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This issue paper is designed to help families, advocates and policymakers ensure that "medically necessary" standards in public-sector contracts for managed mental health care protect children's rights, particularly the rights of children who have serious emotional disturbance. Fundamental principles for developing sound contracts for public mental health services for children are provided and include: (1) families should be treated as partners in treatment planning; (2) even where the mental health system has been privatized, the ultimate responsibility for its operation should lie with the public agency; (3) family members and child advocates must have a voice in how the system is designed and run; (4) the managed care plan must address fragmentation in services for children with serious emotional disturbance; and (5) preserving families must be a central goal of child mental health services. Problems with the current definition of "medically necessary" in managed care and in Medicaid law are explained, and court decisions are discussed. A different approach to defining medically necessary services is proposed that addresses the goals of services, purposes of services, standards of service delivery, arbitrary limits, process to determine when services are medically necessary, and links to an appeal system. (Contains 36 references.) (CR)

The National Household Education Survey (NHES) is a data collection system of the National Center for Education Statistics that concentrates on aspects of education that can best be addressed through contacts with households rather than institutions. The NHES is a telephone survey of the noninstitutionalized civilian population of the United States that has been conducted in 1991, 1993, 1995, and 1996. In the 1996 NHES (NHES:96), the primary topics addressed were parent and family involvement in education and civic involvement. This working paper presents information on the survey design, data collection, interview timing, and data editing for the NHES:96. The section on "Design Overview" describes the four interviews that evaluated the three substantive topics of the NHES:96, household members' use of public library services, parent and family involvement in education, and civic involvement. "Sample Design" describes the sample design, the way sample sizes were determined, the random digit dialing method, and sampling of households and within households. "Data Collection" describes supervisor and interviewer training, data collection procedures, special data collection activities, and data quality. The data editing process that ensures the completeness and quality of the data is described in the last section. Six appendixes present materials used for the interviews, edit specifications, and a database design diagram. (Contains 18 tables and 7 references.) (SLD)

The "Guidelines for Effective Practice" series was begun in 1991 to meet the need for better definition and articulation of what constitutes best practice in family support programs. This guide, the first issue of the series, focuses on the importance and necessity of linkages between family support and early childhood programs. Chapter 1 presents a brief review of family support principles and examines the continuum of early childhood program types, with examples from Head Start and public school preschool programs, and from the private marketplace of child care centers and family child care homes. Each type is presented in terms of its mission, organization, funding, and fit with the principles of family support. Chapter 2 examines research on early childhood programs' efforts to serve and involve parents, including demonstrations that combine direct services for parents and children, such as the early intervention programs of the 1970s and more contemporary two-generation programs. Chapter 3 considers what is required to create early childhood programs that truly support both parents and children either by offering an array of services to adults and children, or by serving children in ways that are culturally responsive and family-friendly. Contains 79 references. (AP)

Recognizing that a child's family is his or her first and most important teacher, this technical assistance paper stresses the importance of preschool teachers involving the family in the development of the child. It examines the fundamental principles that guide the creation of a partnership with parents and some of the objectives of building the family-school partnership. Four steps are identified that help in implementing an effective plan for involving families: (1) determining resources within and outside the school for implementing a Family Involvement Program; (2) getting to know the families; (3) devising a plan of action based on available resources and knowledge of the families; and (4) designing a calendar and formalizing plans. Strategies that can be used to build relationships with families are discussed, such as parent conferences, home visits, bulletin boards, notes, newsletters and handbooks. Mention is made of special considerations for families with special needs children. A sample parent conference sheet and newsletter as well as guidelines for parent conferences are included. Contains eight additional resources and seven references. (BAC)

This guide aims to support state education agencies and early education partners develop coherent, research-based policy by guiding thinking, discussion, data collection, and gap analyses of current practices and policies that can lead to more intentional decision making relative to young Dual Language Learners (DLL) and English Learners (EL). This guide prioritizes 6 of 13 big ideas presented in the National Academies of Sciences, Engineering, and Medicine (NASEM) report, "Promoting the Educational Success of Children and Youth Learning English: Promising Futures," which provides focused, actionable steps that State Education Agencies (SEAs) can take. The State of Preschool 2017 special report on state policies for young DLLs from the National Institute for Early Education Research (NIEER) found that of nine policy requirements for effectively serving preschool DLLs, 26 state-funded programs out of a total of 60 lack any policy to support the DLLs enrolled in their programs. Also, this guide prioritizes the significance of data collection at the state level, as several recent research reports note the extent to which this data on the implementation of policy specific to this population is missing. For example, The State of Preschool 2017 reports that of 60 state-funded preschool programs in the U.S., only 26 are able to report the home language of children being served in their programs. The lack of information about home language is just one example of missing data; these data gaps among state-funded preschool programs are perilous as they create missed opportunities to provide access and quality to DLLs in significant ways. While the NIEER state preschool yearbook reports only state policy, there may be local policies or practices that do help inform opportunities for DLLs and create coherence across districts and grades. Increased awareness among SEAs of these policies and practices from PreK to grade 3 programs could facilitate development of relevant statewide policy. Indeed, this can only be done through systematic data collection and communications between and among SEAs and LEAs. [For the NASEM report "Promoting the Educational Success of Children and Youth Learning English: Promising Futures. Consensus Study Report," see ED582056.]

The Center on School Turnaround (CST) has identified four levers, or domains, for dramatic change to rapidly improve schools: (1) turnaround leadership; (2) talent development; (3) instructional transformation; and (4) culture shift (CST, 2017). These levers are highly integrated -- the only way for each to succeed is to ensure that all four are enacted and aligned. Yet each requires an understanding of the unique knowledge, skills, and tools required for its enactment. This paper focuses on Domain 4, culture shift -- what it means, why it is essential for rapid improvement in a school, and -- critically -- how to move a school from a negative culture to a positive one that fosters student learning and success. A school's culture is a powerful force that will work for or against improvement efforts. A school with persistent and chronic low achievement has, almost by definition, spiraled into a negative culture that contributes to and is worsened by its failures. Rapid improvement, then, requires culture shift, an enterprise that requires changes in mindsets, norms, and attitudes and is as difficult and uncertain as it is essential. In this paper, the authors address the nature of that challenge. They define what they mean by school culture and differentiate between the school's culture and the variety of cultural influences students and teachers bring with them to the school. Throughout, the authors emphasize that the unrelenting focus of a successful school's culture is student instruction and learning. They address why, in particular, that means ensuring that everyday school and classroom practices substantively respond to, rather than ignore or simplistically acknowledge, students' home and family cultures. Finally, the authors offer steps schools can take to prepare for culture shift and a tool that can help launch and guide the change process.

This paper addresses transition for deaf and hard of hearing youth as a longitudinal and developmental progression of experiences that lead to economic self-sufficiency; self-determination in personal, educational, vocational, social, and leisure pursuits; and participation in community life. The paper proposes 18 premises that describe how parents, schools, and other stakeholders can work together with students to foster an effective transition process. It is organized around four areas salient to the transition process for these students. First, educational issues include coordinated development of identified competencies and foundation skills. Seven premises address educational issues. Second, two premises focus on family issues and stress family involvement and qualitative assessment of student interests and abilities. Third, rehabilitation issues are addressed in three premises that consider the role of adult service programs, a clear vision of post-school success, and clarification of roles and policies among special education and adult service agencies. Finally, environmental issues are addressed in six premises concerned with use of legislative provisions, school-to-work initiatives, expanded membership in the student's the individualized program team, multicultural sensitivity, outreach, and using peers as positive role models and mentors. (Contains approximately 70 references.) (DB)

"What do all youth need to make a successful transition to adulthood?" This is the central question that the Guideposts for Success is designed to answer. Two characteristics set the Guideposts for Success apart from other frameworks and resources pertaining to youth transition. First, it recognizes that youth in the transition-to-adulthood age group (defined as ages 12 to 25) benefit from many of the same opportunities, services, and supports, regardless of their disability status and other individual differences. Second, it explicitly identifies additional opportunities, services, and supports that may be required or beneficial for youth who have disabilities. In this way, the Guideposts for Success serves as a guiding resource for ensuring that all youth, including those with disabilities, have full access to high quality services in integrated settings to gain education, employment, and independent living. Since its original publication in 2005, the Guideposts for Success has become nationally recognized as a valuable research-based framework to inform policies and practices designed to prepare and support youth in transition to adulthood. [This publication was written in collaboration with Taryn Williams. It was written using key findings from "Guideposts for Success 2.0. Research Base Paper" (ED598426).]

This paper on students who learn differently, primarily students with specific learning disabilities or attention deficit/hyperactivity disorder (ADD/HD), examines the topic in the context of American families living abroad based on a review of the literature and a survey of member clubs of the Federation of American Women's Clubs Overseas. Background information covers topics such as the nature of ADD/HD, symptoms of special learning problems, factors that might complicate recognition, why students learn differently, consequences of ignoring the fact that students learn differently, and student evaluation. Special considerations for internationally mobile families are organized into suggestions for before and after the move and anytime. Schooling suggestions cover international schools, host country or national schools, choosing a school, techniques for teachers, the computer as a teaching aid, continuing education for teachers, and tips for college-bound students. The paper also provides an extensive bibliography and list of resource materials including books, computer programs, tapes, Web sites, and useful addresses. Also included are eight attachments such as the survey questionnaire, a list of famous people with attention deficit disorders and learning disabilities, a brochure of advice for parents, organizational materials, and a report detailing the findings of a follow-up survey. (Contains approximately 50 references.) (DB)

Project TIE (Teams in Early Intervention) was conceptualized to meet the need for: (1) involvement of formerly "ancillary" service professionals in early intervention for children with disabilities, (2) high quality family-centered services, and (3) training in the team approach. The project provides training to four groups that might constitute an early intervention team--speech/language pathologists, motor therapists, health care professionals, and family members. The training is designed to enable participants to determine what supports and interferes with children's performance, develop shared perspectives in viewing children's performance, apply a common conceptual framework for early intervention, explore how each profession addresses early intervention team practices, know what other team members expect from them, and improve information sharing among team members. This introductory training module contains a paper by Carol Westby titled "Developing Cultural Competence: Working with Culturally/Linguistically Diverse Families." The paper examines controversial issues in cultural diversity, cultural variations in values and beliefs, cultural differences affecting child development, and cultural influences on interviewing. Another paper, "The Performance Competence Model: A Narrative Discussion" by Meave Stevens Dominguez, promotes a holistic view of the child within the context of the child's personal characteristics, preferences, environments, family, and culture. Appendices contain a sample training agenda and cards for use in a performance competence game. (Contains approximately 120 references.) (JDD)

This paper describes the Partners in Literacy Project developed by Phelps County, Nebraska R-6 School District. This project involves a partnership among the school, the parents, and students in promoting the literacy development of students. This rural school district serves a student body of 43 and consists of 6 staff members. The students are from 23 families whose livelihood is primarily dependent upon agriculture. The first year of the project focused on encouraging parents to read to their children or to establish family reading times. In the second year, the activities of the first year were combined with family writing activities. Educational research indicates positive results on achievement tests from students who come from print rich homes. Key characteristics in these homes include parental role models who are readers and parents who commit time on a daily basis to be involved in reading to and with their children. Parents were invited to an evening training session to discuss strategies for reading to their children and guidelines for developing family reading times. Fifteen of the 23 families voluntarily participated during the first year; participation was greatest among K-1 and 4-5 classes. Pre- and post-program attitude measures indicated the greatest change in developing positive attitudes toward reading were found in the grades with the greatest participation. Active voluntary participation by parents who spend more time reading with their children suggest the project's positive effect on parent participants. Four tables list specific benefits of the project and provide suggestions for managing family reading and writing activities. (LP)

Based on interviews with 20 primary caretakers (the main person responsible for elderly relatives with chronic illness or disabilities) this pamphlet was written for family members who are caring for older relatives, and may also be helpful to professionals and paraprofessionals who work with the elderly and their families. The two main sections of the pamphlet deal with the thought and feelings of caretakers of the elderly, and practical information for providing daily care. The first chapter, The Meaning of Caretaking: A Variety of Perspectives, covers 11 separate areas and includes coping suggestions for the issues discussed, which include independence, emotional involvement, apprehension, guilt, anger, loss, and responsibility. The second chapter, What Caretakers Do, presents a discussion in each of seven areas arising from the actual work of primary caretakers. Topics presented are chores, emotional support, referrals, transportation, and recreation. A brief, final section touches on suggestions for alleviating the stress of primary caretakers. (PAS)

Families and schools are equal partners in the education of children, with both contributing in major ways. To succeed, their partnerships must be based on mutual trust and respect, with educators taking the lead in developing and nurturing effective collaboration with families. Overcoming barriers to partnerships means focusing on context, complexity, centrality, consistency, communication, and collaboration. Partnership principles include creating an open and friendly environment for parents, communicating with parents, and forging partnerships with all families. Trust building with parents involves predictability, dependability, and faith on the part of schools. Taking action to build trust involves focusing on such issues as: equal partnerships, power and social inequalities, cultural continuity, informal social events, and communication. Interacting with families requires maintaining a positive, honest orientation to all communication, ensuring that parents have all necessary information, and recognizing that trust takes time. The process of communication is influenced by dimensions of family-centered practice, including family orientation, positiveness, sensitivity, responsiveness, friendliness, and child and community skills. This paper includes a communications checklist, an action plan for strengthening home-school partnerships, and a sheet to help teachers examine what their partnership program will look like. (SM)

This paper discusses the importance of school-family partnerships at the pre-college and postsecondary level and suggests specific steps TRIO and other educational opportunity programs can take to build more effective partnerships with their students' families. The first section summarizes what is known about the effects of parent involvement on a student's school success in terms of, first, the effect of family characteristics on student achievement; second, attitudes and practices of families and schools; and, third, the characteristics of effective family involvement programs. The second section describes a process of collaborative action research that TRIO programs can use to strengthen their relationships with families. Some examples of effective practices used by various TRIO programs are noted: Upward Bound, Talent Search, Student Support Services, the McNair parent handbook, and Educational Opportunity Centers. (Contains 33 references.) (DB)

This paper synthesizes innovative practices and ideas for explaining to families the procedural safeguards required by the Infants and Toddlers with Disabilities Program (Part H) of the Individuals with Disabilities Education Act (IDEA). An introductory discussion stresses that the primary safeguard provided for in Part H is the clear acknowledgment of the family's role as primary decision maker in developing an Individualized Family Service Plan (IFSP). A table lists the central rights and safeguards under Part H and keys them to the actual regulatory language. A step-by-step model focuses on explaining procedural safeguards in context and explaining procedures for conflict resolution. A flow chart identifies required and recommended practices at various stages from referral for early intervention to acceptance and implementation of the IFSP. Principles and practices for creating and using family-friendly materials are identified and discussed including: (1) use of family-friendly language and a family-centered philosophy; (2) presentation of information on procedural safeguards in the context of early intervention services and the IFSP process; (3) use of a variety of media and multiple languages; (4) provision of easy-to-use materials; and (5) involvement of a diverse cadre of informed service providers, experienced parents, and community representatives. Appended are the IDEA regulations relating to procedural safeguards. (Contains 17 references.) (DB)

Recruitment of participants is a long-standing practice for many programs serving children and families, although the way in which it is approached varies greatly. This volume is presented as a practical tool for practitioners to use in systematizing their recruitment efforts. Section 1, "Reaching Diverse Families," contains an interactive workshop, with presenter's guide, overheads, and handouts. It is designed for all program staff, realizing that all staff members represent the program at some time. The workshop is planned to guide participants in developing a comprehensive recruitment program. Section 2, "Communicating with Families and Community Partners," represents the tool kit section, with a series of tip sheets offering guidance on how to write effectively for parents, advertise a program in one page or less, use the media effectively, develop focus papers, and use newsletters. Section 3 presents additional resources, offering a quick reference list of 31 resources, an annotated bibliography of 30 items, and a list of 17 resource organizations. Nineteen overheads and 6 tip sheets complement the workshop presentation. (SLD)

The Family Involvement Triangle (FIT), developed by Project APIP (Alexandria Preschool Intervention Program), is a family-focused, family-directed, school-home partnership for integrated preschool intervention programs. The major goals of the FIT model are to promote parent participation in the schooling of their child, to support parents in accomplishing their goals for their preschool child, and to offer opportunities for parent-to-parent networking. The FIT model focuses on developing collaborations between staff and individual families, families within the context of the school community, and families as friends outside of school. The staff nurtures these collaborations through strategies that promote relationship building, establish collaborative goals, and support communication maintenance. FIT attends to the building of both formal and informal support systems that enable parents to experience a sense of competence and involvement in the education of their preschool child. This paper describes the theoretical foundation and practical application of the FIT model and discusses the mechanics of creating and maintaining relationships in the three FIT Collaborative dyads: family-school, school-network of school families, and network of school families-family. The discussion is illustrated with activities and projects. An appendix contains a guide for a focused parent interview. (Contains 25 references.) (JDD)

The relationship between student's home environment and achievement in science was examined using data from the 1985-86 National Assessment of Educational Progress, Science Assessment, for a nationally representative sample of American school age children in grades 7 and 11. Science achievement and background data were also collected for grade 3. The home environment variables included: (1) parent characteristics; (2) students' use of free time; (3) educational support of students at home; and (4) indicators of interest in reading at home. Mean sample sizes were 11,298 for grade 7 and 6,534 for grade 11. Eighteen tables are presented to relate these variables to science subscales (life science, physics, chemistry, earth and space sciences, and nature of science), while keeping race/ethnicity, gender, and type of school attended constant. The results support previous findings that the educational attainment of parents is related to the educational achievement of students. Data suggest that the more television that White students view, the lower their science achievement; this finding was not true for Black and Hispanic students. Problems with the use of some of the background questions are identified. It is concluded that the percentage correct metric is not sensitive enough to compare the relationship of several variables to performance on the science assessment. Eight figures illustrate the discussion. (SLD)

Noting that families who are involved in their children's education make a difference in their child's performance, this two-page information sheet encourages families to get involved by listing the benefits of family involvement on one side and the ways adult family members can help in the school on the other. As a result of family participation: (1) parents improve communication with their children; (2) children attain higher grades and test scores; (3) children have better school attendance; (4) children are more likely to graduate from high school and attend college; (5) parents gain a sense of accomplishment; (6) parents gain a stronger social network with other parents and the community; (7) parents participate in the life of the school, experiencing first-hand the teaching and learning that occurs; (8) everyone's learning is strengthened as parents share their values and high expectations for their children; (9) children learn good study habits by reading with parents, following a daily homework routine, watching television wisely, and being involved in enrichment activities; and (10) parents may decide to continue their own education. Ways families can be involved in school include: (1) chaperoning field trips or social events; (2) volunteering for special projects; (3) participating in community activities or fundraising through bake sales or book fairs; (4) tutoring other children; (5) making phone calls and contacting other families about special events; (6) serving as a class resource by sharing knowledge of other countries, ethnic groups, or jobs; (7) helping as an office aide or a teacher's aide; and (8) providing leadership by participating in the parent-teacher association, school board, and other meetings and activities. (LPP)

Discusses the need for school districts to develop lucid, comprehensive policies on family and community involvement. Discusses what teachers can do to lead the way, and what school districts can do. Discusses critical issues in such policy: budget/resource allocations, assessment of outcomes, and the collaboration process. (SR)

This article provides some basic foundation of family systems concepts for school professionals who work with students with disabilities. It addresses communication skills and psychological issues that can result in barriers to implementation of family systems concepts and describes a five-step process leading to conflict resolution. (Contains extensive references.) (CR)

The overall goal of the module is to train educational personnel to enlist family support in helping the young handicapped child realize his fullest educational potential. It was designed for use in training special education personnel without regard to categorical designations, and focuses on situations common to most handicapped children and their families. Several premises are basic to this module: (1) parents of young handicapped children play a major role in both the educability and the education of their children; (2) the role of parents in the education of handicapped children may become even more critical in the future as society moves from institutionalization of handicapped children to community-based programs; (3) parents have knowledge, insight, and ideas about their children needed by the school; (4) parents are often willing and eager to help their children's educational development; and (5) the school cannot affort to ignore the role and contribution of the family nor can it limit itself to complaints about insufficient parental cooperation. The module directs educational personnel through a program involving pre-assessment, readings, observations, interviews, discussion, and post-assessment, all directed toward understanding the parents of handicapped children. A short paper is included on the field-testing of the module. (MM)

This paper contains the revised drug education guidelines for the state of California, which emphasize prevention of alcohol and drug abuse. The materials define school-based alcohol and drug abuse prevention programming as a comprehensive process that not only provides students with accurate information about alcohol and drugs, but also enhances self-esteem, communication skills, decision-making skills, and interpersonal relationships. The guidelines include: (1) a series of recommendations to administrators; (2) a general philosophy of and approach to school-based prevention; and (3) examples of effective programs dealing with drug and alcohol information, affective behavior, peer and family relationships, and life/career planning. Suggestions for implementing a comprehensive school-based prevention program focus on curriculum design, inservice training, staffing, counseling, and parent and community involvement. Relevant sections of the California Education code are cited, along with a list of resources and services. (NRB)

This volume contains materials presented at a one-day conference on family support for the care of older adults. Checklists and guides are included on evaluating and meeting the needs of older persons. A discussion guide for those taking care of older parents covers ways in which to support the older persons and the entire family. Several resources are listed. A handbook by the American Association of Retired Persons on caring for the older person in one's home is also presented and discussed. Three position papers are included: (1) "Caring for Your Aging Loved Ones: A Three Agency Community Service" (David Turner and Alberta W. Blue); (2) "Feelings of Burden Among Adult Children Caring for Aged Parents: Results of a Pilot Study" (Clifton E. Barber); and (3) "The Alzheimer Spouse: Caring and Coping" (Marjorie P. Westergard). (CB)

This guide discusses policies and programs that help families contribute to and support educational excellence. Chapter 1, on the significance of family involvement, covers increased student achievement; home learning activities; improved student behavior; family and teacher acceptance; benefits to parents, teachers, and the community; basic involvement models; and the process of translating research into action. Chapter 2 discusses what people want from schools in terms of public perspectives, parent concerns, schools and the needs of families, student and teacher perspectives, and similarities between parents and teachers. Chapter 3 offers recommendations for action concerning the family, teachers and schools, and the community. The effect of family demographics on schools is discussed in Chapter 4, which emphasizes family changes and their implications for educational policy, characteristics of parents and children, and current and predicted numbers of school children. Sample home learning activities are described in Chapter 5, which focuses on thinking and reasoning, the development of discipline, and teaching about alcohol and tobacco. Appendices provide an article on families as educators; a list of references and reports on family involvement; several papers on the parent involvement movement; opinions on the community gap in education reform; recommendations for policymakers; and a discussion of educational partnerships. Over 75 references are cited. (RH)

Expanded school mental-health (ESMH) programs address the limitations of traditional mental-health agencies in meeting childrens' needs by offering a full range of services in school. Family involvement in ESMHs can enhance their effectiveness. This paper describes challenges of involving families, guidelines for determining program goals for family involvement, and strategies for achieving the goals. (SM)

Suggests that the changing nature of education requires that professional preparation programs provide more extensive parent involvement experiences. Discusses four thematic areas: (1) ways that families can contribute; (2) recognition of the expertise that families provide; (3) exploration of strategies that offer families meaningful involvement; and (4) the development of ways to fully involve families in the preparation of education professionals. (RS)

In seven chapters, this report details the Science Fair Self-Help Development Program, which was initiated in a pilot project at three middles schools in Albuquerque, New Mexico, during school year 1991-1992. The purpose of the program was to provide guidance to schools in developing their own parental and community resources into a sustainable support group whose major function would be to assist the school's science teachers and administration in all aspects of the science fair. The report documents the development of the Self-Help Program and the results of the pilot testing. Seven appendices comprising the greater part of the document include materials for organizing science fairs and copies of the survey forms used in the study. (Author/PR)