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

2. Principal Leadership Technical Resources Teachers Knowledge, Skills, & Dispositions Professional Community Program Coherence School Capacity Instructional Quality Student Achievement Newmann, King, & Young (2000)

3. 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. 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. Type 1 Type 2 Type 6 Type 5 Type 4 Type 3 SCHOOL-FAMILY-COMMUNITY PARTNERSHIPS EPSTEIN’S SIX TYPES OF INVOLVEMENT

4. Nation/International Assessments Are students performing optimally? Large Scale Assessments Are students meeting the state standards? Diagnostic Assessments What are students’ cognitive strengths and needs? Student Report Cards How are students performing in general? Performance Assessment Can students apply and generalize what they’ve learned? Classroom Curriculum Unit Tests, Quizzes Did Students learn it? Formative Assessments Are students learning it? Figure 1.The Richness and Complexity of Student Assessment Data Specificity of Information Rate of Feedback North Central Regional Educational Laboratory Policy Issues Issue 6 Nov 2000 2 1. Using Student Assessment Data: What can We Learn from Schools? Allison Cromley Annually to students in selected grades As needed/usually 1X/year Once/curriculum unit Weekly Daily

5. CBAM Stages of Concern 6 RefocusingI have some ideas about something that would work even better. 5Collaboration I am concerned about relating what I am doing to what other instructors are doing. 4 ConsequenceHow is my use affecting kids? 3 ManagementI seem to be spending all my time getting material ready. 2 PersonalHow will using it affect me? 1 InformationalI would like to know more about it. 0 AwarenessI am not concerned about the proposed innovation.

6. Leading Complex Change M. Lippitt (2003) Leading Complex Change. Enterprise Management, LTD. VISIONCAPABILITIES RESOURCES ACTION PLAN RESTRANT; RESISTANCE VISIONINCENTIVESRESOURCES ACTION PLAN ANXIETY VISIONINCENTIVESRESOURCES FALSE STARTS CAPABILITIES VISIONINCENTIVES ACTION PLAN FRUSTRATION CAPABILITIES INCENTIVESRESOURCES ACTION PLAN CONFUSION CAPABILITIES VISIONINCENTIVESRESOURCES ACTION PLAN SUCCESS CAPABILITIES

7. The Benefits of Complex Change M. Lippitt (2003) Leading Complex Change. Enterprise Management, LTD. VISIONINCENTIVESRESOURCES ACTION PLAN SUCCESS CAPABILITIES Confidence UNDERSTANDING Engagement Commitment Advocacy

8. How Can We Organize Our Learning for Next Steps? Components What is currently in place? What is needed?How do we get there? Leadership Collegial Support & Family Partnerships Strategic Decision-Making Assessment & Reflective Practice Instructional Repertoire Accountability & Documentation