7. WORKING TOGETHER FAMILY AND COMMUNITY INVOLVEMENT IN THE SCHOOL

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1 Working Together Family and Community Involvement in the School 7. WORKING TOGETHER FAMILY AND COMMUNITY INVOLVEMENT IN THE SCHOOL This section will demonstrate the importance and value of active parenting and community involvement describe a variety of methods to involve and communicate with parents develop a climate for parental involvement outline a parent s role in the IEP process discuss how schools and communities can work effectively together identify the need to work effectively with intersectoral partners and community organizations Everyone has a role to play in raising and educating a child. As illustrated in the diagram below, children are influenced by their family, the classroom, the school, and the community. Community School Classroom Family Individual It takes to a whole raise village a child. 7.1

2 Towards Inclusion: Tapping Hidden Strengths Families of children who are alcohol-affected face unique and daily challenges. These families should be reassured that they are not alone in their struggle. The school can assist in this regard by ensuring that parents are aware of community and school supports such as information on school/divisional services available to the family information regarding family support groups (e.g., the Fetal Alcohol Family Association of Manitoba) contact names for services in the community (e.g., respite services) assistance in completing referrals for additional services This section will focus on ways that parents, the school, and the community can work collaboratively and supportively in the best interests of all children. Parental Partnerships Parents and educators need to be aware of the benefits of school-parent partnerships.* Research has shown that students are more successful in school (higher test scores, higher grades, better attendance, more positive attitudes and behaviour, higher graduation rates) when their parents are actively involved. Parents become more supportive of schools when they have first-hand knowledge of what the school is trying to do, and view the school as a partner sharing the responsibility of their children s learning. The levels and types of parental involvement increase when parents and the school work together. Parents and schools benefit from two-way information sharing and collaborative problem solving. Parents feel more comfortable in meeting with school personnel when they have been actively involved in school activities and events. Schools gain the parents expertise and experience. Home-school partnerships help all youngsters succeed in school and in life. When the school and parents deliver a common message about the value of attending school, and staying in school and working hard, students are more likely to listen. * Based on the work of Dr. Joyce Epstein, Director of the Centre on Families, Communities, Schools and Children s Learning, Johns Hopkins University, Baltimore, Maryland. 7.2

3 Working Together Family and Community Involvement in the School Parents and the school need to develop a working relationship that is based on mutual respect. Respect takes time to develop and it can only happen with a sustained effort at building trust and acceptance. Schools develop respect from the parent community when they provide meaningful opportunities for the involvement of the parents and community in the school involve the parents and community in developing a vision, mission statement, and plans for the school ensure that meetings with parents occur in a respectful, collaborative manner encourage parental involvement in school activities and events train staff members to work effectively with parents ensure that parents and students are involved in the development of Individual Education Plans develop relationships with parents based on trust and integrity Once the underlying principles for parental involvement have been established and parents feel welcomed and respected in the school, the school can develop specific interventions for parents with children who are alcohol-affected. A variety of ways to assist these parents are listed here. Parent Information Evenings For additional information on working effectively with parents and the community, please see the following documents: Towards Inclusion: From Challenges to Possibilities: Planning for Behaviour (Manitoba Education, Training and Youth, 2001) Parents and Schools: Partners in Education (Manitoba Education and Training, 1995) School, Family and Community Partnerships: Your Handbook for Action (Epstein, J.L., et al., 1997) In addition to the parenting programs that are available in the local school or community (e.g., Developing Capable People), schools can offer parent information evenings on a variety of topics, perhaps jointly with several local agencies. The suggestions listed below comprise a sample of the types of workshops/parent information evenings that could be useful for families with children who are alcohol-affected: stress management/self-care sleep disorders conflict resolution assertiveness training accessing respite services forming parent support/advocacy groups 7.3

4 Towards Inclusion: Tapping Hidden Strengths Supporting the family is supporting the child. sensory integration transition planning behavioural issues for parents children who are alcohol-affected parent-school partnerships effective parenting The staff of the local school or the divisional/district student services administrator can assist parents in locating appropriate speakers for parent information evenings. Supporting Birth Families, Foster Parents, and Adoptive Families The parents of children who are alcohol-affected may need assistance in raising their child. If the school is to assist parents, they must first establish trusting relationships. As schools work to establish these relationships they should keep in mind that parents of children who are alcohol-affected may experience denial, guilt, anger, grief, and the feeling of loss (the grief cycle). It will take time and information to work through these stages. A trained counsellor or clinician can assist parents with this. experience the stigma of having given birth to a child who is alcohol-affected. This stigma may result in the parents being isolated in the community because of their history of alcohol abuse or because of their child s behaviour. Efforts need to be made to find connections for the parents. Community workers or child welfare staff may need to become involved. find it difficult to engage with the school due to their own personal experience and history with schools. Initial contact with these parents may need to occur at a neutral site removed from the school. The Information on the grief cycle was first published in 1969 by Dr. Elisabeth Kuebler-Ross, in the book On Death and Dying. Her work on the stages of grief (denial, anger, bargaining, depression, and acceptance) is referred to in most books published today on grief and dying. For additional information on parenting children affected by Fetal Alcohol Syndrome, please see Parenting Children Affected by Fetal Alcohol Syndrome: A Guide for Daily Living, 2nd ed. (Graefe, Sara, ed., 1998). school may encourage these parents to bring a friend or advocate to school activities or meetings. find it difficult to accept the impact of the disabling condition on their future hopes and dreams for their child. Talking with other parents who have experienced the same difficulties can be helpful. 7.4

5 Working Together Family and Community Involvement in the School experience the fears of how the school system will manage their child. The school staff should welcome the parents and explain the services and supports that are available to the child. A staff member should take the time to explain how a parent will be involved if an Individual Education Plan needs to be developed. Whether the child resides with a birth, adoptive, or foster family, supports are needed to help the family cope with their child. When educators are developing a relationship with a family, it is important they are aware of the fears and issues that families are experiencing. Strategies for Engaging Parents On occasion, schools may encounter parents who will not cooperate or come into the school to meet with staff. When faced with this type of situation, schools should continue to pursue ways of involving the parents. Schools might consider the following suggestions: Proceed with the programming for the child without the parent s involvement. Continue to invite parents to come to the school. Document the attempts made to contact the parent. Try to find a key contact outside the school who is willing to work with the staff to involve the parents (e.g., a neighbour, relative, co-worker). Offer to meet the parents at a site outside of the school (e.g., a restaurant). Do not personalize a parent s negative response and become defensive. The parents are likely tired and frustrated. Utilize other school division personnel to contact the parents (e.g., an attendance officer, community liaison worker). Involve external agencies who may be active with the parents already (e.g., a local friendship centre, health agency, Child and Family Services). Work with a parent advocate. As a last resort, it may be necessary to involve a family services agency. It may not happen overnight, but the key message is to keep trying to involve the parent with the school. Sometimes, despite their best efforts, people are unable to successfully meet the outcomes established in the child s Individual Education Plan. Areas requiring support sometimes fall outside of the school s responsibility; therefore, it is essential that a 24-hour plan be established to maximize the opportunities for success. Even with the good intentions of all parties, the child, family, agency, or school may be unable to meet all of the expectations. The staff, parent, or community agency may wish to give up or start blaming, but this is the time that coming together as a team is most important. Successes may not be seen until years later. The impact of caring individuals in the life of any child cannot be overstated. 7.5

6 Towards Inclusion: Tapping Hidden Strengths Close Up Ensuring Parental Support (Key Steps) 1. Build a relationship with the parent 2. Help the parent build relationships with other professionals 3. Maintain the relationship throughout the year (listening and understanding) 4. Assist in maintaining relationships and keeping connections when situations change A Closer Look at Involving Parents This Close Up examines the steps taken by school staff to engage the mother of Robert in collaboration with the school. Kindergarten In Kindergarten, the behaviour of Robert quickly came to the attention of the teacher and school. It was noted that he had very poor impulse control that resulted in his involvement in numerous fights. Students did not like to play with Robert as they were never sure how he would react. The Kindergarten teacher made a referral to the in-school team that involved the resource teacher and clinical services. When a social worker became involved, the mother admitted to drinking during her pregnancy and the first steps towards a diagnosis for Robert were underway. The mother was aware that Robert seemed to lack the ability to stop and think before he acted. This was causing her difficulties at home, and she was afraid he would hurt himself. However, his mom was upset at the school because she felt that Robert was always being singled out for causing the fights and did not believe he was always to blame. The school team developed an IEP and Robert was put in a social skills group run by the school counsellor and school social worker. The team developed a behaviour intervention plan that included suggested interventions for recess, other unstructured times (transitions), and a home-school communication book. By May of his Kindergarten year, Robert s problems with peers had not improved. He was moved into a Grade 1/Grade 2 split classroom for half days to see if a new peer group would be more accepting of him. The school psychologist assessed Robert s needs by administering a behavioural checklist. A referral was made to the Regional Health Authority for mental health services. Grade 1 During Grade 1, a psychological assessment was completed and Robert was found to be in the average ability range. This led to the development of a new behaviour plan, which included positive reinforcers, continuation of the home/school communication book, and a plan for entry and exit of the classroom. Robert received some paraprofessional time to assist with his behavioural and academic needs. Robert s academic difficulties were dealt with through pre-teaching, opportunities for movement during learning, and frequent reassurance and feedback. Robert s pediatrician made a formal diagnosis of Fetal Alcohol Syndrome based on Robert s physical characteristics and 7.6 (continued)

7 Working Together Family and Community Involvement in the School behavioural traits, combined with his mother s prenatal history. Ongoing collection of data indicated that Robert s difficulties occurred most frequently during the last hour of the day. The team implemented two approaches to this problem: a) provide physical activities for Robert at the end of the day, and b) on occasion, arrange for an early dismissal for Robert. These approaches were outlined in Robert s plan. Robert s behaviour continued to be a major concern to the school and his classmates. His mother received some additional support and advocacy support from the local friendship centre. Grade 2 During the summer months, Robert s mother had a difficult time. Through the advice of a pediatrician, Robert began taking medication for his impulsiveness and it had an immediate, positive effect on his behaviour. Once he was back in school, it was noted that he spent increased time on task and was better able to control his impulses. Robert received intensive reading support through a specialized reading program. Although he still became frustrated easily, the support he was receiving seemed to be increasing his ability to problem-solve difficult situations. Grade 3 Robert s successes at home and school continued. His mother, however, began to distance herself from the school she only wanted to work with Robert s pediatrician. No clinical interventions were received in Grade 3. Grade 4 At the beginning of the next school year, Robert s mother met with the school principal and a positive relationship with the school seemed to be developing. Robert s school year began like Grade 3 had ended very positively. The teacher started phoning Robert s mother with sunshine calls (phone calls with positive messages). Robert was starting to be well-liked by his peers and by the staff. At times, his mother still experienced frustrations with the school and voiced her opinion that the school was not doing enough for her son. The school at times also became frustrated with her, as they felt they were doing all they could to meet his needs. Upcoming challenges Although Robert has been progressing well, he is about to enter adolescence. The school wants to be proactive and work with Robert and his mother to prevent future problems. The following (continued) 7.7

8 Towards Inclusion: Tapping Hidden Strengths questions have been generated to help with planning in the year ahead. How can Robert s mother be involved next year? What are the key risk factors for Robert in the year ahead? How can the school encourage Robert s mother to work collaboratively with the school? What activities can Robert be involved in to keep him actively involved? How would you answer these questions? Parents and Individual Education Planning Many students who are alcoholaffected have Individual Education Source: Individual Plans. It is very important that the Education Planning: A parents and the student be involved in Handbook for Developing and Implementing the individual planning process IEPS, Early to Senior Years whenever possible. First, the school (Manitoba Education and should ensure that parents understand Training, 1998). what an IEP meeting is about and how they can prepare for it. The following suggestions should be given to parents prior to the meeting. Individual Education Planning: A Handbook for Developing and Implementing IEPs Individual Education Planning: A Handbook for Developing and Implementing IEPs 4.6 Parents and IEP Planning Individual education planning is the process by which families, teachers, and other support personnel work together to meet the needs of students who need adjustments or supports to achieve their full potential. Parents are valuable members of this process. As a parent, you provide a unique understanding of your child s past experience and his or her goals, interests, and responses. The work you can do with your child at home is often important in meeting the goals set through the IEP process. You can take part in IEP planning by having regular contact with the school taking an active role in the decisions made for your child asking to be put in touch with other parents involved in IEP planning asking about the services and resources available Before going to the IEP meeting, you may want to ask for a copy of the agenda from the classroom teacher ask how your child may be a part of the IEP process write down the thoughts and questions you want to talk about in the meeting think about your goals and hopes for your child think about the concerns you want addressed At the IEP meetings, feel free to make it clear how long you can stay for the meeting provide information about your child and how he or she learns and behaves outside school ask questions if anything is unclear ask how you can help work on some of the goals at home After meetings, you can help by keeping in touch with the teacher and/or case manager working on the goals of the IEP at home telling the teacher of any change in the home that may affect his or her ability to work at school

9 Working Together Family and Community Involvement in the School Families, schools, and community organizations all contribute to student achievement; the best results come when all three work together. Once the initial IEP meeting has occurred, formal team meetings to review and update the IEP usually occur two to three times per year. Therefore, it is important that the school case manager maintain contact with the parents between meetings. It may be possible to develop a home-school communication book that will keep both the school and the home informed as to developments and progress. There may be parents who will be reluctant to come to school to discuss the IEP. Staff members should consider meeting in other locations that are comfortable for parents. Intersectoral Committees Children who are alcohol-affected require the support of the community. Communities often form committees composed of representatives of the major organizations, government departments, and agencies operating in a local area. These committee(s) provide an opportunity for networking with the staff representing the various agencies or departments serve as a clearing house to share information and announcements provide a forum to discuss programming and service needs for the local area develop local projects or initiatives serving youth serve as a decision-making committee for accessing community services provide a mechanism for the discussion of individual cases advocate for additional services based on the needs established through data collection in the local community An important feature of the intersectoral committee is the willingness of members to work together. Collaborative efforts take time and commitment to develop successfully. Activities include prevention and public education initiatives informal sharing among agencies identifying gaps/overlaps in service communication with external agencies facilitating the development of parent support groups creating professional development opportunities sharing resources with members and other service providers 7.9

10 Towards Inclusion: Tapping Hidden Strengths For additional information on school-community partnerships, see Working With Communities, Saskatchewan Human Services, c/o Saskatchewan Education, 7th floor, 2220 College Ave. Regina, Saskatchewan, S4P 3V7. Strong Schools, Strong Families: Building Community Partnerships for Learning (Ballen, Jennifer, and Oliver Moles, September 1994). Together We Can website: < strong/index.html>, (Office of Educational Research and Improvement, U.S. Department of Education, Washington, 1993). Better education is everybody s business. -The Partnership for Family Involvement in Education This section has focused on ways that schools can work collaboratively with parents and the community. By developing and supporting families and community organizations, the school gains valuable support to deal with students who are alcohol-affected. It is important that schools develop these supports by making the families and community groups feel welcomed and appreciated. 7.10

11 Section 7 Support Materials Individual Education Planning for Students with Special Needs Intersectoral Partnerships

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13 Working Together Family and Community Involvement in the School Individual Education Planning for Students with Special Needs* Student Name Parent s Name To develop the best possible program, we need your assistance and knowledge of your child. Below are some questions for you to think about in preparation for the IEP meeting. You may wish to write down your thoughts for future reference by the IEP Team. What do you feel are the strengths of your child? What do you feel are your child s weaknesses (i.e., areas that may be frustrating or that you feel your child has a particular need to improve in)? How do you think your child learns best? (What kind of situation makes learning easiest?) Please describe educational skills that your child practises at home regularly (e.g., reading, making crafts, using the computer). Does your child have any behaviours that are of concern to you or other family members? If so, please describe the behaviour(s). What are your child s favourite activities? What are your child s special talents or hobbies? Does your child have any particular fears? If so, please describe. How does your child usually react when upset and how do you deal with the behaviour? Do you have any particular concerns about your child s school program this year? If so, please describe. What are your main hopes for your child this year? Is there other information that could help us gain a better understanding of your child? Are there any concerns that you would like to discuss at the next IEP meeting? Thank you for contributing valuable parental insights. Sincerely (IEP Team Coordinator) * From < Reproduced in accordance with the Pan Canadian Schools/CANCOPY Copyright Licence Agreement ( ). 7.13

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15 Working Together Family and Community Involvement in the School Intersectoral Partnerships Swan River FAS/FAE Committee The Swan River FAS/FAE Committee is made up of representatives from several agencies and groups involved in education, health, justice, employment, and family services. The committee is a member of the Swan River Interagency Committee. The goals of the committee are to provide prevention and awareness workshops in the Parklands region provide resources and supports to families, individuals, and groups working with FAS/E individuals communicate with community agencies and groups provide education to community groups, schools, and agencies Norway House FAS Roundtable Committee In February 1997, the community of Norway House formed a committee to address issues related to Fetal Alcohol Syndrome. The committee was formed by individuals who represented all of the social service, education, health, law enforcement, and child protection agencies in Norway House. The key goals of the committee were to ensure that everyone would know about the dangers of consuming alcohol during pregnancy, and everyone would work together to prevent alcohol-related birth problems. The committee established four sub-committees. Each sub-committee is responsible for one of the following tasks: 1. writing a prevention curriculum for Grades developing an early intervention program 3. addressing the concerns raised by high-risk mothers 4. developing an FAS/FAE public awareness program Brandon Interagency FAS/FAE Committee The Brandon Interagency FAS/FAE committee is composed of the agencies, programs, departments, and groups that provide services to individuals affected by FAS/FAE. Approximately 20 groups are represented on the committee. They share the common goal of encouraging and supporting activities in the Westman community which will decrease the incidence of FAS/FAE and result in more effective interventions. Activities include promoting prevention and public education initiatives informally sharing among agencies identifying gaps/overlaps in service communicating with the Regional Health Authority facilitating development of parent support groups creating professional development opportunities sharing resources with members and other service providers 7.15

16 Towards Inclusion: Tapping Hidden Strengths Fetal Alcohol Support Team (FAST) Burntwood Region, Thompson, Manitoba FAST is a group of professionals, individuals, agencies, and community members who are committed to addressing the needs of individuals who were exposed to alcohol in utero, and their caregivers. The goals for the program are to support children, individuals, families, and communities who are affected by Fetal Alcohol Syndrome provide education regarding Fetal Alcohol Syndrome and secondary disabilities related to the use of alcohol and drugs during pregnancy provide diagnostic services and a comprehensive plan for the child and family in their home community, in a sensitive manner that is at an appropriate time for the child and family develop and coordinate resources within the region develop a model for linking other professionals involved in Fetal Alcohol Syndrome with rural communities for diagnosis, multidisciplinary planning, skill transfer, and the sharing of information A core team of professionals is responsible for diagnosis, case management, support, program development, training, education, and community liaison. Other agencies and individuals are involved on a case-specific basis. 7.16

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