Community-Based Training

Do you have any examples of the role of a family service coordinator or liaison in schools or with schools? Answer

Our community is very interested in starting a new program for community learning experiences. We have information regarding some excellent models but will need funding to get the program started. What are some resources regarding possible funding? ANSWER

Many teachers involved in my child's program do not know about Section 504 or what is included in a plan. Where can I find more information about 504 for my child's service providers and myself?  ANSWER

Are there any laws or regulations that support the development of community- based systems of care in school-based programs? Answer

What strategies and resources help parents or families effectively navigate and advocate for more effective services from the educational system? Answer 

Related Resources

Training Modules: Promoting Social and Emotional Competence These modules were designed on the basis of input gathered during focus groups with program administrators, T/TA providers, early educators, and family members about the types and content of training that would be most useful in addressing the social-emotional needs of young children. The content of the modules is consistent with evidence-based practices identified through a thorough review of the literature. Available at http://csefel.uiuc.edu/modules.html .

In the Best Interest of All, a Position Paper of the Children's Behavioral Alliance (a group of more than 15 national organizations interested in the education of children with behavioral needs)

Facilitated by CHADD, January 2003

(For more information on the paper, contact CHADD at www.CHADD.org or call 1-800-233-4050.)

This group prepared the position paper to document the positive behavioral support needs of students with significant social, emotional, and behavioral differences. Given the current review of special education law and regulations, the Alliance thought that it was important to document both the current state of the field and the areas that need to be addressed. Particularly at risk of not receiving needed instructional and related services are those youth who are significantly affected by their mental health needs.

The document provides an excellent summary of the historical needs and services, current best practices, school-based interventions, positive behavioral supports, and ways to build capacity in schools. It includes suggestions for early and accurate assessment; better training in evidence-based practices;increased collaboration between schools and other agencies; increased intervention, not exclusion; and parents as meaningful partners.

Those of us involved in system of care development can certainly see what a significant contribution this position paper is and can be to our work. You may want to use portions of the document for your own public relations or marketing resources.  

'Stakeholders' Views of Factors That Impact Successful Interagency Collaboration by Johnson et.al, Exceptional Children, 9(2), 195-209. Johnson, Lawrence J.; Zorn, Debbie; Kai Yung Tam, Brian; LaMontagne, Maggie; & Johnson, Susan A. (2003)

This article reviews a study that investigates factors related to successful and unsuccessful collaboration.   It outlines problems encountered, and identifies solutions.   It clearly delineates seven factors related to successful interagency collaboration.

Article: A Compass in the Storm Lamar Alexander and Richard W. Riley, Education Week http://www.bridges4kids.org/articles/10-02/EdWeek10-9-02c.html

This article presents guiding principles for a new age of business and school partnerships. Wonderful examples of business partnerships and the positive outcomes for students are presented. As communities cope with funding needs and sustainability, looking to business partnerships such as these holds real promise.

Article: Family Centered Practices in Positive Behavior Support by Lise Fox and Glen Dunlap from University of South Florida, Beyond Behavior, Vol. 11, Issue 2, pp. 24-26.

This article discusses how the process of positive behavior support can be conducted in partnership with families. It describes the importance of family-centered positive behavior support and presents strategies for implementing the process as a family-professional partnership.

Journal articles: Resources for communities building school-based programs within their system of careBehavioral Disorders, Journal of the Council for Children with Behavioral Disorders February 2002, Vol. 27, and Number 2.

There are several articles in this volume that are of special note to communities building school-based programs within their system of care, such as "Special Education and School Discipline: A Precarious Balance", "State Office of Education Practices Implementing the IDEA Disciplinary Provisions", "Gender and Sociodemographic Factors and The Disproportionate Identification of Culturally and Linguistically Diverse Students with Emotional Disturbance", and "Head Start Children at Risk for Emotional or Behavioral Disorders: Behavior Profiles and Clinical Implications of a Primary Prevention Program". This volume is definitely worth exploring!

Have A Question?

Contact the Technical Assistance Partnership's Education Resource Specialist, Sandy Keenan, at skeenan@air.org