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					       Focused Monitoring
                          and

        Parent Involvement
                 Systems Change

                                Larry Fuller for NCSEAM
                                   Parents Reaching Out
                                    Associate Director
                                                                10/15/2004
                                                 NCSEAM                                     NCSEAM




                    Dare
                       to
                                                                “Never, never think
                                                                 outside the Box !”


                                DREAM
                 The future belongs to those who believe
                    in the beauty of their DREAMS
10/15/2004                                                      10/15/2004

                                                    Roosevelt
                                             EleanorNCSEAM                                  NCSEAM




             We must move from a                                 Alienation chips away at the
             Culture of Compliance,                              spirit until he or she is not
       To a Culture of Results!                                         meant to belong


               From Exclusion to
                   Inclusion!


                                                                10/15/2004
                                                 NCSEAM                                     NCSEAM




                                                                                                     1
         PRO Involvement:                                Monitoring Teams Building
       A New Mexico Example                                       Capacity
               High Expectations (At the table)
               Stakeholder group member                     Role Modeling
               Help identify perspective and                Trust
               culturally diverse parent team               Integrity
               members                                      Accountability
               Member of FM Training team                   Improved Student
               (Team building)                              Outcomes
               Recruit team leaders and peers
10/15/2004                                             10/15/2004
                                             NCSEAM                                                   NCSEAM




              Monitoring Teams?                                 Family Team Members
                                                                    Qualifications
             Team Leaders                             No! POPS syndrome
                                                      I often use staff
             Peers                                     – Builds staff capacity to understand and partner
             Parents                                  Important to use others besides staff
                                                       – We must use a wide variety of families it can be
                                                           consuming without a large pool of family team
                                                           members.
                                                       – Having others be a part is valuable and builds the
                                                           capacity of teams regarding working with families.
                Hard Work                             In the beginning we held workshops to teach
                                                      facilitation skills and review the entire process
10/15/2004                                            Now team members teach each other
                                                        10/15/2004
                                             NCSEAM                                                   NCSEAM




                  Separate                                             ROLES AND
              Meetings/Trainings                                    RESPONSIBILITIES
     During Team Trainings
                                                       TEAM LEADER
     Separate Training Day
              Role Playing                                 Coordinates with PED and
              Sharing Strategies                           district to plan visit
     The Future holds                                      Coordinates team activities
       – Team Building with Team Leaders                   on-
                                                           on-site
         during summer retreat
              Debriefing                                   Summarizes team findings
              Role Playing                                 and drafts report for PED
              Sharing Strategies
10/15/2004    Team Building (Team Leaders)             10/15/2004
                                             NCSEAM                                                   NCSEAM




                                                                                                                2
                 ROLES AND                                        ROLES AND
              RESPONSIBILITIES                                 RESPONSIBILITIES
PEER MEMBERS                                     PARENT MEMBER(S)
     Follow direction of team leader                 Full Team Member
     Conduct interviews, classroom                   Follow direction of team leader
     observations, and file reviews                  Interview Local IDEA Panel
     Document activities                             Members
     Summarize information                           Document activities
     Share findings at team meetings                 Summarize information
                                                     Share findings at team meetings
 10/15/2004                                       10/15/2004
                                        NCSEAM                                    NCSEAM




          Parent Responsibilities
                                                                Family Meetings
                  Cont…
 Parent Members                                        How Long?
   Facilitate Parent Meeting                           Introductions
   Conduct Interviews
                                                       Flip Charts
   Observations
                                                       Note Keeper
   File Reviews
   Parent Stipends                                     Story Vs. Focus Area
                                                       Request for contact
          We know more than we know.
 10/15/2004                                       10/15/2004
                                        NCSEAM                                    NCSEAM




               Phone Interviews
                                                      Disen a t en
                                                        sen
                                                      Di ch nm t
                                                   h     n f ch nm t
                                                 int e La do En a t en
          Story Vs. Focus
               Area
            (Protocols)
              Leading questions


               Other Team
                Members                           10/15/2004
                                       NCSEAM                                     NCSEAM




                                                                                           3
                                                                                      3 Year Regular Classroom Variable Trend Chart

     LRE in New Mexico a Trend                                                        in Districts Selected for Focused Monitoring During
                                                                                      2001-
                                                                                      2001-02
                                                                                               Setting 1         Setting 2     Setting 3        Other
90                          Percent of students
80                                                                 2001-02 Cohort 1       25.1%                  44.3%                29.0%         1.5%




                                                                                                                             Dec
                                                                                                    Inc
70                            with disabilities




                                                                                                                                 r
                                                                                                        r




                                                                                                                               e as
                                                                                                      ea s
60                           80% or more with




                                                                                                                                   e 10
                                                                                                          e 23
                                                                   2002-03 Cohort 1          40.8%                   37.0%                  20.8%   1.4%
50




                                                                                                                                       .3
                                                                                                            .1
40                             typical peers
                                                                                                                                                    1.5%
30                                                                 2003-04 Cohort 1            48.2%                     31.6%              18.7%
20
10                                                               STATEWIDE 2003-
                                                                                             41.9%                  31.1%              24.9%        2.2%
                                                                       04
 0
     2000- 2001- 2002- 2003- 2004- 2005- 2006- 2007-         Source: ADS 2001-02, 02-03 and 03-04, DEC 1 K-12 count, comparing students in regular classroom
                                                             settings to the total student with disabilities population. Setting 1 means the student received special
         01       02   03   04      05   06   07    08       education outside of the regular classroom less than 21% of the day. Setting 2 means the student received
                                                             special education services outside of the regular classroom at least 21% of the day but no more than 60% of
     10/15/2004                                              the day. Setting 3 means the student received special education services outside of the regular classroom
                                                                           10/15/2004
                                 State              NCSEAM   more than 60% of the day. Cohort 1 – districts selected for monitoring in 2001-02                   NCSEAM




                                                                                                         Cont…
                                                                                       Improvement Plans Cont…
                  Improvement Plans
                                                                              State provides guidance on
                                                                              what needs to be included in
                                                                              the plan
              Develop a plan
                                                                               – Activity or action by whom
              Research Based                                                     and when
              Strategies                                                       – Why this activity will effect
                                                                                 change
              State Approved
                                                                               – What is the deliverable or
              Dedicate Dollars                                                   result of the activity
                    follow-
              State follow-up                                                            follow-
                                                                               – What follow-up or monitoring
                                                                                 will district provide to ensure
                                                                                 effectiveness
                                                                         10/15/2004
                                                   NCSEAM                                                                                                   NCSEAM




     Follow-Up by State                                                  What does the future hold?

          PED Consultant coordinates with district                               The State IDEA Advisory Panel has
          until an approved Improvement plan is                                   recommended that the PED adopt
          developed                                                              Parent Involvement as a Focus area!
                           follows-
          PED Consultant follows-up with district
          activities on a scheduled basis to                             Develop a data point for measurement of
          ensure the plan is being implemented                                      Parent Involvement.
          PED Consultant conducts evidence of
          change review to determine if district                                                           Counted!”
                                                                                         “What Counts Gets Counted!”
          has met the required evidence of                                                                                              December 2003
          change
     10/15/2004                                                          10/15/2004
                                                    NCSEAM                                                                                                  NCSEAM




                                                                                                                                                                           4
                                                            What Does It Take?
                July 2004
                                               Commitment to High Quality Family
         Focused Monitoring Retreat
                                                  Involvement in the process!
     Vision
     Teambuilding                                 DREAM / Vision
     Co-Presenting                                Public Education Department is
     Co-
                                                  COMMITTED
     Triangulation of Protocols                   Family members must be
     Problem Solving                              COMMITTED
     True Partnership                             PRO is COMMITTED

                                                   Having too much to do is a subtle
10/15/2004
               TRUST                  NCSEAM         way of getting nothing done.
                                               10/15/2004
                                                                                         NCSEAM




                 Results

     As a result of Focused Monitoring         Including Parents Meaningfully
     in the special education arena              in the Focused Monitoring
     showing improved data. The Public
     Education Department has started
                                                                   Trust,
                                                    Process brings Trust,
     the process to apply FM to our            Accountability and Integrity to
     entire education system.                             our work!

                   49
10/15/2004
                                      NCSEAM                                           NCSEAM




              Never Doubt
                                                                          “I don’t know
 “Never doubt that a small                                                    where
    group of thoughtful,
   committed citizens can                                                   I’m going,
change the world, indeed it is                                                  but
                         has”
the only thing that ever has”                                               I’m on my
                            Margaret Mead                                      Way!
10/15/2004                                     10/15/2004
                                      NCSEAM                                             NCSEAM




                                                                                                  5
                   “Let Your
                     Dreams
                      Take
                     Flight”
     Follow your dreams for as you dream so
     shall you become.         James Allen
10/15/2004
                                              NCSEAM




                                                       6

				
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