(Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)

Intensive1-7%(Specialized/Individual Support System)

Intervention5-15%(At-Risk System, Supplemental, Small Groups)

Universal80-90%(District, School-Wide, & Classroom Systems)

Sch

ool-W

ide

Indi

vidu

al S

uppo

rt

All Students in School

Continuum of Support

Principal Leadership

Technical Resources

Teachers Knowledge, Skills, & Dispositions

Professional Community

Program Coherence

School CapacitySchool Capacity

Instructional Quality

Student Achievement

Newmann, King, & Young (2000)

PARENTING: Assist families with parenting and child-rearing skills, understanding child and adolescent development, and settinghome 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 resourcesand 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 PARTNERSHIPSEPSTEIN’S SIX TYPES OF INVOLVEMENT

Nation/International AssessmentsAre students performing optimally?

Large Scale AssessmentsAre students meeting the state standards?

Diagnostic AssessmentsWhat are students’ cognitive strengths and needs?

Student Report CardsHow are students performing in general?

Performance AssessmentCan students apply and generalize what they’ve learned?

Classroom Curriculum Unit Tests, QuizzesDid Students learn it?

Formative AssessmentsAre students learning it?

Figure 1.The Richness and Complexity of Student Assessment Data

Specificity of Information

Rat

e of

Fee

dbac

k

North Central Regional Educational LaboratoryPolicy 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

CBAM Stages of Concern6 Refocusing I have some ideas about something

that would work even better.

5 Collaboration I am concerned about relating what I am doing to what other instructors are doing.

4 Consequence How is my use affecting kids?

3 Management I seem to be spending all my time getting material ready.

2 Personal How will using it affect me?

1 Informational I would like to know more about it.

0 Awareness I am not concerned about the proposed innovation.

Leading Complex Change

M. Lippitt (2003) Leading Complex Change. Enterprise Management, LTD.

VISION CAPABILITIES RESOURCESACTION

PLANRESTRANT;

RESISTANCE

VISION INCENTIVES RESOURCESACTION

PLANANXIETY

VISION INCENTIVES RESOURCES

FALSE

STARTSCAPABILITIES

VISION INCENTIVES ACTION

PLANFRUSTRATIONCAPABILITIES

INCENTIVES RESOURCESACTION

PLANCONFUSIONCAPABILITIES

VISION INCENTIVES RESOURCESACTION

PLANSUCCESSCAPABILITIES

The Benefits of Complex Change

M. Lippitt (2003) Leading Complex Change. Enterprise Management, LTD.

VISION INCENTIVES RESOURCESACTION

PLANSUCCESSCAPABILITIES

Confidence

UNDERSTANDING Engagement

Commitment

Advocacy

How Can We Organize Our Learning for Next Steps?

ComponentsWhat 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