FSCP - Affective Needs 10/13/2017 Ensuring Effective Multi-Tiered Family, School, and Community Partnering Joyce Thiessen-Barrett, CDE Exceptional Student Services Unit barrett_j@cde.state.co.us Kim Watchorn, CDE Office of Learning Supports watchorn_k@cde.state.co.us Affective Needs Conference ~ October 2017

FSCP - Affective Needs 10/13/2017 This CDE guidance document is meant for clarification, is not legally binding, and is not to be confused with legal advice. This guidance reflects CDE’s recommendations, but Administrative Units (AUs) may have developed their own policies or procedures that differ from those described herein. Be sure to refer to your local AU’s policies and procedures through the Director of Special Education. If you are seeking legal advice, please contact your legal counsel.   The contents of this handout were developed under a grant from the U.S. Department of Education. However, the content does not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government. Key Points: This slide notes the funding source for this work.

FSCP - Affective Needs Acknowledgements 10/13/2017 Multiple offices/units within the Colorado Department of Education (CDE) Frank Porter Graham Child Development Institute, Mary Ruth Coleman Iowa Department of Education, David Tilly Michigan’s Integrated Behavior and Learning Supports Initiative (MiBLSi), Steve Goodman National Association of School Psychologists (NASP), Stacy Skalski National Implementation Research Network (NIRN), Caryn Ward National Technical Assistance Center on PBIS (OSEP), Rob Horner and George Sugai RtI Action Network RtI Innovations (Annual Conference) State Implementation Scaling up Evidence-Based Practices Center (SISEP), Karen Blase & Dean Fixsen University of South Florida, George Batsche University of North Carolina at Charlotte, Bob Algozzine & Kate Algozzine University of Oregon, Kent McIntosh, Steve Newton, & Anne Todd Utah Multi-Tiered System of Supports (UMTSS) We like to acknowledge all of those who have contributed to our thinking and this work. Our information has a strong research base with expertise from varied national partners. This is a list of many researchers and contributors to our work. Our work has greatly benefitted from their contributions.

Investigate tools/resources FSCP - Affective Needs 10/13/2017 Participant Outcomes Participants will… Explore the “why, what, and how” of Family, School, and Community Partnering (FSCP) Investigate tools/resources Respectfully and collaboratively exchange ideas Consider acceptable variations, adaptations to concepts, and potential (personal/system) applications Actionable steps for the learner. This session is not focused on interventions for individual students.

Self-Identification (raise your hand) FSCP - Affective Needs 10/13/2017 Self-Identification (raise your hand) My role is: Teacher Coach Specialist Administrator Parent &/or Family Member Community Partner Advocate or Liaison Professor Researcher Other??? My community is: Rural Suburban Urban College-Town Mountain-Town Other??? My primary connection to education is at the _______ grade/age level: Preschool Elementary Middle School High School Post-Secondary Adult Educ. Multiple (e.g., K-8; P-12) My connection to education is to: Program-level School-level District-level Regional-level State-level

MTSS and Essential Components FSCP - Affective Needs 10/13/2017 MTSS and Essential Components Team-Driven Shared Leadership Data-Based Problem Solving and Decision-Making Family, School, and Community Partnering Layered Continuum of Supports Evidence-Based Practices Definition of the whole framework: CO-MTSS is a prevention-based framework of team-driven, data-based problem solving for improving the outcomes of every student through family, school, and community partnering and a layered continuum of evidence-based practices applied at the classroom, school, district, region, and state level.

Definition: Multi-Tiered System of Supports in CO FSCP - Affective Needs 10/13/2017 Definition: Multi-Tiered System of Supports in CO CO-MTSS is a prevention-based framework of team-driven data-based problem solving for improving the outcomes of every student through family, school, and community partnering and a layered continuum of evidence-based practices applied at the classroom, school, district, region, and state level. Note: color-coding of Component elements in the definition

Preventative approach applied across all tiers FSCP - Affective Needs 10/13/2017 Prevention-Based: The Aim is to eliminate Barriers BEFORE they are shaped Preventative approach applied across all tiers Identify who needs support as early as possible; Implement supports when needed; and Determine if those supports are effective Prevent development of new problems Reduce the number of existing challenges Reduce the intensity and complexity of needed supports EMPHASIZE PREVENTION INITIAL: (e.g. diet/exercise IS primary action for everyone all…UNIVERSAL EVIDENCE-BASED PRACTICE); “prevention” = preventing from not reaching “potential”; preventing obstacles impeding student/stakeholder progress Click for animation: Note: Also…Prevention “across the tiers”, not universal alone; thus, the bulleted points and layered graphic. Describe Tiered Logic here, if desired. (reference connection to everyone gets, some may need & get, a few need more…maybe include “blanket analogy”, if helpful) We also believe in “asset” or “strengths” based thinking across the tiers and application levels (of problem solving and decision-making)

http://www.cde.state.co.us/sacpie

Family, School, and Community Partnering FSCP - Affective Needs 10/13/2017 Family, School, and Community Partnering Definition: The collaboration of families, schools, and communities as active partners in improving learner, classroom, school, district, and state outcomes. Partnering is…. ______________________________________ On a piece of paper/notecatcher/index card/post-it note, Fill in the blank… “Partnering is…” ___ Then, in looking at our definition, think: what gels/what differs? Also…aloud for all: Think of a partner in your life. What attributes (adjectives/descriptors) would you use to describe the relationship you have with that individual?

Not only THAT partnerships contribute to good schools and What is important to know about school, family, and community partnerships? (Epstein, et al) Not only THAT partnerships contribute to good schools and successful students. But also WHAT is needed in an excellent partnership program. and… HOW to organize and sustain high-quality and effective programs of family and community involvement. We must think in new ways about leadership for partnerships at all policy levels.

OVERLAPPING SPHERES OF INFLUENCE FSCP - Affective Needs 10/13/2017 Theoretical Model OVERLAPPING SPHERES OF INFLUENCE Factors Influencing Effective Partnering Experiences, Beliefs, Practices This is a theoretical model for how school, family, and community interaction effects children’s learning. It was developed by Dr. Joyce Epstein based decades of research from schools primarily located in Baltimore City. You will see that three entities are represented: Family, School, and Community. Community can include businesses, school alumni, neighbors, parents with children not yet at school age. Each group does some things for students separately, and others together. What are some sole responsibilities for families? Schools? The Community? Depending on the extend of collaboration, the spheres either move closer together or farther apart. This model is NOT a Venn diagram. It is a dynamic model that is different for every student and school and can change over time. If the school’s beliefs and values differ greatly from those of the family, the circles will move away from each other. Likewise, if families, schools, and the community unite for a shared goal/vision, the circles will move closer together. Just think about the answer to this question, you don’t need to vocalize it, but if you were to draw the Overlapping Spheres of Influence Model for you school, families, and community, how do you think it would look?

All parents have dreams for their children and want the best for them. FSCP - Affective Needs 10/13/2017 Four Core Beliefs All parents have dreams for their children and want the best for them. All parents have the capacity to support their children’s learning. Parents and school staff should be equal partners. The responsibility for building partnerships between school and home rests primarily with school staff and especially school leaders. Reflection/discussion (brief) Connections to READINESS!!! NOTE: “parents” here > within our language, “families” Prompt idea(s): What beliefs do you have/hold for FSCP? How are these aligned/challenging? Consider the following four core beliefs to determine schools/districts are ready to partner with families. Notes: Dr. Joyce Epstein’s Theoretical Model, The Overlapping Spheres of Influence, states that stakeholders’ philosophies, experiences, and practices impact the extent to which families, schools, and communities collaborate. Henderson, A.T. et al. (2007) Beyond the bake sale: The essential guide to family-school partnerships.

Partnering Principles FSCP - Affective Needs 10/13/2017 Partnering Principles The focus is always on student success It is about ongoing, sustainable, intentional relationships Differences are directly addressed, so that: students see their worlds working together a forum is created for understanding the culture of the family and the culture of the school (cultural sharing). -Coll & Chatman, 2005 Key Points: Families & teachers work together right away when student is struggling; all try to understand the problems. This keeps students engaged in the learning process. Easier to overcome differences when focusing on big picture & what really counts - students. Relationships, relationships, relationships… Students see adults in their lives caring and sharing.

Supporting Research for FSCP FSCP - Affective Needs 10/13/2017 Supporting Research for FSCP School-initiated, specific family participation programs – such as shared reading, homework checking, and teamed two-way communication – are significantly and positively related to academic achievement for students at all levels. (Jeynes, 2012) Over 50 years of research supports impl. FSCP effectively. Key Points: It is important for all stakeholders understand the rationale for partnering – there is a strong research base as to its effectiveness in improving student achievement Federal and state laws have been created based on the strong research base. Because of the research and laws, there is a national shift for educator and families.

Across all school levels In each year: 2009, 2011, 2013, and 2015 FSCP - Affective Needs 10/13/2017 Colorado Data On the Colorado TELL Survey, the teaching condition with the strongest connection to high student achievement and growth is: Community Support and Involvement Parents/guardians in the community are engaged, influential, and supportive of teachers and schools Across all school levels In each year: 2009, 2011, 2013, and 2015 (New Teacher Center, 2015) COLO data (connect to UIP)

Implementation Research FSCP - Affective Needs 10/13/2017 Implementation Research Students need multiple sources of support to succeed in school and in their communities. Teachers and administrators may be initially hesitant to increasing family involvement. Teachers, administrators, and external supports need in-service, pre-service, and advanced education on partnerships. Schools must reach out in order to involve all families. Structures will be most useful to schools and to families if they are customized, comprehensive, and continually improved to help meet important goals for students. -Epstein, J. L. et al. (2009). School, Family, and Community Partnerships: our Handbook for Action (Third Edition). Thousand Oaks, CA: Corwin Press. Connections to Implementation Science

Comprehensive, Sustainable Structure FSCP - Affective Needs 10/13/2017 Comprehensive, Sustainable Structure Implementing the Framework of: National Standards for Family-School Partnerships Welcoming All Families into the School Community Communicating Effectively Supporting Student Success Speaking Up for Every Child Sharing Power Collaborating with the Community Sharing Leadership Action Planning Evaluating http://www.cde.state.co.us/sacpie/nationalstandardsgoalsandindicators2l Based on current education research, SACPIE recommends that schools and districts in Colorado move away from “random acts of partnership” to instead implement and comprehensive and sustainable partnership structure linked to student learning. Over the past three years, hundreds of schools and districts in Colorado have attended trainings about this comprehensive structure. The four components of this comprehensive structure include: Implementing the Framework of the National Standards for Family-School Partnerships Sharing Leadership Action Planning Evaluating Based on Senate Bill 09-90, Colorado aligns its FSCP work with the National Standards for Family-School Partnerships. These standards are a framework for schools and districts to consider when organizing their outreach and partnerships with families. More information on the National Standards for Family-School Partnerships is located on the CDE website, which is at the bottom of the slide. Sharing leadership is important to include different voices and perspectives on various topics. Sharing leadership may occur in committees already established in schools and districts, such as the accountability committee or parent-teacher groups (PTA or PTO). It is also important to include FSCP within the Unified Improvement Plan. Family partnerships may be a major improvement strategy of its own but more likely will be embedded within the action plan to accomplish the school’s or district’s goals. Finally, evaluating individual initiatives and the partnership structure as a whole is critical to sustaining effective and intentional FSCP.

FSCP Standards-Aligned Resources MTSS FSCP page: http://www.cde.state.co.us/mtss/fscp (has video and supporting tools) and links to… Practice Profile – FYI in your conference toolkit: http://www.cde.state.co.us/mtss/fscp-practiceprofile

What are you “ready” to impact? FSCP - Affective Needs 10/13/2017 What are you “ready” to impact? Multi-Tiered Family, School, and Community Partnering (FSCP) Universal FSCP Targeted FSCP Intensive FSCP MTSS FSCP Implementation Guide (ESSU resource) http://www.cde.state.co.us/cdesped/mtssfscp_implementationguide Tiered Logic is key

Partnering Vocabulary FSCP - Affective Needs 10/13/2017 Partnering Vocabulary Examples Words “WE”, “OUR”, “US” Goals What do we want to achieve together? Roles How can we partner around that? Data How will we know it is working? Input What does the family or school or community partner think, feel, know? Decisions We ALL are “at the table” & “on the team”. Responsibilities What are we each doing? Students What is best for our student(s)? Think of the language you use…consider the partnering. Connections to other MTSS components. Connections to Implementation Science http://www.cde.state.co.us/cdesped/mtssfscp_implementationguide

Teachers & Parents as Partners (TAPP) Characterized by: Trust, two-way communication, perspective taking, clear roles, collaboration & cooperation, and shared responsibility. http://cyfs.unl.edu/TAPP/

Levels of School-wide SEL and 5 Domains of SEL FSCP - Affective Needs 10/13/2017 Levels of School-wide SEL and 5 Domains of SEL FAMILY, & COMMUNITY PARTNERSHIPS FAMILY & COMMUNITY PARTNERSHIPS SEL CURRICULUM & INSTRUCTION SCHOOLWIDE PRACTICES & POLICIES SEL CURRICULUM & INSTRUCTION SELF-MANAGEMENT SELF-AWARENESS Social and Emotional Learning (SEL) SOCIAL AWARENESS RESPONSIBLE DECISION-MAKING SEL CURRICULUM & INSTRUCTION Additional tool (on CDE site & from CASEL & SAMHSA): http://www.cde.state.co.us/cdesped/school-familypartnershipstrategies Think within the UMBRELLA of MTSS… (embedded…in partnership…not contradicting) Collaborative for Academic, Social, and Emotional Learning. “For a growing number of schools and districts, SEL has become a coordinating framework for how educators, families, and communities partner to promote students’ social, emotional, and academic learning. SEL is embedded in their strategic plans, staffing, professional learning, and budgets. It guides their curriculum choices and classroom instruction — both direct practice in SEL as well as integrated instruction with reading, math, history, and other core subjects. It drives many of their schoolwide practices and policies. It informs how adults and students relate with each other at all levels of the system, creating a welcoming, participatory, and caring climate for learning. It shapes their partnerships with families and community members, highlighting engagement, trust, and collaboration.” “Our partner districts are developing tools to help districts conduct needs assessments, align resources, select programs, assess progress, and more.” RELATIONSHIP SKILLS SCHOOLWIDE PRACTICES & POLICIES Collaborative for Academic, Social, and Emotional Learning http://www.casel.org/

FSCP - Affective Needs 10/13/2017 Flamboyan Foundation, located in Washington DC, conducted a meta analysis linking FSCP to student learning. This slide shows which activities have a low vs. high impact on student achievement. It’s important to note that the low impact activities are not bad activities to implement. These activities—celebrations, potlucks, performances—are often great first steps to create a welcoming climate of partnership. However, schools and districts should work toward prioritizing the high impact strategies to have the highest impact on student learning.

Online Resource 2015, 2016, 2017 Editions (accessed in complete PDF per year and as individual practices) Categorized by alignment with Partnership Standards http://www.cde.state.co.us/uip/promising

Adult Learning Principles FSCP - Affective Needs 10/13/2017 Adult Learning Principles Introduction Illustration Practicing Evaluation Reflection Mastery These authors were able to study and come out with these areas that we cite as “Adult Learning Principles” that would be applied with any adult learning opportunity. Adapted from: Trivette, 2012 (http://www.signetwork.org/file_attachments/123/download)

Dual Capacity-Building Framework FSCP - Affective Needs 10/13/2017 Dual Capacity-Building Framework Families & Educators Both Need… Capabilities (skills & knowledge) Connections (networks) Cognition (beliefs, values) Confidence (self-efficacy) The Dual Capacity-Building Framework is form the US Dept. of Ed. (link provided) U.S. Dept. of Ed. Dual Capacity-Building Framework (2013) http://www.ed.gov/family-and-community-engagement

How do we build the capacity of our partners? FSCP - Affective Needs 10/13/2017 How do we build the capacity of our partners? What are ideas for stakeholders? The “Why”, the “What”, and the “How” of PARTNERING (“FSCP”) The Why = supports “Disposition” or mindset; The What = Knowledge; The How = Skills Staff learn: FSCP Families learn: FSCP Community learn: FSCP Capacity building must happen across stakeholder groups…not just for professionals.

Brochures http://www.cde.state.co.us/uip/familyengagement

Families and the Individuals with Disabilities Education Act (IDEA) FSCP - Affective Needs 10/13/2017 Families and the Individuals with Disabilities Education Act (IDEA) The Law Procedural Safeguards IEP Teams Historical Shift RDA Improving Results Sharing of connections (legal considerations), supporting SWD.

How is the Shift Applied to Special Education? Traditional Parent Involvement Often more of a compliance focus Annual, triennial reviews tend to be primary touch points, with formal progress reports Schools and home both working towards goals, but often separately Family Partnering Stronger focus on student outcomes along with compliance Also includes school and home progress monitoring and two-way communication Coordinated learning between home and school, focused on goals and outcomes

Working with families who have children with disabilities.

“Life is what happens while you are busy making other plans “Life is what happens while you are busy making other plans.” ~John Lennon

Birth of a Child with a Disability Pregnancy The Hoped-for Child Birth of a Child with a Disability The Death of a Dream Disorientation/Disequilibrium Searching Acknowledgement Recovery Maintenance Gilbert M. Foley 2011

For families who have children with serious behaviors All families experience similar struggles, no matter what the child’s diagnosis or cause of their serious behaviors All parents and siblings (or other caregivers) have mixed feelings of guilt, anger, frustration, pain and loss.

“The only thing a human being can lose in life is a dream “The only thing a human being can lose in life is a dream . . . You don’t lose the past – only the future . . . the dream, fantasy, illusion or projection into the future. Grieving is the process whereby one separates from the lost dream.” ~Ken Moses

Cliché List “What doesn’t kill you, makes you stronger.” “Only special people have children with special needs.” “I know EXACTLY what you’re going through.” “Always remember to take it one day at a time.” “Everything happens for a reason.” “Onward and upward!” “You just need to play the hand that you are dealt.”

“First, families acknowledge the disability and its long-term significance. Second, they begin the long and difficult task of integrating the child and the disability into their lives. Third, they learn to forgive their own errors and shortcomings. Fourth, they search for meaning in their loss.” ~Helen Featherstone

Outcomes of Challenge

FSCP - Affective Needs 10/13/2017 Why do people conflict? Miscommunication Misperceptions Perceived threat Past issues and relationships Cultural differences Different interests or goals Different processing styles Different values Lack of information or misinformation Ambiguity Emotions Unmet psychological needs Limited resources or unequal control Conflict is a signal or message that something is not working and needs to be different. -Talk Through Conflict Using Interests-Based Problem Solving, Education Service Center Region 4. (2011). Would you agree (with these “reasons”)? Read the quotation.

FSCP - Affective Needs 10/13/2017 The Challenge Most special education conflict centers on the development of the IEP. A natural imbalance of power exists that results in parents feeling undervalued in the IEP process. School staff members, administrators, and families often become focused on disagreement and engaged in a relationship strained by unresolved conflict. School districts are spending over $90 million per year on conflict resolution. Timing-> 2 minutes Next-> Colorado’s Dispute Resolution Statistics

Indicator 8 Example Resource

FSCP - Affective Needs 10/13/2017 Case Studies

Additional Resources Aligning and Integrating Family Engagement in Positive Behavioral Interventions and Supports (PBIS): https://www.pbis.org/Co mmon/Cms/files/pbisres ources/Family%20Engage ment%20in%20PBIS.pdf Behavioral Health Framework: http://www.coloradoedi nitiative.org/resources/s choolbehavioralhealth/

Action Plan Activity

“…No matter how skilled professionals are, nor how loving families are, each cannot achieve alone, what the parties, working hand-in-hand, can accomplish together.” (Adapted from Peterson & Cooper, as cited in 2007)

For more information: http://www.cde.state.co.us/mtss Materials online: http://www.cde.state.co.us/mtss/adultlearningopportunities