Engaging Families as Partners in the Digital Learning Process

November 15, 2022

OCALICONLINE 2022

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Collaborative Document https://tinyurl.com/citesnotes 

Accessibility Commitment

Perceivable

• Alt text on images
• High color contrast
• Readable font
• Video with closed captions
• Video with audio descriptions

Operable

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• Shortened links with descriptive back-halves

Understandable

• Clear structure and layout
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Robust

• Checked for accessibility using both accessibility check built into PowerPoint and a manual test by a user of assistive technology

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Creative Commons

Resource created by The Center on Inclusive Technology & Education Systems at CAST and licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. All other rights reserved related to third party content. 

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Presenter Introduction

Christine Fox

CITES Project Director,  CAST

@cafox

Angel Morgan, PhD

she/her

EdTech Researcher & Mom

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Today’s Objectives

We will…

• provide an overview of the CITES framework. 
• explain the critical elements for the parent engagement portions of the CITES framework.
• identify resources to support the engagement of parents of students with disabilities

What are your goals for our time together today? Write them in the chat.

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Overview of CITES

The Center on

Inclusive Technology & Education Systems

(CITES)

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The goal of CITES

Empower districts to create and sustain inclusive technology ecosystems that foster intentional collaboration between EdTech, AT, and InfoTech to benefit students with disabilities and all students.

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Creating Inclusive Technology Systems

Current Reality

Assistive Technology, Instructional Technology, Communities, Educators. Separate values, data, and knowledge.

Our Goal

A supported system of collaboration with shared values, data, and knowledge.

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Overview of the CITES Framework

The Framework

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Enhancing the NETP

National Education Technology Plan

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Framework Areas

Leadership

Infrastructure

Teaching

Learning

Assessment

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Framework Development Process

• Literature review
• Landscape analysis and knowledge development
• Implement and iterate

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Family Engagement Policy

• Every Student Succeeds Act (ESSA): Requires schools to meaningfully engage the parents of all students and ensure that they are given input and influence in decision-making. 
• Individuals with Disabilities Education Act (IDEA): Requires that the parents of students with disabilities are full and equal participants with school personnel on their child’s individualized education program (IEP) team.  

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Framework Areas with Family Engagement

Leadership

         Family                             Engagement

Infrastructure

Teaching

Learning

Assessment

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CITES Family Engagement Study 

• 326 family members of K-12 students with disabilities from across the US completed an online survey.

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• 10 family members who completed the survey participated in focus groups

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• Researchers combined survey and focus group data to identify family engagement practice recommendations.

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Leadership Family Engagement Practices

• Embed a technology position within the special education department. 
• Allow extra time in meetings with non-English speaking families.
• Offer technology training for teachers and families.

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Infrastructure Family Engagement Practices

• Ensure technology quality.
• Use consistent communication methods.
• Train teachers to use assistive technologies used by their students.

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Teaching Family Engagement Practices

• Regularly engage in two-way communication with families. 
• Include families when planning for online instruction.
• Discuss individual student needs with families to allow for personalized learning.

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Learning Family Engagement Practices

• Provide families with at-home learning activities to engage in learning with their student.

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Assessment Data Use Family Engagement Practices

• Include families in planning how large-scale assessment data is used.
• Share how large-scale assessment data is used with families.
• Share student data in meaningful ways with families to strengthen family-school partnerships and enhance student learning.

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Case Stories

Case Story

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Infrastructure Story

Family Profile

• Family of five – all family members have a visual impairment
• Three elementary-aged girls with an IEP
• Live in a South Atlantic state
• White, Not Hispanic or Latino
• Not eligible for free or reduced-price lunch

© 2022 CAST | Until learning has no limits

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© 2022 CAST | Until learning has no limits

Final Thought

Family engagement practices that leverage the intersectional strengths of all families afford equitable technology access for all students within an inclusive technology ecosystem.

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CITES Community of Practice

Join the conversation:​

• Quarterly open community meetings via zoom​
• Slack channel discussions​
• Social media networking​

Would you like to invite others to the CITES Community of Practice?​

Please do! Here is an invitation link to share.​

bit.ly/CITESCoPSignUp

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More from CAST…

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The Accessible Learning Experience

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© 2022 CAST | Until learning has no limits^®

Thank you! Stay connected.

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Disclaimer

This content was developed under a grant from the US Department of Education, #H327T180001. However, the contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer: Anita Vermeer, M.Ed.

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