Academy for Community Schools Development III Comprehensive Youth & Family Services

1. Academy for Community Schools Development IIIComprehensive Youth & Family Services June 2, 2004

2. “If you don’t know where you’re going any road will do”. The Cheshire Cat Alice in Wonderland

3. CYFS Objectives: • Establish coordinated and integrated services as a best practice of community schools • Link school success with the high impact of integrated services • Identify strategies for developing sustainable partnerships for CSFY • Develop key strategies for increasing parent involvement at school sites

4. A comprehensive program of school, family, and community partnerships is a planned, goal-oriented, and ongoing schedule of activities that inform and involve all families and the community in ways that promote student success. Joyce Epstein School, Family, and Community Partnerships

6. A comprehensive approach to improving outcomes for youth & families includes recognizing, promoting & supporting healthy behaviors and beliefs while focusing resources on priority needs. Source: Integrated County Plan, Rochester-Monroe County Youth Bureau

7. Five Conditions of Learning • Qualified teachers, challenging curriculum and high expectation for students • Motivated & engaged students • Basic needs of youths & families are recognized & addressed • Mutual respect & effective collaboration • Community engaged and used as learning context Source: Making the Difference, Coalition for Community Schools

8. Multiple Entry Points Comprehensive Family Assessment Strong Partnerships Joint Planning & Decision-making School/Community Based Preventive, Early Intervention Flexible & Responsive Sensitive To Cultural, Gender, Ability & Racial Differences Developmental Coordinated & Integrated Characteristics of CYFS

9. In school-linked comprehensive strategies, schools are no longer isolated providers of a single component – education for children & youth, – but active partners in a broader effort. Source: Putting the Pieces Together: Comprehensive School-Linked Strategies for Children & Families. NCREL

10. Visioning • Vision = where you are headed • Visioning allows you to: • identify direction and priorities; • promote commitment; • build ownership through involvement; • promote focus

11. Visioning Exercise In your site teams, using the work from the visioning exercise: • Identify the common key words and phrases that each of you used to communicate your vision • Using those key words & phrases, develop your team’s vision statement on comprehensive services for youth and families • Identify the benefits and challenges of comprehensive services for your school

12. Partnership Quotient Assessment • What did you learn about yourself? • What did you learn about relationships and partnerships? • How will this help you improve your partnerships?

13. Three Types of Trust • Communication trust • Contractual trust • Competence trust Source: Reina, Dennis & Michelle. Trust & Betrayal in the Workplace. 1999

14. Partnership Continuum’s Partnering Model Stages of Partnership Development ASSESS EXPLORE INITIATE COMMIT Plan Act FUTURE PAST Do Check STORM FORM NORM PERFORM Stages of Relationship Development Source: Partnership Continuum, Inc.

15. Think of a great relationship

16. Stages of Relationship Development • Form • Coming together to understand needs • Storm • Making our needs known and working towards win/win • Norm • Working together to accomplish the task and building trust • Perform • Linking my success with yours, resulting in creativity and synergy

17. Assess Understanding what you need from and can provide in a partnership Trinity Church observed: Need for before & after school program; Safe place for elementary kids - early dismissal; Kids hungry; Poverty level of working families; Middle schoolers needing adult mentoring and direction; Kids need wanting to serve Partnership Development: Moulton School, Iowa

18. Explore Identifying the right partnership and establishing a win/win Trinity Church: Gets feedback from parents and school Partnered around non-academic needs Responsive & addressed unmet needs Aligned with its mission & resources Established processes - referral & communication Created win-win Partnership Development: Moulton School, Iowa

19. Initiate Initiating an activity and building trust Trinity Church: Provides out of school time programming Feeding programs Transition programs gender specific, elementary, middle Builds trust -capable, caring, committed staff; Sees strength in families; Monitor program quality and results; Partnership Development: Moulton School, Iowa

20. Commit Determining long-term viability and committing Trinity Church: Committed to community & school Provides opportunities for families & school to make a difference Partners with providers to create safety net -CSFY Responsive = relevance Serves & Empowers Created process & systems to support the work Partnership Development: Moulton School, Iowa

21. Taking Your Partnership to the Next Level - Activity • In site teams, identify a partnership that you would like to work on • Assess where the partnership is now • Decide on where you want the partnership to go, • to the next stage or/and • to deepen and broaden the partnership in its current stage • what do you need to do to take it to the next level

22. Plan together from the start Clarify the vision Take time to know each other Set ground rules Start small and build gradually Tend the relationships Involve parents as partners Clarify roles & responsibility Share decision making Prepare team to work together Stay flexible Be strategic Effective Partnership Principles