational progress, the
more the child tends to continue schooling. Family support and involvement may include
providing study aids, setting high educational expectations, and regular parental
monitoring and participation. Parents influence their child’s commitment to school by
providing both academic and motivational support for learning.
Anderson, Amy R., Christenson, Sandra L., & Lehr, Camilla A.(2004). School Completion
and Student Engagement: Information and Strategies for Parents. Bethesda, MD: National
Association of School Psychologists.
Seeing is Believing: Promising Practices for How School Districts Promote Family
Harvard Family Research Project (HFRP) and the National Parent-Teacher Association
(PTA) co-wrote this policy brief that examines the role of school districts in promoting
family engagement. The brief spotlights how six school districts across the country have used
innovative strategies to create and sustain family engagement ―systems at work.‖ The
findings point to three core components of these successful systems: creating district-wide
strategies, building school capacity, and reaching out to and engaging families.
Drawing from districts’ diverse approaches, the brief highlights promising practices to ensure
quality, oversight, and impact from their family engagement efforts. It further proposes a set
of recommendations for how federal, state, and local policies can promote district-level
family engagement efforts that support student learning.
Westmoreland, Helen, Rosenberg, Heidi M., Lopez, M. Elena, & Weiss, Heather. (July
2009). Seeing is Believing: Promising Practices for How School Districts Promote Family
Engagement. Cambridge, MA: Harvard Family Research Project.
Download from: http://www.hfrp.org/publications-resources/browse-our-publications/seeing-
SPP Indicator 8 – Parent Involvement RMC Research Corporation for Maine Dept. of Education 13
Strengthening Parents’ Ability to Provide the Guidance and Support That Matter Most
in High School
This Education Commission of the States (ECS) Policy Brief reviews: (1) research on the
types of parental involvement that positively impacts high school students; (2) state and local
policies and practices that reflect and reinforce a commitment to parental involvement; and
(3) the parental involvement component of No Child Left Behind Act.
Taylor, Tim and Dounay, Jennifer. (August 2008). Strengthening Parents’Ability to Provide
the Guidance and Support That Matter Most in High School. Denver, CO: Education
Commission of the States.
Download from: http://www.ecs.org/clearinghouse/78/48/7848.pdf
Understanding Latino Parental Involvement in Education
Despite national interest in parental involvement, little research has been conducted on what
constitutes parental involvement in the middle and high school years. Moreover, stakeholders
hold diverse definitions of parental involvement, and little attention is paid to how Latino
parents, specifically, define parental involvement. This growing national interest in parental
involvement and the lack of research on Latino perceptions on the issue motivated the Tomás
Rivera Policy Institute (TRPI) to examine what constitutes parental involvement for schools,
Latino students, and Latino parents.
The findings of this study indicated that divergent definitions and perceptions of parental
involvement in education exist among the different stakeholders. Moreover, the findings
revealed that schools lack clear organizational goals and objectives on how best to involve
parents in the schools. These insights can inform discussions about how schools can best
acknowledge, encourage, and increase parental involvement in schools. School
administrators, school board members, corporate school partners, policymakers, outreach
programs, parent leaders, and teachers will discover the findings of the study useful as they
seek to increase parental involvement in schools.
Zarate, Maria Estala. (September 2007). Understanding Latino Parental Involvement in
Education. Irvine, CA: University of Southern California, The Tomás Rivera Policy Institute.
Download from: http://www.trpi.org/PDFs/TW%20REPORT.pdf
SPP Indicator 8 – Parent Involvement RMC Research Corporation for Maine Dept. of Education 14
Collaborating With Families: IRIS Center and the PACER Center
Online interactive module to help educators think about and improve family involvement,
particularly involvement among families of children with disabilities. The interactive module
provides participants with a scenario, information, and a self-evaluation tool. It also includes
commentary from parents and an expert in the field of family involvement.
Access via the web at: http://iris.peabody.vanderbilt.edu/fam/chalcycle.htm
Epstein’s Six Types of Involvement
Joyce Epstein’s framework of six types of involvement helps educators develop more
comprehensive programs of school-family-community partnerships. The types include:
4. Learning at home
5. Decision making
6. Collaborating with community
Each type of involvement includes many different practices of partnership. Each type has
particular challenges that must be met in order to involve all families, and each type requires
redefinitions of some basic principles of involvement. Finally, each type leads to different
results for students, families, and teachers.
Although all schools may use the framework of six types of involvement as a guide, each
school must choose practices that will help achieve important goals and meet the needs of its
students and families.
Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simon, B.S. (1997). School,
Family, and Community Partnerships: Your Handbook for Action. Thousand Oaks, CA:
National Network of Partnership Schools located in the Center for Social Organization of
Schools at Johns Hopkins University, Baltimore, MD
Resource web site: http://www.csos.jhu.edu/p2000/sixtypes.htm
How to Develop a Logic Model for Districtwide Family Engagement Strategies
How to Develop a Logic Model for Districtwide Family Engagement Strategies is a step-by-
step guide to help you understand and develop a logic model for districtwide family
engagement efforts. It is designed to accompany Seeing is Believing: Promising Practices for
How School Districts Promote Family Engagement, a policy brief created by Harvard Family
Research Project and the National PTA.
SPP Indicator 8 – Parent Involvement RMC Research Corporation for Maine Dept. of Education 15
This tool clarifies the steps between family engagement efforts and better learning outcomes
for children and youth. In addition, you can refer to a sample logic model based on promising
practices highlighted in Seeing is Believing, as well as lessons learned from research and
evaluation studies that shape the outcomes of family engagement.
Westmoreland, Helen, Lopez, M. Elena, and Rosenberg, Heidi. (November 2009). How to
Develop a Logic Model for Districtwide Family Engagement Strategies. Cambridge, MA:
Harvard Family Research Project.
Download from: http://www.hfrp.org/publications-resources/browse-our-publications/how-
Parents as Collaborative Leaders Curriculum
A new leadership training curriculum helps empower parents of children with disabilities to
advocate for change in their communities. This resource, with a focus on parent training, is
also informative for district and school staff who want to learn and practice strategies for
engaging parents in their school.
The Parents as Collaborative Leaders curriculum, a project of the University of Vermont and
PACER, is available as 10 PowerPoint modules that covers topics such as: 1) Defining
Parent Leadership, 2) Critical Elements of Collaboration, 3) Stages of Group Development
(English and Spanish), 4) Tips for Leading Effective Meetings (English and Spanish), 5)
Listening and Asking Clarifying Questions (English and Spanish), and 6) Solving Problems
Access via the web at : http://www.uvm.edu/~pcl/modules.php
Parent-Teacher Conference Tip Sheets
Parent–teacher conferences are an important component of ongoing home–school
communication and family involvement in children's education. These three tip sheets—for
principals, teachers, and parents—can help ensure that conferences achieve their maximum
potential. Designed to be used as a set, the tip sheets combine consistent information with
targeted suggestions, so that parents and educators enter conferences with shared
expectations and increased ability to work together to improve children's educational
Author. (June 2009). Parent-Teacher Conference Tip Sheets. Cambridge, MA: Harvard
Family Research Project.
Download from: http://www.hfrp.org/publications-resources/browse-our-publications/parent-
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Toolkit: Title I Parental Involvement
This toolkit is designed to provide information to those who are implementing Title I, Part A
parental involvement provisions. By using these tools, schools, districts and parent
organizations can increase parental involvement and provide opportunities for parents to
engage in and support their children’s academic achievement. The toolkit includes
information on the following topics: Policy, Planning and Building Capacity;
Communication, Notification, Reporting, and Information Sharing; Parent Rights and
Options; and Meaningful Involvement and Decision Making; and Fund Allocation.
Ferguson, C. (2009). A Toolkit for Title I Parent Involvement. Austin, TX: Southern
Educational Development Laboratory.
Download from: http://www.sedl.org/connections/toolkit/toolkit-titleI-parent-inv.pdf
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