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Working with Schools in Feeder Patterns

Learn about collaborating with feeder schools to improve student transitions, family engagement, and district-wide policies in Mississippi. Explore successful implementation strategies and the role of family involvement. Engage in discussions on overcoming barriers and enhancing project success.

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Working with Schools in Feeder Patterns

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  1. Working with Schools in Feeder Patterns Hollie Filce, Selina Merrell, & Patty Gautier MS SPDG ~ REACH-MS Realizing Excellence for All Children in Mississippi

  2. What does the MS-SPDG do? • Original SPDG (2005 – 2010 + no-cost extension) • School-wide PBIS • Literacy • Family engagement • New SPDG (2010 – 2015) • PBIS • School-wide (scaled up, statewide) • Targeted groups/Tier II (smaller scale) • LRE – with alternative schools & juvenile justice • Family engagement

  3. Describe the schools with which you work… • Mostly elementary schools • Mostly middle/junior high schools • Mostly high schools • All levels, but they AREN’T evenly distributed • All levels, and they ARE evenly distributed. [FOR ‘E’ responses, please enter in chat box]

  4. Why work with feeder schools? The general idea is for… • the students to experience some consistency as they move from level to level. • the staff to talk with one another about transition issues from school to school. • the district to identify issues that will need to be addressed at the district level. • families to continue to be engaged and involved at the junior/senior high levels.

  5. How do we get feeder school participation? When districts/schools are selected for more intensive, on-site technical assistance and professional development, they are required to… • Identify feeder schools for participation; • Submit required data (annual BOQ, quarterly data reports) and use it for decision making • Attend grant-related professional development • Hold regular team meetings (school and district) • Ensure family engagement and participation in all activities

  6. What we have found… • Elementary schools are more enthusiastic early in the process. • Junior/senior high schools need more convincing. • They need different things, but our data do not show any differences in implementation success.

  7. High schools need… • to visit and collaborate with other high schools. • to have examples of products, etc. from other high schools. • training with content designed forhigh school.

  8. Implementation Success: Alcorn Central

  9. Implementation Success: Newton County

  10. Do you work with district teams? • Yes • No

  11. Importance of district teams… • Buy-in at the district level allows for change system-wide, not just with certain schools, including policy changes • District teams can build time into the district schedules for PBIS • Support services (i.e., transportation) can be included in these processes

  12. Importance of families at all levels • How families are engaged may change, but the need for family involvement does not • Families must be leaders in the process, not just informed about it • Family involvement on the district teams, not just at the school level, ensures family input in systems-wide efforts

  13. Examples of Family Involvement

  14. Do you require family involvement in SPDG activities? Yes No

  15. Discussion Questions • How do you influence changes in policy as a result of your SPDG schools' implementation? • What barriers do you see to your SPDG project working with high schools?

  16. Discussion Questions • What strategies might help SPDG projects to overcome barriers to working with high schools? • What barriers do you see to working with or possibly creating district leadership teams? • 5. What strategies might help SPDG project to overcome barriers to forming or working with district leadership teams?

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