1. Broome County Supporting Success for Students and Families Mental Health Education Integration Consortium May 14, 2015 Binghamton University College of Community and Public Affairs

2. Building Community Partnerships To Develop a County-Wide System of Community Schools

3. Developmental Process Binghamton University Interdisciplinary Collaboration grant United Way Venture grant Hoyt Foundation grant Safe Schools / Healthy Students – SHARE grant Broome County Promise Zone

4. Moving from SHARE – Safe Schools /Healthy Students to Broome County Promise Zone Develop the first NYS county-wide system of community schools as proposed in the Governor’s 2013 Education Reform Commission. Expand the Promise Zone’s success in NYS by developing, implementing and evaluating a data-driven county-wide PZ model for small cities, suburban and rural communities. Develop and provide a model for school-community partnerships with State Universities across the state. Expand infrastructure for porous boundaries across county school districts and between districts and community agencies. Enhance innovation to support economic development, making Broome County a positive environment in which to live and work.

5. Broome County Promise Zone video https://drive.google.com/a/binghamton.edu/file/d/0B -TAagVx8PenbmVVMW9menlZcWM/view?pli=1

6. Promise Zones  Funded through the New York State Office of Mental Health  Build supports and structure around children to better equip them to be successful in school, work, and life  Framework and not a specific prescription  Community Schools strategy

7. What ARE Promise Zones in general?  Created in 2009 as part of an action strategy to achieve New York State’s goals of:  Student engagement  Academic achievement  Dropout prevention  Social and emotional competence  Establishing positive school culture and school safety  Increased access to mental health services in schools  Collaboration within a community among:  Parents  Employers  Elected leaders  Educators  Community partners  Everyone working together to help children to do well academically and socially

8. What is a Community School? http://www.youtube.com/watch?v=nLt-FC3awuo

9. What is a Community School? A community school is both a place and a set of partnerships between the school and other community resources. Its integrated focus on academics, services, supports and opportunities leads to improved student learning, stronger families and healthier communities. Coalition for Community Schools Content from Quinn, Jane (2006). “Community Schools: A Strategy, Not a Program”. Powerpoint. National Center for Community Schools. Children’s Aid Society.

10. Key Components of a Community School Early Childhood After-School & Summer Enrichment Medical, Dental, Mental Health, & Social Services Parent Involvement Adult Education

11. Adapting Community School Model for Promise Zone Broome County Initiatives Community Schools Outcomes Improve attendance Improve academic outcomes Decrease school discipline frequency Foster family participation Enhance school/classroom participation Facilitate access to health, mental health, human services for children and families Provide single door portal and service coordination Utilize a data-driven decision model Expand linkages with SUNY Lead change/build capacity Higher attendance rates Improved academic performance Positive school climate Improved school safety Greater parent involvement Improved student-teacher relationships Teachers able to focus on education

12. Promise Zone Team Broome County Mental Health Department as the lead BOCES as convener: State sanctioned conduit between schools and community External change partner: Binghamton University Institute for Intergenerational Studies’ Center for Family, School and Community Partnerships; College of Community and Public Affairs Dean’s Office and Dept. of Social Work BU Division of Student Affairs in collaboration with external change partner Student support teams with school social worker as “key triage person for each school”: Community Services and Support Network: Non-profit partners to provide Services Expanded satellites, school-based and mobile teams Strong relationships with county and city organizations

13. Promise Zone Team  Community Project Director  Community School Director  Community School Coordinators  Binghamton City School District  High School  Woodrow Wilson Elementary  Johnson City High School  Union-Endicott Jennie F. Snapp Middle School  Whitney Point Caryl E. Adams Primary School  BOCES  East Learning  West Learning  Program Evaluation and Research  VISTA and AmeriCorps members  Graduate and Undergraduate Students

14. Goals of the Broome County Promise Zone  Improve academic achievement  Improve attendance  Increase access to core health, mental health, and human services for children and their families  Increase family engagement/participation in school

15. Not All Children Have The Same Access! “Could someone help me with these? I’m late for math class.”

16. What do schools get? Trauma-informed, evidence-based, cost-effective interventions School and community needs assessments to help align, develop and implement services Services provided where needed: in-home, in- school, in-community Data driven: services are continually evaluated and altered to best match needs Family Engagement

17. What Do Schools Get? In school and after school student support Academic and attendance Social Emotional Family Engagement Community Outreach Parent Cafés Parent Mentoring Keeping It Positive Professional Development for staff Access to services implemented through research

18. Parent Mentoring Research Focus Dr. Denise Yull & Dr. Marguerite Wilson Conceptual Framework: Community-based participatory research (Swantz, 2008) Critical liberatory pedagogy (Freire, 1970; hooks, 1994) Critical Race Theory (Delgado & Stefancic, 2001; Ladson-Billings & Tate, 1995) Research Questions: What is the learning process involved in a parent mentoring program that relies upon a culturally relevant process and empowerment of participants? To what extent does the parent-mentoring program have an influence on disciplinary patterns and teachers’ attitudes towards teaching marginalized students in urban and rural districts? In what ways can parents, teachers and researchers work together to afford parents greater access to and input into a school system from which they have been disenfranchised, while not requiring assimilation to the dominant culture’s perspective of the school?

19. Parent Mentoring Research Methods Convenience sampling Initial focus groups with parents to gain their input Selection criteria: Must have children in the school district w/disciplinary referrals Availability Parents are expected to spend 4 hours per week in school Ethnographic Data collection Audio recordings and ethnographic field notes of: 20 hour training week Weekly 2-hour meetings Parents are taking field notes of their experiences and observations in the classrooms, highlighting student successes for positive phone calls

20. Culturally Responsive Trauma-informed Strategies for Schools Community based participatory research methods Qualitative and quantitative data Surveys; Interviews with personnel; Focus groups; Classroom observations Align with school culture and practice to build upon current initiatives (Responsive Classroom, PBIS) Use data and school personnel feedback to integrate mental health / trauma-informed approaches to address concerns they identify Social-Emotional RtI; Classroom interventions to support student learning and family engagement

21. Safety Learning Family Emotions * Adapted from Bloom, S.L. (1997) Creating Sanctuary: Toward the Evolution of Sane Societies

22. Questions?