1 institute facilitated by merle siefken parent and educator partnership 25 s. washington, suite 106...
TRANSCRIPT
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Institute Facilitated ByMerle Siefken
Parent and Educator Partnership25 S. Washington, Suite 106
Naperville, IL 60540www.pepartnership.org
630 428 3979877 317 2733
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Get-to-Know-Your ColleaguesGet-to-Know Your Neighbors
Quickly, introduce yourself to the others at your table:
1. Name.
2. Where you work.
3. Something about yourself that we cannot tell by looking at you.
INTRODUCTIONS
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District Leadership InstituteBy the end of this workshop, you will be able to:• Explain the Six Types of Family Involvement
• Conduct a One-Day Team-Training Workshop for your schools’ Action Teams for Partnerships
• Guide schools to write an effective One-Year Action Plan for Partnerships
• Describe the roles and responsibilities of district facilitators
• Select strategies for effective leadership and facilitation on partnerships for your district
• Draft a district leadership plan for 08-09
• Identify PEP resources to help you with your work
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Research shows that:
• Students with involved parents – no matter what their income or background – are more likely to do better in school, stay in school longer, and like school more.
• Partnership programs can increase student achievements, improve attendance and behavior, and promote positive social skills.
• When partnership practices are tightly linked to school goals, families become involved in ways that directly assist students’ learning and success.
Why is it important to involve families and the community in children’s education?
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Why is it important for DISTRICTS to have a LEADER for PARTNERSHIPS?
Research shows that:
When district leaders provide training and facilitation to schools’ Action Teams for Partnerships, their schools:
• Have higher quality partnership programs
• Address more challenges to involve all families,
including those who are typically “hard to
reach.”
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Understand theFramework of
Six Types of Involvement
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Keys to School, Family, and Community Partnerships FRAMEWORK OF SIX TYPES OF INVOLVEMENT
PARENTING
COMMUNICATING
VOLUNTEERING
LEARNING AT HOME
DECISION MAKING
COLLABORATING WITH COMMUNITY
Type 1
Type 2
Type 6
Type 5
Type 4
Type 3
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Housing, health, nutrition, clothing, safety
Parenting skills for all age levels
Home conditions that support children as students at all grade levelsInformation and activities from families to help schools understand children and families
Type 1
PARENTING
Basic Responsibilities of Families
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Memos, notices, report cards, conferences, newsletters, phone calls, computerized messages, e-mail, websites
Two-way channels of communication for questions and interactions
SCHOOL-TO-HOME
HOME-TO-SCHOOL
Type 2
COMMUNICATINGBasic Responsibilities of Schools
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In School or Classroom
Attend assemblies, performances, sports events, recognition, and award ceremonies, celebrations, and other events
VOLUNTEERS
AUDIENCES
Type 3
VOLUNTEERINGInvolvement At and For the School
For School or Classroom
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Keys to School, Family, and Community PartnershipsFRAMEWORK OF SIX TYPES OF INVOLVEMENT
PARENTING
COMMUNICATING
VOLUNTEERING
Type 1
Type 2
Type 3
Share ONE successful example of these 3 types of involvement that YOU have seen in schools.
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How to help at home with homework
Required skills to pass each subject
Curriculum-related decisions
Other skills and talents
Type 4LEARNING AT HOME
Involvement in Academic Activities
Activities for parent and child on . . .
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Other school or district committees
Type 5
DECISION MAKINGParticipation and Leadership
School Improvement Team or School Council
Action Team for Partnerships
PTA/PTO
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Community contributes to the school, students, and families
Type 6COLLABORATING WITH THE COMMUNITY
• Business partners• Cultural and recreational groups• Health services• Service and volunteer groups• Senior citizen organizations• Faith-based organizations• Government and military agencies• Other groups and programs
School, students, and families contribute to the community
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Keys to School, Family, and Community PartnershipsNNPS FRAMEWORK OF SIX TYPES OF INVOLVEMENT
LEARNING AT HOME
DECISION MAKING
COLLABORATING WITH THE COMMUNITY
Type 6
Type 5
Type 4
Share ONE successful example of these 3 types of involvement that YOU have seen in schools.
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An Inventory of Present Practices of
School, Family, and Community Partnerships
Your TABLE will be assigned ONE TYPE of involvement.
1. LOOK. With a partner, look down the list of activities for the TYPE you were assigned.
2. CHECK. Check the activities conducted in yourschool (or schools you supervise or assist) and the grade levels that conduct each activity.
3. REFLECT: What comes to mind as you think about the activities conducted for that TYPE of involvement?
4. CONTINUE. If you finish and there still is time, select another TYPE of involvement to review.
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Meet the Challengesto Reach All Families
and Learn “Re-definitions” for
Good Partnerships
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Challenge
Provide information to all families who want or need it, not just to the few who attend workshops or meetings at the program site.
Redefinition
“Workshop” is not only a meeting on
a topic held at the school building at a particular time, but also the content of a topic to be viewed, heard, or read at convenient times and varied locations.
Type 1 - Parenting
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Challenge
Make all communications clear for all families in languages and formats that they can understand.
Redefinition
“Communications about school programs and student progress” are not only from school to home but also include two-way channels of communication that connect schools, families, students, and the community.
Type 2 - Communicating
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Challenge
Recruit widely for volunteers so that all families know that their time and talents are welcome.
Redefinition
“Volunteer” not only means someone who
comes to school during the day, but also
anyone who supports program goals and
children’s learning in any way, at any place, and at any time.
Type 3 - Volunteering
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Challenge
Develop homework procedures that encourage students to share something with a parent that they are learning in class or in an after-school program.
Redefinition
“Homework” not only means work that students do alone, but also interactive activities that students share with others at home or in the community, linking schoolwork to real life.
Type 4 - Learning at Home
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Challenge
Include parent leaders from all racial, ethnic, socioeconomic, and other groups in the school.
Redefinition
“Decision making” is a process of partnership – sharing views, solving problems, and taking action toward shared goals, not just a power struggle between conflicting ideas.
Type 5 - Decision Making
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Challenge
Inform all families and students
about community programs and
services.
Redefinition
“Community” includes not only families with children in the schools, but also all who are interested in and affected by the quality of education.
Type 6 -Collaborating with the Community
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15 Minute Break
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Challenge-Go-Round
1. Identify a challenge that your schools must solve to involve hard to reach families.
2. At the signal, go ’round the room and write a solution to the challenges.
3. Select one solution that may work in your schools.
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Reaching Resultsand Goals for Student Success
1. Each type of involvement has been linked to specific results for students.
2. All six types of involvement can be designed and implemented to contribute to specific school improvement goals.
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Reaching Results for Students
Type 1 – Parenting Improve students’ attendance in school.
Type 2 – Communicating Increase students’ awareness of their own progress in subjects and skills.
Type 3 – Volunteering Students gain academic skills that are
tutored or taught by volunteers.Type 4 – Learning At Home Students complete more homework in specific subjects.
Type 5 – Decision Making Students benefit from goal-linked policies and projects enacted, conducted, and supported by parent
organizations.Type 6 – Collaborating with Students gain skills and talents in the Community curricular and extracurricular projects
and experiences with community partners.
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Members of an ATP work together to:
• Review school improvement goals
• Select, plan, implement, and
evaluate family and community
involvement activities linked to
school goals.
• Continually improve partnership
practices.
Action Team for Partnerships(ATP)
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Members of an ATP are:
• 2-3 teachers or more
• 2-3 parents/family members or more
• Principal (or assistant principal)
• Other members (nurse, counselor,
community partners)
• 1-2 students on high school
Action Team for Partnerships(ATP)
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School Improvement Team:
• SIT oversees the entire school
improvement plan
• SIT meets monthly to discuss
all programs, assess progress,
and plan for all goals in the SIP
• SIT hears committee reports
and assists committees to
reach goals
School Improvement Team & Action Team for Partnerships
Action Team for Partnerships:
• ATP oversees the goals in the SIP
for family and community
involvement
• ATP meets monthly to discuss the
schedule of family and community
involvement activities in the One-
Year Action Plan, assess progress,
and improve plans
• ATP provides committee reports to
the SIT
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School Improvement Core Team
ATP Behavior Reading Writing
School Improvement Goals Team
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AcademicGOAL 1
Practices fromTYPES 1-6
To meet this goal
AcademicGOAL 2
Practices fromTYPES 1-6
To meet this goal
NonacademicGOAL 3
Practices fromTYPES 1-6
To meet this goal
PartnershipGOAL 4
Practices fromTYPES 1-6
To meet this goal
School Improvement Core Team
Action Team for Partnerships
Action Team for Partnerships
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TABLE TOP DISCUSSIONHOW WILL YOUR SCHOOL ORGANIZE AN
ACTION TEAM FOR PARTNERSHIPS (ATP)?
Each school must discuss and decide: 1. WHO will be the members and leaders of your
school’s ATP?2. WHEN will the whole Action Team for Partnerships
(ATP) meet?3. HOW WILL STAKEHOLDERS hear from the ATP
about its plans and progress on family and community involvement?
4. BE REALISTIC about how frequently reports should be made.
What questions do you have about the ATP?
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Creating Goal Plans
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• Improve STUDENT ACHIEVEMENT in reading – PAGE 1 • Family Reading Night• Weekly interactive homework in reading and writing• Parent/community volunteer book buddies and book
talks• Improve STUDENT ACHIEVEMENT in math – PAGE 2
• Family Math Night• After-school tutoring program in math• PTA fundraiser for computer software
• Increase STUDENT ATTENDANCE rates – PAGE 3• Attendance team with family volunteers• Attendance and lateness policies in the school
newsletter• Family dinner with principal for improved attendance
• Strengthen the CLIMATE of partnerships – PAGE 4• Reformat the newsletter to be more family-friendly• Welcome walks through the neighborhoods• Family-School picnic before school starts in the fall
School Improvement Goals Lead to a 4-Page
One-Year Action Plan for Partnerships
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One-Year Action Plan for Partnerships
Goal Plan• Goals
– 2 academic goals, 1 behavioral goal– 1 welcoming climate for partnerships
• Desired results – measurable• Assessments / Specific measures• Partnership activities• Types of involvement• Dates of activities• Grade levels involved• Preliminary actions that must be taken• Resources or funds needed• Persons in charge and helping
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Use the Six Types to Reach Results
For this activity, use a school improvement goal to:
• At your table, place the goal for student success in the middle of your Goals Map.
• Focus on one goal.
• Select one activity for each type of involvement to involve families and the community in productive ways to help students reach that goal.
ACTIVITY: GOALS MAP
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National Network of Partnership Schools, Johns Hopkins University
USE THE SIX TYPES OF INVOLVEMENT TO REACH A GOAL FOR STUDENT SUCCESS
Choose one major GOAL for STUDENT LEARNING or BEHAVIOR that is important in your school or a school you know. With a partner, identify specific family and community involvement activities to support that goal.
OBJECTIVE FOR STUDENT
LEARNING or BEHAVIOR
TYPE 6: COLLABORATING WITH COMMUNITY
TYPE 1: PARENTING
TYPE 5: DECISION MAKING
TYPE 4: LEARNING AT HOME
TYPE 3: VOLUNTEERING
TYPE 2: COMMUNICATING
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ACTIVITY: GOALS PLAN
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Sample PAGE 1 ONE-YEAR ACTION PLAN SCHEDULE OF SCHOOL, FAMILY, AND COMMUNITY PARTNERSHIPS TO REACH SCHOOL GOALS
School: Eney Elementary School School Year: 200X-200Y
GOAL 1—ACADEMIC OBJECTIVE 1 – Specific academic subject: (Select ONE curricular goal for students, such as improving reading, math, writing,
science, or other skills that the school will address in the next school year.) To increase students’ reading abilities as measured on the Michigan State Assessment.
Desired result(s) for THIS goal: Students will increase their scores from 84% proficiency or better to 92% proficiency or better on the Michigan State Assessment in reading.
How will you measure the results)? Review the state standardized test scores. Plus, review report card grades and participation records as formative measures.
Organize and schedule the family and community involvement activities to support THIS goal.
ACTIVITIES (2 or more, continuing or new)
TYPES (1-6)
DATES
OF ACTIVITIES
GRADES
LEVEL(S)
WHAT NEEDS TO BE DONE FOR
EACH ACTIVITY & WHEN?
PERSONS IN CHARGE
AND HELPING
Family and community volunteers will be reading partners for students during the after-school program (continuing).
3,6
All year
On a weekly
schedule created by
teachers and parents
Grade 2-5
Inform parents about the program (early Sept.) Recruit & train reading partners (early Sept.) Match volunteers with students (late Sept.) Implement and monitor (Fall thru Spring) Have volunteers complete exit surveys (Spring)
Mrs. Smith & Mr. Lyons
Curbside library in front of the school for family members to check out reading strategies books, games, and activity bags. They will return them inside the school at the Parent Center. (adapted)
ADD MORE ACTIVITIES…
1,4
All year
First Thursday of each week
All
Connect with the media center for a kick-off event (Sept.). Send announcement flyers home (Sept.). Implement and monitor (Sept thru June) Evaluate participation records (Jan. & June)
Mr. Blackfoot & Miss
Garcia
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TRY IT! Let’s Write ONE PAGE of a School’s
One-Year Action Plan for Partnerships!
In this activity you will:
• Experience the work YOUR schools’ ATP will do at your team-training workshop and the questions that may arise.
• Understand the District Facilitator’s role in helping
ATPs IMPROVE THEIR PLANS.
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Afternoon Session Starts promptly
at 1:00 pm
Lunch
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Afternoon
Session
Begin at 1:00 pmEnd at 3:30 pm
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District Leadership Institute
This morning:
• Six Types of Family Involvement
• Starting Points – a survey
• Challenge Go-Round – problem solving
• Action Team for Partnerships and the School Improvement Team
• One-Year Action Plan for Partnerships – connecting to your school improvement goals.
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District Leadership Institute
This afternoon:
• Continuation of Goal Plans, as needed.
• Describe the roles and responsibilities of district facilitators
• Draft a district leadership plan for 08-09
• Identify PEP resources to help you with your work
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What’s in a name?
A District Facilitator is an external coach, serving as the SFCP specialist, and charged by the school district to lead district-level partnership programs and directly facilitate schools to help them strengthen their programs and practices of family and community involvement which support the school improvement goals.
DISTRICT FACILITATOR FOR PARTNERSHIPS KEY CONTACT to PEP
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• External Coach• Family Involvement Coordinator/Director• Student Services Coordinator• Title I /NCLB Director• Community Relations Coordinator• District Volunteer Coordinator• Project Specialist• Community Relations Director• Director of Parent Engagement• Public Relations Specialist• Support Services Supervisor
District Facilitator Titles
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District Facilitator Leadership
• Review or guide the writing of district policy on family involvement, consistent with the framework and approaches
• Conduct district-wide staff development on partnerships
• Write column on partnerships for district newsletter
• Make presentations on partnerships
• Collect best practices from schools to share throughout the district
• Conduct OTHER district-level leadership activities on partnerships
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• Conduct one-day workshops for Action Teams for Partnerships (ATP)
• Make monthly site visits to schools or equivalent contacts
• Hold periodic cluster meetings for ATP Chairs• Schedule annual meetings with principals• Convene end-of-year (or mid-year) celebrations for ATPs
to discuss challenges, share best practices, write next plans
• Help ATPs evaluate programs and progress• Facilitate schools in OTHER ways to improve their
partnership programs
District Facilitation of Schools
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Research and Field Work with District Facilitators Show:
• A district facilitator (or director for partnerships) must write an annual Leadership Action Plan for Partnerships, including district-level actions and facilitation of schools.
• The district must allocate a budget for this work.
• District Facilitators must EVALUATE district-level and school-based PROGRESS on partnerships in order to improve from year to year.
• Facilitation MAY BE shared with colleagues at the district office.
• Leadership WILL BE shared with the Chairs or Co-Chairs and principals of schools’ ATPs.
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Administrative Support
• Superintendent• Other Administrators• School Board• District Policy• Building Principals• Others in Your District?
District Leaders for Partnership do more and better with support from:
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Collegial Support
• Title I
• ESOL/Bilingual
• Special Education
• Curriculum & Instruction
• Research/Evaluation
• Business Roundtable
• Others in YOUR district?
District Leaders for Partnership do more and better with INTERDEPARTMENTAL support from:
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MAJOR SOURCES OF FUNDSfor Partnership Programs
• Title 1 and other federal programs• Curriculum and Instruction • Bilingual Education• Safe and Drug Free Schools• General Funds• Special Education • State Compensatory Education or other state
programs and grants• Superintendents’ discretionary funds• Foundation grants
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Illinois
An Excellen
t District Program
Administrative
Support
Collegial Support
Financial Support
What specific supports do you already have in YOUR district?
Path to An Excellent District Partnership Program
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SCHOOL DISTRICT, IL. Program Goal for 08-09
In 08-09, the District Facilitator for Partnerships will work with 3 Partnership Schools.
Each ATP will include 6-12 members -- 2-3 parents, 2-3 teachers, and an administrator. Optional community members and other school staff. (High School ATPs will include 1-2 students.)
Each school’s One-Year Action Plan for Partnerships will include at least 4 goals, with at least 2-4 family and community involvement activities for each goal. All six types of involvement will be included among the activities scheduled throughout the school year.
Each ATP will implement planned activities, evaluate the work, and continue their program with training and encouragement from the district facilitator.
EXAMPLE
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What is YOUR program goal
In 08-09, I (and my colleagues) will work with ______ # Partnership Schools
Tailor YOUR goal for YOUR work in YOUR district.
GUESS-TIMATE:______% my (and colleagues) FTE time on partnerships
______ # days per week on district leadership
______ # days per week facilitating schools
This includes helping (approximately) . . .
_______ # schools to form ATPs and get started
_______ # schools to improve their programs (already have ATPs)
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DISTRICT LEADERSHIP and FACILITATION
STRATEGIESfor School, Family, and
Community Partnerships
LEAD & SUCCEED
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LEAD & SUCCEED
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Leadership & Facilitation Strategies• Create awareness
Actively promote the district’s partnership program to key stakeholders.
• Align program & policy Integrate partnership plans and practices with district policies and procedures. Help schools link partnership plans to school goals.
• Guide learning & program development Conduct One-Day Team Training Workshops for schools’ ATPs and on-going professional development activities for district and school colleagues. Conduct district-level leadership activities.
• Share knowledge Communicate on a regular schedule to increase knowledge about effective partnership programs, collect best practices, and network with others locally and statewide.
• Celebrate Milestones Recognize progress and excellence.
• Document progress & evaluate outcomes Evaluate teamwork, family and community involvement activities, and the quality of district and school programs.
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LEADERSHIP AND FACILITATION STRATEGY Create Awareness
Create a Newsletter on Partnerships
Actively promote the district’s partnership program to key stakeholders.
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LEADERSHIP AND FACILITATION STRATEGY Align Program and Policy
Begin with a Partnership Pilot Program
Integrate partnership plans and practices with district policies and procedures. Help schools link partnership plans to School goals.
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LEADERSHIP AND FACILITATION STRATEGY Guide Learning and Program Development
Provide two three-hour Action Team for Partnerships workshops
Conduct One-Day Team Training Workshops for schools’ ATP and on-going professional development. Conduct district-level leadership activities.
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LEADERSHIP AND FACILITATION STRATEGY Share Knowledge
Weekly FAX to Chairs of All Action Team for Partnerships
Communicate on a regular schedule, collect best practices, network with others locally and statewide
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LEADERSHIP AND FACILITATION STRATEGY Celebrate Milestones
ATP End-of-Year CelebrationRecognize progress and excellence
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LEADERSHIP AND FACILITATION STRATEGY Document Progress and Evaluate Outcomes
Document: Provide progress data for stakeholders
Evaluate: Use survey to collect End-of-Year Evaluations
FOR ALL SIX STRATEGIES, SEE: NNPS website, www.partnershipschools.org. Click on Success Stories for the annual collections of Promising Partnership Practices and summaries of the work of Partnership District Award winners.
Evaluate teamwork, family and community involvement activities, quality of district and school programs
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More Examples: Leadership & Facilitation Strategies and Activities
Strategies for Developing Your
Partnership Program
District-LevelLeadership
Actions your office takes to assist all schools
Direct Assistance to Schools
To help each school’s ATP strengthen its
partnership program
Create Awareness• Press releases and district newsletter• Orientation for new Superintendent• SFCP Workshop for principals
Speak at schools’ open-house nights
Align Program and Policy
• Superintendant mandates
• One-Year Action Plans linked
to School Improvement Plan
Help school adapt district policy for own policy
Guide Program Development
• Cluster meetings
• Mini-grants for SFCP
• Homework project with curriculum leaders
One-Day Workshop for school ATPs
Advanced topics
“Refreshers” for new team members
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More Examples: Leadership & Facilitation Strategies and Activities
Strategies for Developing Your
Partnership Program
District-levelLeadership
Actions your office takes to assist all schools
Direct Assistance to Schools
Actions to assist each school’s ATP strengthen its
partnership program
Share Knowledge• Computerized “Knowledge
Bank” of sfcp practices
• Monthly newsltr for families
Weekly or monthly email or fax to ATPs from district facilitatorWebsite on sfcp
Celebrate Milestones
• Promising practices book for district
Photos, end-of-year celebration, displays by each school
Document Progress and Evaluate Outcomes
•Notebook of ALL school plans
•District UPDATE survey
Notebook for schools’ work and plans
End-of-Year Evaluat’n
Schools’ UPDATE surveys
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2
15 Minute Break
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Exploring District Leadership Plans
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Explore District Leadership
Your DistrictWho will be the District Facilitator for Partnerships?
How much time will be given for this work (percentage or FTE)?
How many schools will develop ATP’s?
What are the demographics of those schools?– ELL– ED– IEP– Ethnicity
What Lead & Succeed activities will you first implement?
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Page 1: Conduct District Leadership Activities
Page 2: Facilitating Your Schools ATP
DRAFT of YOUR 08-09DISTRICT LEADERSHIP ACTION
PLAN FOR PARTNERSHIPS
Who are YOUR target audiences for leadership and facilitative strategies?
Which activities will be most effective in YOUR district for each strategy?
What challenge(s) might you need to solve to conduct each strategy?
Who can assist you with the activities for each strategy?
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DISTRICT LEADERSHIP PLAN
FOR SCHOOL, FAMILY, AND COMMUNITY PARTNERSHIPS
DISTRICT: LEADER for PARTNERSHIPS/NNPS “KEY CONTACT” |
SCHOOL YEAR:
GOAL for District-level Activities:
CONDUCT DISTRICT-LEVEL LEADERSHIP ACTIVITIES on school, family, and community partnerships
BUDGET FOR THIS GOAL
LEADERSHIP & FACILITATION STRATEGIES: CHECK THE OBJECTIVES THAT ARE ADDRESSED BY THE PLANNED ACTIVITIES
□ Create Awareness □ Align Program and Policy □ Guide Learning and Program Development
□ Share Knowledge □ Celebrate Milestones □ Document Progress and Evaluate Outcomes
ACTIVITIES
and STRATEGIES
EXPECTED RESULTS
TIME LINE/
DATES
PERSON(S) RESPON-
SIBLE
COSTS
SOURCES OF FUNDS,
AND RESOURCES
EVALUATION
TOOLS
Page 1
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DISTRICT LEADERSHIP PLAN
FOR SCHOOL, FAMILY, AND COMMUNITY PARTNERSHIPS
DISTRICT: LEADER for PARTNERSHIPS/NNPS “KEY CONTACT” |
SCHOOL YEAR:
GOAL for District-level Activities:
FACILITATE SCHOOLS’ ATPs on school, family, and community partnerships
BUDGET FOR THIS GOAL
LEADERSHIP & FACILITATION STRATEGIES: CHECK THE OBJECTIVES THAT ARE ADDRESSED BY THE PLANNED ACTIVITIES
□ Create Awareness □ Align Program and Policy □ Guide Learning and Program Development
□ Share Knowledge □ Celebrate Milestones □ Document Progress and Evaluate Outcomes
ACTIVITIES
and STRATEGIES
EXPECTED RESULTS
TIME LINE/
DATES
PERSON(S) RESPON-
SIBLE
COSTS
SOURCES OF FUNDS,
AND RESOURCES
EVALUATION
TOOLS
The planned activities help this district fulfill:
□ DISTRICT Policies □ NCLB Section 1118 □ NNPS Expectations for Award Winners
□ STATE Policies □ Other Title I Requirements □ Other (list) _________________________________
National Network of Partnership Schools, Johns Hopkins University, 2006
Page 2
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District Leadership InstituteDISTRICT FACILITATORS: Are you able to. . . Explain the Six Types Framework and
Implementation?
Describe the roles and responsibilities of district facilitators?
Select strategies for effective leadership and facilitation on partnerships for your district?
Draft a district leadership plan for 08-09? Conduct a One-Day Team-Training Workshop for
your schools’ Action Teams for Partnerships? Guide schools to write an effective One-Year
Action Plan for Partnerships?
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Q & A What are YOUR QUESTIONS about
YOUR work on partnerships including:
DISTRICT-LEVEL LEADERSHIP on partnerships?
FACILITATING your schools’ ATPs in developing their
school-based partnership programs?
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Follow-up OPTIONS: How can PEP help you
“Lead and Succeed” in 08-09?
• Send PEP a copy of your FINAL Leadership Action Plan for Partnerships for 08-09.
• Keep in contact with PEP.•
• Join National Network of Partnership Schools.
• Other requests and ideas?
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Q & A
Other Questions
All Questions
Final Questions
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YOUR AssignmentPut This Knowledge Into Action!
Please complete the DLI evaluation.THANK YOU for your leadership on partnerships!
