Building Strong Communities through School-Extension Partnerships

1. Building Strong Communities through School-Extension Partnerships

2. South Dakota Sustainable Community Project Marilyn Rasmussen, Ph.D., Co-Principle Investigator Tracey Lehrke, Extension Educator and Team Leader Sonia Mack, Extension Educator Carrie Johnson, Extension Educator and Team Leader Tina Dangel, Extension Educator Jessica Kirkham, Prevention Coordinator Ann Michelle Daniels, Ph.D., Co-Principle Investigator

3. School�Community Collaborations Essential Characteristics: Mutually beneficial relationship Addresses an identified need Focus is on common or similar goals -Schools have primarily academic goals -What are the goals of community organizations? What are the services provided in your schools or by your schools that are not directly related to knowledge and skill acquisition but are necessary to make the school environment conducive to learning?What are the services provided in your schools or by your schools that are not directly related to knowledge and skill acquisition but are necessary to make the school environment conducive to learning?

4. Community organizations can provide Learning Supports Breakfast/lunch programs Nursing services Guidance & counseling Nutrition � health & wellness Anti-bullying & violence prevention Afterschool programs Substance abuse prevention Family involvement efforts Mental health services Social events Tutoring Others?

5. Elementary and Secondary Education ActESEA � Reauthorized every 5 to 10 years Goals 2000: Educate America Act of 1994 Goal 7: Parents, businesses, governmental and community organizations to work together with schools to create a safe and secure environment that is free of drugs and crime. Community based teams should be organized to provide student and teachers with needed support.

6. Elementary and Secondary Education ActESEA � Reauthorized every 5 to 10 years No Child Left Behind 2002 (ESEA) . . . . . encourages schools to develop partnerships with community-based organizations and businesses to help all students learn and achieve in schools. Title I, Section 1118

7. School-Community Partnerships Types Common Types of School-Community Partnerships Businesses Universities Prevention Service Learning School-linked Service Integration Potential Outcomes More effective school functioning Well-educated workforce � economic competitiveness Student well-being Building & maintaining community health and development

8. Expectations of K-12 Education What is the role of schools? To prepare a well-educated workforce as vital to the economic productivity and expansion of our country. Challenges to fulfilling the mission Mounting responsibilities placed on schools � NCLB (ESEA) Student population diversity presents challenges to helping students achieve advanced language, technical and communication skills. Youth in some urban and rural communities lack social capital Social & emotional needs of children, especially in areas of great poverty or high level of family dysfunction Elementary and secondary education act (ESEA) � reauthorization sometime this year. Elementary and secondary education act (ESEA) � reauthorization sometime this year.

9. Share Examples of School-Community Partnerships Community-school partnerships you have participated in or are aware of Common goal(s) Partner or partners Service, program, or support provided by the partnership Duration, intensity, effectiveness Small group discussion Small group discussion

10. School � Extension Partnerships Contribution of Cooperative Extension Connection to the land grant university Access to research and evidence-based programs and practices State-wide network

14. Sisseton Middle SchoolSisseton, SD Approach School Community Resources Benefits Approach a. Who you partner with is important from the very beginning until your complete team is formed. Sonia and I felt comfortable going into the principal together to explore this new partnership. Before the visit, we went to the training on the subject and spent the time reviewing it so we felt comfortable talking about this new team approach. � b. Always know your community! I *School- How does your school run? We knew it was best to start with the principal and not go straight to the superintendent. We knew the principal had the final say and so we went to her and explained the partnership. If the wrong person is approached the answer could be no before you have a chance to explain any further. * What is going on in your community? During our conversation we were told to visit with a person in another agency who had just received a large grant because it seemed quite similar. If we had NOT known about the community being awarded the drug free community grant the partnership would not have proceeded any further that day. However, I helped review it along with the AMD and MR and was able to state why this would be different. If we would not have had that knowledge, we would have had to go and see what the DFC grant was about and then hope to get on the calendar of the principal at a another time which would have delayed the partnership/team to begin. � c. Consider what resources you need for your program to be successful. For the family program we needed funding for meals, incentives, (Sandi) and child care (Beth.) We need families to come to the program so who are connected with many families? - (Bob president of the Ministerial Assoc.) � d. What is it in for me? When approaching a partner be prepared to answer questions such as, �How does it benefit me? My students? My teachers? What is the time requirement?� The school program ended up being what sealed the deal as they were not starting a new program this year. We were able to provide the needed supplies on the program they were already doing. By establishing a partnership with us, they would get those supplies which answered the question of what are the benefits to the school. Approach a. Who you partner with is important from the very beginning until your complete team is formed. Sonia and I felt comfortable going into the principal together to explore this new partnership. Before the visit, we went to the training on the subject and spent the time reviewing it so we felt comfortable talking about this new team approach. � b. Always know your community! I *School- How does your school run? We knew it was best to start with the principal and not go straight to the superintendent. We knew the principal had the final say and so we went to her and explained the partnership. If the wrong person is approached the answer could be no before you have a chance to explain any further. * What is going on in your community? During our conversation we were told to visit with a person in another agency who had just received a large grant because it seemed quite similar. If we had NOT known about the community being awarded the drug free community grant the partnership would not have proceeded any further that day. However, I helped review it along with the AMD and MR and was able to state why this would be different. If we would not have had that knowledge, we would have had to go and see what the DFC grant was about and then hope to get on the calendar of the principal at a another time which would have delayed the partnership/team to begin. � c. Consider what resources you need for your program to be successful. For the family program we needed funding for meals, incentives, (Sandi) and child care (Beth.) We need families to come to the program so who are connected with many families? - (Bob president of the Ministerial Assoc.) � d. What is it in for me? When approaching a partner be prepared to answer questions such as, �How does it benefit me? My students? My teachers? What is the time requirement?� The school program ended up being what sealed the deal as they were not starting a new program this year. We were able to provide the needed supplies on the program they were already doing. By establishing a partnership with us, they would get those supplies which answered the question of what are the benefits to the school.

15. Sisseton Middle SchoolSisseton, SD Team Building Strategy Group Size Key Members Group Mission & Vision Establish the team, ask yourself and the team who are we missing around the table, have any issues surfaced since the team began ( i.e. gang violence, negative feedback on training, school improvement plan, budget cuts) be alert to the changes in your community to make sure your team is not missing a vital connection for your programming to be successful. Do not get to big but only a few people on a committee is the not right answer either. Be sure you always have key team members as part of your team. Establish a mission and vision and do not forget about them. Refer to them, post them, because this is why people first said yes to be on your team so you do not want to lose your goal which are your mission and vision statements. If you are training facilitators take some thought on who would be the best people to promote the program. Who would families feel comfortable with? Through the �bumps in the road� never lose sight of YOUR community�s needs! If you do not know them or stand up for them who will? Establish the team, ask yourself and the team who are we missing around the table, have any issues surfaced since the team began ( i.e. gang violence, negative feedback on training, school improvement plan, budget cuts) be alert to the changes in your community to make sure your team is not missing a vital connection for your programming to be successful. Do not get to big but only a few people on a committee is the not right answer either. Be sure you always have key team members as part of your team. Establish a mission and vision and do not forget about them. Refer to them, post them, because this is why people first said yes to be on your team so you do not want to lose your goal which are your mission and vision statements. If you are training facilitators take some thought on who would be the best people to promote the program. Who would families feel comfortable with? Through the �bumps in the road� never lose sight of YOUR community�s needs! If you do not know them or stand up for them who will?

16. Sisseton Middle SchoolSisseton, SD Vision Statement �The community and school will work together in order to provide a safe, positive environment for families to grow and learn.�

17. Sisseton Middle SchoolSisseton, SD Mission Statement �Youth and families will set goals to reach their full potential, realizing anything is possible.�

18. Sisseton Middle SchoolSisseton, SD Challenges Time Money Promotion & Recruitment Marketing Successes Program Completion Mission & Vision Statements Priorities Challenges are more than just time and money. Have things changed with the team members and they are no longer able to be on the team or not the right fit for the team. Your participants could present a challenge- first week father did not like it by the third week he was telling others it was good. Do you have the right person promoting your work? Should it be just one person who is the PR for your team? Becoming sustainable is a challenge. Changing laws, budgets, members having to change their priorities can also be a challenge. People are always so busy so at first I took on more responsibility but now that people are excited about SFP and want to be part of it have, I am delegating more so they can take on the ownership to the team as well as the program. Finding a balance so the team members can take part in the success stories but not feel overwhelmed by being on another committee can be a challenge. Marketing- you are marketing for the parents to come but the students see the material also. Is it kid friendly? Why would a kid want to come to program that is evidence-base? Would I do it again? Yes, because every family can be strengthened. The PROSPER Team is meeting its mission and vision. Mothers and Fathers have told me the SFP is making a difference in their family. Another mom said she can�t wait until next year when her family can do SFP. Challenges are more than just time and money. Have things changed with the team members and they are no longer able to be on the team or not the right fit for the team. Your participants could present a challenge- first week father did not like it by the third week he was telling others it was good. Do you have the right person promoting your work? Should it be just one person who is the PR for your team? Becoming sustainable is a challenge. Changing laws, budgets, members having to change their priorities can also be a challenge. People are always so busy so at first I took on more responsibility but now that people are excited about SFP and want to be part of it have, I am delegating more so they can take on the ownership to the team as well as the program. Finding a balance so the team members can take part in the success stories but not feel overwhelmed by being on another committee can be a challenge. Marketing- you are marketing for the parents to come but the students see the material also. Is it kid friendly? Why would a kid want to come to program that is evidence-base? Would I do it again? Yes, because every family can be strengthened. The PROSPER Team is meeting its mission and vision. Mothers and Fathers have told me the SFP is making a difference in their family. Another mom said she can�t wait until next year when her family can do SFP.

19. Sisseton Middle SchoolSisseton, SD Mrs. Karen Whitney, SMS Principal & program co-leader, holds the Parent Creed concluding the parent session. Challenges are more than just time and money. Have things changed with the team members and they are no longer able to be on the team or not the right fit for the team. Your participants could present a challenge- first week father did not like it by the third week he was telling others it was good. Do you have the right person promoting your work? Should it be just one person who is the PR for your team? Becoming sustainable is a challenge. Changing laws, budgets, members having to change their priorities can also be a challenge. People are always so busy so at first I took on more responsibility but now that people are excited about SFP and want to be part of it have, I am delegating more so they can take on the ownership to the team as well as the program. Finding a balance so the team members can take part in the success stories but not feel overwhelmed by being on another committee can be a challenge. Marketing- you are marketing for the parents to come but the students see the material also. Is it kid friendly? Why would a kid want to come to program that is evidence-base? Would I do it again? Yes, because every family can be strengthened. The PROSPER Team is meeting its mission and vision. Mothers and Fathers have told me the SFP is making a difference in their family. Another mom said she can�t wait until next year when her family can do SFP. Challenges are more than just time and money. Have things changed with the team members and they are no longer able to be on the team or not the right fit for the team. Your participants could present a challenge- first week father did not like it by the third week he was telling others it was good. Do you have the right person promoting your work? Should it be just one person who is the PR for your team? Becoming sustainable is a challenge. Changing laws, budgets, members having to change their priorities can also be a challenge. People are always so busy so at first I took on more responsibility but now that people are excited about SFP and want to be part of it have, I am delegating more so they can take on the ownership to the team as well as the program. Finding a balance so the team members can take part in the success stories but not feel overwhelmed by being on another committee can be a challenge. Marketing- you are marketing for the parents to come but the students see the material also. Is it kid friendly? Why would a kid want to come to program that is evidence-base? Would I do it again? Yes, because every family can be strengthened. The PROSPER Team is meeting its mission and vision. Mothers and Fathers have told me the SFP is making a difference in their family. Another mom said she can�t wait until next year when her family can do SFP.

20. Lake Andes Area Schools Building on existing school partnerships Gaining access to a school district: Where to start Differences in working relationships with schools Maintaining relationships

21. Lake Andes Area Schools Community Team Building Creating community teams Keeping them engaged Teen involvement on the team

22. Lake Andes Area Schools Challenges of Small Rural Communities School Personnel Facilitators Sponsors Volunteers

23. School & Community Partnership EventLake Andes Area Schools

24. Findings of a School-Extension PartnershipDelivery of Project ALERT in the School Schools were not aware of evidence-based programs (EBP) and/or federal government mandate to use them for grant funded programs Schools wanted to keep the DARE program partnership in place. Teachers were unlikely to implement an EBP with fidelity. Not consistent with school/educator view of curriculum delivery Schools felt that Extension delivery was an advantage over teacher delivery of an EBP

25. Sanders, M.G. (2003). Community involvement in schools: From concept to practice. Education and Urban society, 35(2). Sanders, M.G., & Sheldon, S.B. (2009). Principals matter: A guide to school, family and community partners. Thousand Oaks CA: Corwin. St. Pierre, T.L. & Kaltreider, D.L. (2004). Tales of refusal, adoption, and maintenance: Evidence-based substance abuse prevention via school-extension collaborations. American Journal of Evaluation 25(4), 479-491.

26. Examining the PossibilitiesGroup Activity Group activity possibilities Presenters represent the interest of a school. Meet with a group of 2-3 people and have them suggest a partnership, how they would implement, etc. Scenario � our school is having a lot of trouble with prescription drugs � what can you offer? Our school is having trouble with kids eating school lunch � they throw away a lot of food. Pair 2 people � hand out index cards of 2 colors � one with a program the school would like to have � the other with the name of an organization and what they could contribute eg., EFNEP � nutrition education Write down two principles that you could not bend in working with a school on a program. Share.

27. Schools as Learning Communities A school learning community works with many partners to increase students� learning opportunities and experiences. Activities to enrich students� skills and talents may be conducted during lunch, after school, and at other times by school, family, and community partners. Sanders, M., & Harvey, A. (2002). Beyond the school walls: A case study of principal leadership for school-community collaboration. Teachers College Record, 104(7), 1345-1368.