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VFEL Webinar Series
Eight Elements of High School ImprovementStudent and Family Supports
Stakeholder EngagementFebruary 2012
The ultimate goal in school improvement is for the people attached to the school to drive
its continuous improvement for the sake of their own children and students.
Dr. Sam Redding
Virginia Foundation of Educational Leadership (VFEL)
Webinar Faculty:Dr. Roger E. Jones
jones@lynchburg.edu Dr. Carol C. Robinson
carolc.robinson@gmail.com Dr. John C. Walker walker.jc@lynchburg.edu
Today’s Agenda
1. Welcome (2 minutes)2. Team Reports – Teacher Quality and Professional
Development (10 minutes)3. Research regarding Elements 4 and 5 -
Student and Family Supports and Stakeholder Engagement (30 minutes)
4. Activity/Discussion (10 minutes)5. Reflection/Next Steps for Webinar 5 (8 minutes)
Objectives Participants will be able to incorporate
programs to increase student and family engagement into the tiered intervention system
Participants will be able to utilize data to determine need and to implement evidence-based tiered prevention and intervention approaches
Participants will be able to connect with community stakeholders to determine tiered-level needs and implement prevention and intervention strategies
Team Reports
Share how you used the 3-2-1 approach to discuss a portion of Element 3 with colleagues.
Student and Family Supports (Element 4)
Programs that engage and support family members are provided
Transition programs are in place that support students as they transition in and out of high school
A positive school climate which includes school safety and respect is fostered
Stakeholder Engagement (Element 5)
Multiple stakeholders are engaged in high school improvement strategies and initiatives
Partnerships with stakeholders are fostered to enhance teaching and learning opportunities
Multiple communication strategies are implemented
Graduation Completion Index (GCI)
Would your Graduation and Completion Index improve if your students were supported by the Student Assistance Programming (SAP) process?
Research says…
Students involved in SAP: Increased their attendance by 70
percent Improved their promotion or graduation
rates by 68 percent Decreased their discipline problems by
60 percent
(Fertman, Helper, Tarasevich, 2003, Retrospective Analysis of the Pennsylvania Student Assistance Program Outcome Data: Implications for Practice and Research- unpublished)
How can you do this at your school?
Implement a SAP team And no, you do not need to make a
new team to do this – modify an existing team and its role!
SAP WORKS WITH MULTIPLE SAP WORKS WITH MULTIPLE STAKEHOLDERSSTAKEHOLDERS
AwarenesAwarenesssEducatioEducationn
PromotioPromotion andn andPreventioPrevention n
Early Early IdentificatioIdentification n and and Assessment Assessment
Referral Referral andandInterventioIntervention and n and SupportSupport
Comm-Comm-unityunityStake-Stake-holdersholders
Sustain-Sustain-ability ability Plan Plan
STUDENTSSTUDENTS
STAFFSTAFF
PARENTS PARENTS
COMMUNITCOMMUNITY STAKE -Y STAKE -HOLDERSHOLDERS
12
School-based infrastructure of proven practices that brings help to students, families, schools and communities
An integrated system of supports, including prevention, early intervention and services that address barriers to student learning, success and graduation
Promotes healthy school climate and student development
SAP PROCESS
SAP PROCESSSAP teams focus on an approach to services that recognizes:
The importance of family, school and community
Seeks to promote the full potential of every child and youth by addressing their physical, emotional, intellectual, cultural and social needs
Benefits of SAP Teams
Promote faculty identification of at risk student in advance of Early Warning System data
Capture more detailed information from faculty than reflected in an Early Warning System
Address barriers to learning and living Coordinate school and community resources Help students achieve and graduate by
fostering resiliency and reducing risk factors Encourage effective teaming Improve school climate
Getting Started: A Team Approach
Ideally, SAP Teams exist at division and school levels
Large and small school teams at the school level are both effective
The team has objectives at each tiered level Team members have different, yet complementary
roles School meetings are held regularly to review cases Mutual support helps school team members handle
the stress of referrals and case management
Data – What to use and how to use it
Immediately Available Attendance Discipline, Crime and Violence SOL results and benchmarks Graduation and Completion
Index List By Sub-groups
Data – What to use and how to use it
Future Climate Surveys – Student, Parents, Staff,
Community Stakeholders* Student Survey types
Youth Risk/Protective factors* Asset Development*
Focus Groups Interviews*Survey Websites: Safe and Supportive Schools - http://safesupportiveschools.ed.gov/index.php?id=133Pride Surveys – International Survey Associates Website -
http://www.pridesurveys.com/Asset Development Website - http://www.search-institute.org/developmental-assets
The Early Identification Process
Assistance for a student may start with a referral from within the school, from data that flags the student or from a community stakeholder
Train faculty to watch and listen for the signs of student problems and how to refer to the SAP Team
A student’s teachers may consult with the SAP Team
The SAP Team works with students and their parents
The importance of confidentiality never changes
Newport News Public Schools http://sbo.nn.k12.va.us/youthdevelopment/student_assistan
ce.html
Prince William County Public Schools http://pwcs.studentservices.schoolfusion.us/modules/cms/p
ages.phtml?pageid=163939
Pulaski County Public Schools http://www.youtube.com/watch?v=4ZT3Eu1CD_c
Roanoke County Public Schools http://www.rcs.k12.va.us/SAP/default.shtml
Examples of Established SAPs in Virginia
Discussion
Identifying students in transition to and from high school and from grade to grade:
Discuss articulation between middle and high school SAP teams for students in selective and indicated levels
Discuss transition programming at all grade levels
Post an effective practice in the chat box that your school uses to assist in transition and be prepared to discuss
Benefits of Stakeholder Engagement
Cooperation means having extra help for student assistance
Coalitions with community entities aid universal prevention efforts
Coalitions with community agencies help individual students
Memoranda Of Understanding (MOU) define working relationships
Effective student assistance involves parents and guardians
Stakeholder Examples
Area schools, public and private Businesses and business groups Churches, synagogues, mosques and other faith-based
groups Government entities (e.g. Department of Motor Vehicles,
et. al.) Law enforcement Hospitals and public health agencies Prevention and treatment agencies Probation services Social service agencies Youth service organizations
Community Service Examples
Academic tutors Al-Anon, Alateen and Alcoholics Anonymous Community Service Boards Employee assistance programs (school or corporate) Health care providers and health departments Mental health, family and substance abuse services Religious groups, counselors and leaders Shelters for the homeless/Food banks Social services departments Parks and recreation departments Youth outreach and after-school programs (i.e., YMCA, Big
Brothers/Big Sisters, Boy/Girl Scouts) Youth sports organizations
Engaging Stakeholders
A community has a stake in its schools and mission
Collaboration is mutually beneficial Community-School Prevention Councils
Community-school universal-level planning
Selective and indicated-level collaborative services
Engaging Stakeholders
Steps to community-school universal-level programming success: Form coalitions with groups most likely to
help schools Assess needs based on objective data Establish goals that can be measured Fill gaps in prevention services Evaluate efforts to adjust programming
Engaging Stakeholders
Know the people and groups with whom to collaborate
Know how community agencies function Schools and stakeholders share
information back and forth to better coordinate efforts
Support stakeholder initiatives
Engaging Stakeholders
Develop Memoranda of Understanding (MOU) together Clarify expectations and roles Communication and coordination Confidentiality Monitoring and evaluation
Review periodically and adjust
Summary Students benefit from programs designed by
schools that provide smooth transitions, foster safe and respectful school climates, and encourage and support family participation.
Students benefit from the involvement of multiple stakeholders through partnerships and support services.
Multiple communication strategies are key in building relationships that encourage student attendance and academic endeavors.
Collaboration
Examples of Community–School Collaborative Student Assistance Programming
Collaboration with Masonic Organization-Masonic SAP Model
http://www.youtube.com/watch?v=rv8HgNN9AWQ
Nantucket High School http://www.plumtv.com/videos/nantucket-student-assist
ance-program
Efforts in student and family supports and
stakeholder engagement that are NOT based on student needs will NOT raise your graduation
rate.
Community Stakeholders
efforts
Department efforts
Feeder school efforts
Central Office efforts
Administrative organizational
efforts
Parentefforts
Needs Assessment
Take a few minutes to review the results of your needs assessment for Elements 4 and 5
Select an indicator that is a strength and be prepared to explain why it is a strength
Resources for Elements 4 and 5National Registry of Effective Practices and Programs: http://nrepp.samhsa.gov
Hamilton Fish Institute: http://gwired.gwu.edu/hamfish/Programs/
IES What Works Clearinghouse- Drop-Out Prevention: http://ies.ed.gov/ncee/wwc/reports/advancedss.aspx
National Dropout Prevention Center: http://www.dropoutprevention.org/home
Office of Juvenile Justice and Delinquency Programs: http://www.ojjdp.gov/mpg/
Promising Networks on Children, Families and Communities: http://www.promisingpractices.org/programs_outcome.asp
Resources for Elements 4 and 5 Daniel L. Duke: The Challenges of School District Leadership Mike Fullan: All Systems Go Carol Dweck: Mind Set: The New Psychology of Success Mike Schmoker: Focus: Elevating the Essentials To Radically
Improve Student Learning Douglas Reeves & Elle Allison: Renewal Coaching:
Sustainable Change for Individuals and Organizations Reeves and Austin: Personal Coaching Megan Tschannen-Moran: Trust Matters and Evocative
Coaching: Transforming Schools One Conversation at a Time John Kotter: Leading Change: Why Transformative Efforts Fail
Resources for Elements 4 and 5 National High School Center http://www.betterhighschools.org National School Climate Center:
http://www.schoolclimate.org/about/ Find Youth Info: http://www.findyouthinfo.gov/index.shtml Safe and Supportive Schools: Engagement, Safety, and
Environment: http://safesupportiveschools.ed.gov/index.php?id=01
Americas Promise: http://www.americaspromise.org/Our-Work/Grad-Nation/Building-a-Grad-Nation.aspx
Center for Innovation and Improvement: http://www.centerii.org National Center For School Engagement:
http://www.schoolengagement.org/ Center For Mental Health In Schools: http://smhp.psych.ucla.edu/
What was one idea I learned during today’s webinar that I
plan to share with colleagues at
my school?
Next Steps
What are your defined practices for student and family supports and stakeholder engagement and are they effective?
Review the “Team Life Cycle” and “Team Assessment” documents for our next webinar
Regional Liaisons
Frank Ehrhart (fehrhart@cox.net)
Courtney Graves (cgraves18@cox.net)
Steve Sage (ssage@embarqmail.com)
Linda Hyslop (linhyslop@aol.com)
Melanie Yules (melanieyules@yahoo.com)
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