ASCA Webinar 2016 - Maximizing Your Impact and Services ...€¦ · Media&work Recruitment Training...

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Maximizing Your Impact and Services through

School-‐Family-‐Community Partnerships:

A School Counseling Partnership Model

Julia Bryan, [email protected]

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Partnership Process Model (Bryan & Henry, 2012)

vWhat?vWhy?vHow?

“Students will need more than just good teachers and smaller class sizes to meet the challenges of tomorrow. For students to get the most out of school, we need to promote a partnership

between parents, community leaders, and teachers… Only through partnerships can our schools keep improving and stay on the right track.”

Susan Castillo, 2003, Oregon, Superintendent of Public Instruction

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School-‐Family-‐Community Partnerships

• Collaborative initiatives involving school personnel, families, and community members and organizations as mutual and equal partners in planning, coordinating, and implementing programs and activities at home, at school, and in the community that build strengths and resilience in children to help them succeed.

(Bryan, 2005)

Traditional Concept of Parent Involvement in Schools

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• …leave out too many students and families... – unwelcoming environments– language & cultural differences– time & transportation

• …narrow defined– school focused

• … one-way– How do we get parents more involved?– How can parents contribute to the school?

www.uoregon.edu/~astilwel/qcs.ppt

Traditional school partnerships…

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Types of Partnerships

• � Help Parents Foster Supportive Home Environments• � Improve Family, Community, and School Communication• � Support Learning Opportunities Outside of School• � Foster Volunteer Networks to Provide Increased Services• � Engage Families and Community in Shared Decision Making• � Increase Opportunites for Youth Development and Growth• � Mobilize and Coordinate Resources and Services • � Expand Family and Community Development

Southwest Educational Development Laboratory: www.sedl.org/learning/m1/

Types of Partnerships Programs• Family Education Programs• Behavioral Interventions

– Bullying Prevention & Intervention, Restorative Justice Programs� �

• Academic Support & Enrichment Programs– Mentoring & Tutoring– College & Career Fairs�

• Family-‐Community Advisory Teams– Crisis Intervention & Response Teams, School Dropout Programs, Gang Reduction

• University School Partnerships– College Readiness Programs

• Community Mental Health Partnerships, Mental Health Teams– Group Counseling, Mental Health Counseling, Suicide Assessment, Family Support

Groups• Community Resource Partners

– Food Banks, Homeless Shelters, Big Brother Big Sisters�

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WHY BUILD THEM?

Bronfenbrenner Ecological Model(1979, 1986)

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Protective Factors that Foster Resilience

1. Caring and supportive adults2. Meaningful participation in school and the community3. After-‐school and weekend enrichment programs4. High expectations5. Strong self-‐efficacy

Partnerships provide all of these …

(Benard, 1991; Bryan, 2005; Bryan & Henry, 2012).

External AssetsSupport Support of families and other adults, caring

neighborhood and school climate, active parent involvement in school

Empowerment Adults value youth, youth act as valuable resources, youth provide service to the community, youth feel safe

Boundaries & Expectations

Schools and families have clear rules, adult role models and peers behave responsibly, parents and teachers have high expectations

Constructive Use of Time

Youth engaged in creative activities, sports, school, and community youth programs, and in religious organizations

Copyright © 1997, 2007 by Search Institute. All rights reserved. http://www.search-institute.org/assets

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Internal Assets

Copyright © 1997, 2007 by Search Institute. All rights reserved. http://www.search-institute.org/assets/

WHO BENEFITS? HOW?

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When Families and Communities are Involved, Students from All Backgrounds …

ü Adapt well to school ü Attend school regularly ü Earn higher grades and test scores ü Enroll in higher-‐level programsü Are promoted and earn creditsü Have better social skills and behaviorü Have higher graduation rates ü Go on to higher education

Henderson & Mapp, 2002; Sheldon & Epstein, 2005;http://www.sedl.org/connections/research-‐syntheses.html

When schools involve families and communities, families…

ü Build skills in helping their children learnü Have more confidence in the school and teachersü Experience enhanced emotional well-‐beingü Improve their parenting skillsü Often become advocates for their children

Henderson & Mapp, 2002; Sheldon & Epstein, 2005;http://www.sedl.org/connections/research-‐syntheses.html

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When families and community members are involved, teachers and counselors…

ü Experience higher levels of self-‐efficacy and job satisfactionü Earn higher effectiveness ratings from parentsü Report more positive feelings about teaching and their school ü Experience increased student achievementü Get more homework completed and returned ü Have happier students and less behavior problemsü Are less likely to leave teaching

Henderson & Mapp, 2002; Sheldon & Epstein, 2005; http://www.sedl.org/connections/research-‐syntheses.html

Reasons Why Counselors Collaborate/Build Partnerships

• “I believe it is my role” (Role Perceptions)• “I am confident I can do it” (Self-‐efficacy)• “I have the training” (Training)• “My boss/principal wants me to do it” (Administrator/Principal Expectations)

• “People around here do it” (Collaborative Climate)• “I don’t have the time” (Time Constraints)

Bryan & Holcomb-‐McCoy, 2004, 2006, 2007; Bryan & Griffin, 2010

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� Meet Needs of Large Caseloads

� Together Everyone Accomplishes More� Resources to Build Capacity� Provide Multi-‐Systemic Comprehensive Programs to Achieve Positive A/SFC

Outcomes� Creative Solutions to Meet A/SFC Needs

� At individual, classroom, grade, school-‐wide, community levels� At treatment, family, agency, or community levels

� Share Leadership and Accountability

Maximize Resources, Opportunity, Access, Power

What models do you use to guide you in the process of

building partnerships?

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Assessing Strengths & Needs

Coming Together

Creating Shared

Vision and Plan

Taking Action

Evaluating Progress

Maintaining Momentum

Preparing to

Partner

CaringAcademic SuccessResilienceEquity

7-‐Stage Partnership Process Model (Bryan & Henry, 2012)

Pillars of CollaborationWhat makes partnerships effective…

Democratic Collaboration

• Shared vision• Shared goals• Shared decisions

• Shared responsibility

• Shared outcomes

Empowerment

• Equal voice• Equal participation

• Give up “expert” role

Social Justice

• Increase access to resources, information

• Tackle inequities

Strengths-‐Focused

• Focus on strengths NOT deficits

• Identify, build, and enhance strengths

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� The school has 550-600 students including Head Start and K-5 students.

� About 85% are African American/Black, 1% are White, 10% are Hispanic, and 4% are of another race.

� The majority of the students (95%) are on free and reduced lunch. � Some are homeless, in foster care, have incarcerated parents, and

many are raised by grandmothers. � Most of them live in the nearby neighborhood and walk to and

from school.

Case ExampleJUST ELEMENTARY SCHOOL

(Bryan & Henry, 2008, 2012)

Just Connect• Classroom adoption program• A small group from within the faith-‐based organization adopted a classroom teacher and the students and families in that teacher’s classroom.

• Provides classroom support by offering volunteer assistance at the teacher’s request such as reading to students, building the class library, chaperoning field trips, supplying classroom and student supplies as needed, providing birthday and Christmas gifts, and meeting any other teacher, student and family needs.

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Just Mentor

• School-‐based mentoring program• Provides an adult mentor to mentor one student, one hour per week on school grounds.

• The mentor acted as an adult role model in the student’s life, establishing relationship and serving as a source of encouragement for academic, personal and social success.

Just Rewards• School wide student incentive/enrichment program• Provides incentives for students to come to school on time

and on a daily basis. • Provides haircuts, birthday celebrations, back to school

supplies, uniforms, beautification, covering for courtyard. • Provides enrichment for students, such as ballet and karate

lessons, and parent/family incentives and activities to encourage parents to take an active involvement in their children’s education such as education workshops for parents/guardians, community fairs, family assistance (e.g. losing home to a fire, hurricane damage) and a Parent Store to provide parents with things they may not be able to acquire with food stamps.

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STAGE MAIN TASKS QUESTIONS

1. Preparing to PartnerWhere do I begin?

1. Become familiar with the cultural groups served by the agency/school and with the community

2. Use research in forming your vision

3. Align your vision with the school’s vision to get principal buy-in

4. Use research based evidence on how partnerships benefit students, families and the school

1. What are your beliefs, attitudes, and values about clients/students and families?

2. What is your vision for the counseling initiated partnership?

3. What is the agency’s/school’s vision?

4. Why should administration give you the opportunity to build partnerships?


2. Assessing Needs and Strengths

How do I identify thegoals of the

partnership?

1. Conduct needs and strengths assessment surveys with clients/students, families, community members

2. Conduct face to face needs and strengths assessment – talk to everyone

3. Attend community events, ask about cultural brokers and persons of influence

4. Identify existing partnerships and their effectiveness

5. Create a community asset map

1. What are the needs and strengths of counselors, teachers, custodians, volunteers, etc.?

2. What are the needs and strengths of stakeholders?

3. What are the needs and strengths of the community members and organizations (e.g., nearby schools, places of worship)?

4. What partnerships already exist? What are they doing that works?

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Ask Yourself….

• What are the assets (people, things, services, resources, talents, organizations, spaces) in your schools’ community?–What strategies would you use to uncover the assets?

– How would you connect to those assets?


3. Coming TogetherHow do I bring partners

together?

1. Use identified strengths to create a Partnership Leadership Team (PLT)

2. Discuss identified needs and strengths

3. Get the team’s feedback and ideas

4. Connect with potential partners, cultural brokers and persons of influence

5. Share with potential partners how they can help

1. Who are potential team members (that care passionately about clients/students, families, the community)?

2. Who are your potential partners?

3. Who are the identified cultural brokers and persons of influence?

4. What is your role on the PLT?

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4. Creating Shared Vision and Plan

How do I get all partners on board and on the same page?

1. Use identified needs to create a partnership plan a. Build on existing

partnership?b. Starting a new

partnership ?2. Share the plan with

everyone and get feedback and ideas.

3. Create a logic model4. Create a one year and

three to five year plan5. Create a timeline for the

year’s partnership activities

1. What strategies would you use to create a shared vision and plan?

2. What existing partnerships are already meeting identified needs?

3. Where would new partnerships be beneficial in meeting identified needs?

4. How will you get buy-in from supervisor or administrator, staff, other stakeholders?

5. What are your goals and expected outcomes?

LOGIC MODEL: Program Performance Framework

INPUTS OUTPUTSActivities Participation

What we invest

StaffVolunteersTimeMoneyMaterialsEquipmentTechnologyPartners

What we do

WorkshopsMeetingsCounselingFacilitationAssessmentsProduct dev.Media workRecruitmentTraining

Who we reach

ParticipantsCustomersCitizens

What theshort termresults are

Learning

AwarenessKnowledgeAttitudesSkillsOpinionsAspirationsMotivations

What themedium termresults are

Action

BehaviorPracticeDecision-‐making

PoliciesSocial action

What the ultimateimpact(s) is

Impact

SocialEconomicCivicEnvironmental

ASSUMPTIONS1)2)3)4)

ENVIRONMENTInfluential factors

SITUATION

Short Medium Long TermOUTCOMES

ReactionsSatisfaction

University of Wisconsin-Extension Cooperative Extension, E. Taylor-Powell, 1998, Business Development Programs

Counselors

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5. Taking ActionWhat will we do and

how?

1. Delegate responsibilities based on the PLT‘s and your partners’strengths

2. Implement partnership activities according to the timeline

3. Plan for challenges you expect, but implement anyway

4. Involve the media (if the community agrees)

1. What strategies would you and the team use to implement the plan?

2. What is the timeline and implementation plan?

3. How will you overcome any barriers and challenges you expect in implementing your plan?

4. What are the benefits of involving the media?


6. Evaluating and Celebrating Progress

How will I measure our success?

1. Decide how you will evaluate each partnership

2. Measure and evaluate the results of each partnership implemented

3. Share accomplishments with administration, clients/students, families, agency/school staff,community members

4. Celebrate partners and accomplishments

1. How will you measure and evaluate each partnership to show the results/outcomes?

2. What difference did the partnership make? What worked? What did not work?

3. How will you celebrate your partners or accomplishments?

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Just Elementary School

2009-10

Before Just Love

2010-11

Just Love

2011-12

Just Love

2012-13

Just Love

Academic –FAIR Reading Assessment NA 84.95 92.21 96.86

Behavior- Number of discipline referrals per student 718 234 138 135

Behavior- Number of students who received referrals 179 80 59 67

Average Attendance Rates 91.35 92.55 93.04 93.23

Henry, L. M. (2014). Just Love: A collaborative evaluation of a faith-‐based school-‐family-‐community partnership through the voices of the children. (Doctoral dissertation, University of South Florida).

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FINDINGS (QUALITATIVE)• PERCEPTIONS OF JUST LOVE: Just Love is described as people, helping, giving, loving and caring.

• SATISFACTIONS (Benefits): Mutual/reciprocal relationships, positive role models, spending time together (with mentors), dependable and consistent (mentors), positive changes in classroom and school climate, new experiences and opportunities, academic and social skills support and resources

• EXPERIENCES: Celebrations and parties, gatherings for everyone, new experiences and opportunities

• RECOMMENDATIONS: More mentors, volunteers coming more often and volunteers going into the classes to inspire the children to have a positive view of their future

Henry, L. M. (2014). Just Love: A collaborative evaluation of a faith-‐based school-‐family-‐community partnership through the voices of the children. (Doctoral dissertation, University of South Florida).


7. Maintaining Momentum

How will I sustain this partnership?

1. Revisit your plan2. Use evaluation results

to improve plan 3. Get the PLT‘s feedback

to improve and make revisions to the plan

4. Share new plan with your students, families and community partners

5. Contact your partners prior to and early in the school year. Consider extensions of existing partnerships

6. Identify possible new team members and new partners as new staff and parents come to the school every year

1. What strategies will you use to improve or build on the partnerships?

2. How will you sustainthe partnerships?

3. Who are the new team members and partners?

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LOVING & CARING

“And we as we all know the Just Love is the people who donate things to Just Elementary for the love, just because like just because

they care for you. Love is very unexplainable.”

Teacher

“Teaching is a thankless job and we rarely are acknowledged for our hard work, but Just Love has helped us enormously and been consistent! So many people from the community come and go. We appreciate whatever contributions they

make, but it is so admirable and refreshing that Just Love

has stayed! Our kids ache for consistency

and familiar faces.”

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Volunteer

“When my work gets tough, I often see a picture a child has made for me or think of their sweet smiles

and I have the strength to get past my

insignificant problem.”

Parent

I know that they love my children. I like that they are older and can give my child advice, somebody they can talk to. All that I went through in the last three years, without them I don’t know where we would have been, if they would have been good students. They kept my kids

grounded. When I couldn’t do it at least I know I had somebody to keep the kids grounded

for me.

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POSITIVE FEELINGS

“They sponsor most of the parties like Christmas parties, Halloween party anything and so and they’re nice because they like buy the material and like they buy presents like and they just give us

gifts and like one thing they gave me was so special I just I lost my breath and it was a present and it

was Macy’s diamond earrings.”

Preparing to Partner

Assessing Strengths &

Needs

Coming Together

Creating Shared Vision & Plan

Taking Action

Evaluating Progress

Maintaining Momentum

How wouldyou implement this partnershipprocess model in YOUR setting?

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References• Bryan, J. (2005). Fostering educational resilience and academic achievement in

urban schools through school-‐family-‐community partnerships. Professional School Counseling, 8, 219-‐227.

• Bryan, J., & Henry, L. (2012). A model for building school-‐family-‐community partnerships: P

• rinciples and process. Journal of Counseling and Development.• Bryan, J., & Henry, L. (2008). Strengths-‐based partnerships: A school-‐family-‐

community partnership approach to empowering students. Professional School Counseling.

• Bryan, J., & Holcomb-‐McCoy, C. (2007). An examination of school counselor involvement in school-‐family-‐community partnerships. Professional School Counseling, 10, 441-‐454.

• Henry, L. M. (2014). Just Love: A collaborative evaluation of a faith-‐based school-‐family-‐community partnership through the voices of the children (Doctoral dissertation, University of South Florida).

Questions…

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Julia Bryan, [email protected]

ASCA Webinar 2016 - Maximizing Your Impact and Services ...€¦ · Media&work Recruitment Training...

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