2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
6/18/2018 | 12:15 PM - 1:30 PM | High Leverage Practices: Navigating Parent Engagement to Encourage Educational Partnerships | Hobble Creek
High Leverage Practices: Navigating Parent Engagement to Encourage Educational Partnerships
Fam¬ily engagement is shifting from low-priority to an integral part of education reform efforts. We know that gaps in educational opportunity and achievement will narrow when parents and other family members join with their student as active participants in decision-making. The Council for Exceptional Children, identified parent and family involvement as a high-leverage practice in collaboration and assessment in the 2017 text entitled, High Leverage Practices in Special Education. Title I schools are also charged with allocating a portion of their funds in “increasing engagement of economically disadvantaged families” and “supporting programs that reach families at home, in the community, and at school”.
During this training, we will address strategies schools districts and charter schools can use to improve parent and family engagement practices – enabling them to join with their students in educational decision-making. We will take a look at practices already in place and identify strategies participants can take back to their setting to enhance their practices.
- Participants will understand the relationship between the High Leverage Practices, parent (family) engagement, and student academic success.
- Participants will develop strategies for engaging parents in educational decision making by interpreting and communicating student achievement data to parents, families, or other stake holders in a manner that allows them to make informed decisions and create appropriate standard based goals that will support their student’s learning.
- TBA
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Presenters/Authors
Kym McClimans
(), Utah Professional Development Network , kym.mcclimans@usu.edu;
Kym McClimans has been in education for 20 years. Her focus has been on improving the performance of school districts, individual schools, and teachers through rigorous system evaluation and focused change. Her work includes evaluating and strengthening systems in the areas of curriculum, delivery of instruction, data collection, decision-making, behavior management, struggling students, students with disabilities, and strengthening parent/stakeholder involvement. Her work has also includes coaching district directors and coordinators in building a comprehensive system within their district that will increase the level of education students receive and to support teachers in their quest for improvement.
Kym holds a Bachelor's Degree in Elementary Education and a Master's Degree in Administration and Leadership.
ASHA DISCLOSURE:
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Leslie Evans
(), Utah Professional Development Network , leslie.evans@usu.edu;
Leslie Evans began working for the Utah Professional Development Network (UPDN) in August as an instructional coach/implementation specialist. For the past seven years, she has been the Assistant principal, Special Education Director, Assessment Director and Title I Coordinator for a charter school in Salt Lake. She began her career in Special Education as a paraeducator and enjoyed her years serving students with disabilities in middle school classrooms. Her respect for teachers and their daily work has inspired her to be a champion for teachers’ access to quality professional development and support. She holds a Bachelor’s degree in English from Westminster College, an M. Ed. in Special Education with an emphasis in mild/moderate disabilities from the University of Utah, and an ESL endorsement from BYU.
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Sheryl Ellsworth
(), USBE, tbatest;
ASHA DISCLOSURE:
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