Potential TA Content

1. Potential TA Content

2. Collegial Support & Family Partnerships Consultation Our Learning Community Culture Collaboration

3. Objectives •  To define an overall climate of collaboration among staff, families, and students that will lead to improved student success • To identify specific skills needed to develop collaboration • To begin building a systematic organization designed to promote collaborative teams and family partnerships school-wide

4. What does the term early intervention mean to you? • What does early intervention mean to members of your staff?

5. Culture and Climate Dispositions Data-based Decision-Making Teacher as Learner Family Partnerships Instructional Program Coherence Organizational Structures Resources Practices Policies Leadership Commitment Instructional Practices Infrastructure Research Core Values Knowledge & Skills Family & Student Centered Data-based Decision-Making Collegiality Student Outcomes Data-based Decision-Making Shared Purpose Community

6. Community District School Grade Level Classroom Student

7. School Capacity • School capacity is the collective power of the full staff to improve student achievement. • Student achievement is affected by the quality of instruction. Instruction is affected by school policy or programs. • Aspects of school capacity include educators’ knowledge, skills, and dispositions; learning community; program coherence; resources; and leadership. Newmann, King, & Young (2000)

8. “When principals work with staff to build processes to monitor each student’s learning and to develop systems of intervention that give students additional time and support when they experience difficulty, they create the structures that support the concept of learning for all. When they give staff clear parameters to guide their work by considerable autonomy in implementation, they increase the likelihood that staff members will embrace that concept.” Rick DuFour, JSD, Vol. 25 No. 4 Fall 2004, “ Leading Edge”

9. Individual Support School-Wide Student Outcomes Address Intensity of Need for a Few Students Address Specific Performance Gaps for Some Students Ensure Effective Instructional Practices and Promote Positive Educational Outcomes for All Students All Students in School (Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)

10. Individual Support School-Wide Intensive 1-7% (Specialized/Individual Support System) Continuum of Support Intervention 5-15% (At-Risk System, Supplemental, Small Groups) EIP Special Education/504 Universal 80-90% (District, School-Wide, & Classroom Systems) All Students in School (Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)

11. Components of EIP • Leadership • Collegial Support & Family Partnerships • Strategic Decision-Making • Assessment & Reflective Practice • Instructional Repertoire • Accountability & Documentation

12. How Do We Define School-Family Partnerships?

13. Type 1 Type 2 Type 3 Type 4 Type 5 Type 6 THE KEYS TO SUCCESSFUL SCHOOL-FAMILY-COMMUNITY PARTNERSHIPS EPSTEIN’S SIX TYPES OF INVOLVEMENT PARENTING:Assist families with parenting and child-rearing skills, understanding child and adolescent development, and setting home conditions that support children as students at each age and grade level. Assist schools in understanding families. COMMUNICATING:Communicate with families about school programs and student progress through effective school-to-home and home-to-school communications. VOLUNTEERING:Improve recruitment, training, work, and schedules to involve families as volunteers and audiences at school or in other locations to support students and school programs. LEARNING AT HOME:Involve families with their children in learning activities at home, including homework and other curriculum-related activities and decisions DECISION MAKING:Include families as participants in school decisions, governance, and advocacy through PTA/PTO, school councils, committees, action teams, and other parent organizations. COLLABORATING WITH COMMUNITY:Coordinate resources and services for students, families, and the school with businesses, agencies, and other groups, and provide services to the community. 4 Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.

14. School-Family-Community Partnerships • Mutual trust and respect • Two-way collaboration and support • Equality in the relationship • Schools take the initiative • Activities for student success

15. Parental Involvement Definition • Participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities ensuring– • That parents play an integral role in assisting their child’s learning; • That parents are encouraged to be actively involved in their child’s education at school; • That parents are full partners in their child’s education and are included, as appropriate, in decision making and on advisory committees to assist in the education of their child

16. Redefining Parent Involvement • Student achievement improves when: • Families create a home environment that encourages learning. • Families express high, but realistic, expectations for children’s achievement and future careers. • Families actively participate in their children’s education at school.

17. THEN Parent involvement Up to parents Incidental or accidental Off to the side Pre-K, K, or elementary NOW School-family-community partnerships Part of school and classroom organization Framework of 6 types of involvement Goal oriented All grade levels Partnerships Then and Now

18. THEN Mainly mothers “Barriers” of diverse family backgrounds, languages, cultures Parent outcomes Public relations Focus on a few parent leaders NOW Mothers, fathers, grandparents and other family “Strengths” and meeting families where they are Student achievement and school success Link practices to results for all students, parents, teachers, community Partnerships Then and Now

19. Key Concept • Every family functions as a home learning environment, regardless of its structure, economic level, ethnic or cultural background. • Consequently, every family has the potential to support and improve the academic achievement of its children.

20. Theoretical Model OVERLAPPING SPHERES OF INFLUENCE OF FAMILY, SCHOOL, AND COMMUNITY ON CHILDREN’S LEARNING External Structure Force C Experience, Philosophy, Practices of School Force B Experience, Philosophy, Practices of Family Force D Experience, Philosophy, Practices of Community Force A Time/Age/Grade Level Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press. See Handbook, page 164, for the internal structure of this model.

21. Family Partnerships Specialized Assistance Specific Assistance Specialized Support Parent to Parent Support Shared Decision-Making Parent to Parent Partnerships Partnerships Community Partnerships Volunteer Programs Collective Responsibility Communication & Information Sharing All Students in School (Horner, 1998)

22. What is Collaboration?

23. Collaboration is…

24. Continuum Consultation Collaboration Coaching Grade Level Teams Peer Coaching Mentoring Specific Expertise Crisis Support Co-teaching Parent-Teacher Communication Parent Expertise of Child S. Gerber

25. Crisis Support Consulting: Objectivity Enhancement (individual) Consulting: Focus (individual) Consulting: Prescriptive (team or individual) Mentoring Peer Coaching Co-teaching Coordinating & Co-planning Instruction (with colleague or team) Collaboration, Communication/Listening Information Delivery, Learning Styles Building a Staff Support Structure Skill Building Sequence Stuart Gerber

26. What Does it Look Like? • Elements of Collaboration: • Examine student(s) needs; • Facilitate decision-making in the school setting; • Promote classroom alternatives as first interventions for all students; • Provide support for classroom teachers; • Assist in designing and implementing instructional change; and • Share skills, resources, ideas, and materials with colleagues. (Adapted from Dettmer, Dyck, & Thurston, 1996)

27. What is A Collaborative Consultant? • Collaborative school consultation is interaction in which school personnel and families confer and collaborate as a team within the school context to identify learning and behavioral needs, and to plan, implement, and evaluate educational programs for serving those needs. • A collaborative consultant is a facilitator of effective communication, cooperation, and coordination who confers and collaborates with other school personnel and families as one of a team to serve the special learning and behavioral needs of students. • (Dettmer, Dyck, & Thurston, 1996)

28. What is A Collaborative Consultant? • Collaboration an interactive process that enables people with diverse expertise to generate creative solutions to mutually defined problems. (Idol, Nevin, Paolucci-Whitcomb, 1994) • Consultation is a collaborative process in which a trained, school-based consultant assists one or more consultees in efforts to make decisions and carry out plans that will be in the best educational interest of their students. (Kampwirth, 1999)

29. What it can look like... Two share ideas Two share responsibilities Parity Cooperation Interdependence Level of collegial support Leading Factors Need to brainstorm Need to reflect with a partner What can you do? Use effective communication Cooperate & share responsibilities Respect communication styles Support the partnership Collaboration S. Gerber

30. What it can look like... One mentor One learner Teaching Guiding High-mid support Leading Factors Lack of skills Need to reflect or refine skills Need a new perspective Need a “sounding board” What can you do? Guide, not give advice Use effective questioning Use good teaching Validate and celebrate Coaching S. Gerber

31. What it can look like... One expert One in need of advice High level of support Leading Factors Lack of skills/knowledge New experience Lack of solutions What can you do? Effectively communicate Facilitate problem-solving process Share expertise Help prioritize or focus Consultation S. Gerber

32. What it can look like... Venting Anger Blaming Complaining Frustration Stress Threat to safety Leading Factors Mismatch between work demands & skills Overload Personal concerns What can you do? Actively listen Remain objective Clarify Be empathetic Help prioritize Crisis Support S. Gerber

33. What Do Collaborative Cultures Look Like?

34. Collegial Support “Expert” Assistance Collaborative Consultant Specialized Support Mentoring/Modeling Shared Leadership Parity Co-teaching Collaboration Peer-Coaching Collective Responsibility Collegial Climate Reflective Practice Communication Skills All Students in School (Horner, 1998)

35. Portraits of Early Intervention • School-wide can look like… • Core Team • Grade Level Teams • Primary & Intermediate Core Teams • Cross Grade Level Core Teams • Case Partner and Classroom Teacher • Ad Hoc Teams (based on student needs)

36. Individual Support School-Wide One Example of the Three Tiered Approach Focused Team Support Case Partner Grade Level/Ad Hoc Team District Curriculum Common Planning Time School-wide Positive Behavior Supports Social-Emotional Learning Curriculum Partnerships with Families Informal Collaboration with Colleagues School-Improvement Process Differentiated Instruction All Students in School (Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)

37. Classroom Teachers Classroom Teachers Case Manager Case Manager Case Manager Case Manager Case Manager Case Manager Case Manager Classroom Teachers EIP Core Team Classroom Teachers Classroom Teachers Classroom Teachers Classroom Teachers One Organization Administrator School Psychologist Parent Speech & Language Curriculum Specialist Nurse Guidance Social Worker Special Educator

38. Case Manager Case Manager Case Manager Case Manager Case Manager Case Manager Case Manager One Organization Administrator School Psychologist Parent Speech & Language Curriculum Specialist Nurse Guidance Social Worker Special Educator EIP Core Team Teacher

39. What Do You Currently Do? • Dialogue in your team about your current process. • What team make ups do you currently have? • How much of your process is school-wide?

40. What Are Teams?

41. groups teams Group vs. Team

42. groups teams Group vs. Team • Behavioral norms • No specific skills required • No common goal • Shared Norms • Unique skills required • Common tasks • Specific process • Boundaries • Common identity

43. A team is… • …a collection of individuals formed to carry out a set of tasks or to accomplish a goal. (F. Rees) • …people thinking, working and learning together. (C. Nilson)

44. Effective Teams • “Effective teams are purpose-driven…Strong, cohesive groups have a sense of who they are and a clear, definable identity.” (Harvey and Drolet, 1994) • Teams need to have a specific purpose. • Team members understand the team’s task and the expectations and standards it is to meet.

45. Effective Teamwork Team Members… • Understand team task and expectations • Consistently make contributions • Listen openly to others • Make problem-solving process efficient • Encourage and support others • Understand the value of time

46. Effective Teamwork • Contradictory information is shared • Conflicts are used to improve understanding • Team does not agree to poor decisions • Suggestions are challenged if not unsupported by facts or logic • Differences of opinions are discussed and resolved

47. Types of Teams • Task force (work or project team) • Problem-solving team • Decision making team • Learning/Reflective teams

48. Purposes for Teams There are many reasons to form a team: • to solve a problem • to make a decision • to produce a product or project • to deliver a service • to develop a new plan or system

49. Rationale for Teams T E A M ogether veryone chieves ore

50. What Teams Need Common Goals Leadership Participation of Every Member Respect for Differences Open Communication What Teams Need Decision-making Power Conflict Resolution Mutual Trust