Literature Review for Best Practices

(provided by Phyllis Webb, Dept of Public Health, and Dana Wilson, FIRST 5 Mendocino)

1. Safe Schools/Healthy Students Center for Mental Health Services: www.mentalhealth.samhsa.gov/safeschools o Under Building Resilence/Enhancing Resilience are examples of promising programs. 2. Parent & Teachers Association (PTA): www.pta.org o Tools for organizing community efforts 3. Students Against Violence Everywhere (SAVE): www.mavia.org/save o Organizing teachers, parents & counselors to Take Action! 4. Art As Prevention: www.health.org/features/artprev o Describing art as prevention projects in schools 5. SMAHSA Model Programs: modelprograms.samhsa.gov (no www.) o Model programs that have been tested in communities & schools across America 6. Annie E. Casey Foundation: www.aecf.org/initiatives o Lessons, models, tools of major foundation initiatives 7. Dept. of Education Model Programs: www.ed.gov/pubs/AnnSchoolRpt98 o Reviews of well-designed programs to cover a wide variety of problems that schools face. 8. Intergenerational Initiative: www.siu.edu/offices/iii o Model programs for the old & young to come together 9. National Education Association Health Information Network: www.neahin.org/iasa o Resources for improving education 10. California Dept. of Education-Resources: www.cde.gov/iasa o Resources to assist in building partnerships among families, schools and communities

Rural ChallengeEducation Support Action Team

Literature Review for Best Practices

3/31/03

Page 1 of 3

From the National Parent/Teacher Association: National Standards for Parent/Family Involvement Programs (www.pta.org) 1. Administrative Leadership The Office of Administration sets the tone in the school There is a misperception that partnering with parents in the decision making process will diminish the principals authority. Yet, top management models in America are open and collaborative, encouraging subordinates to share their concerns and engaging managers and workers in cooperative problem solving rather than making decisions through strict hierarchical systems.

2. Affirming Diverstiy Important to use translated materials and language interpreters Common courtesy is culturally determined; the values, manners and views of all populations represented in the community should be respected and honored

3. Systemic Support Proactive parent involvement policies and practices at the district, state and national levels are prerequisite (school boards, district offices, state and national departments of education and national professional association)

4. Teacher Preservice and Inservice Preparation Few teachers receive substantive preparation in how to partner with parents

Steps for initiating and maintaining momentum toward change: 1. 2. 3. 4. 5. 6. 7. Create an Action Team Examine Current Practice Develop a plan of Improvement Develop a written parent/family involvement policy Secure Support Provide professional development for school/program staff Evaluate and Revise the plan

From the report Action for All: The Publics Responsibility for Public Education, April 2001, commissioned by Public Education Network and Education week: Half of respondents (based on a national survey of regeristered voters) reported that they themselves are not involved in making their local schools better. Also, five times as many Americans identify their public schools as the most important institutions in their communities (Source: www. Connectforkids.org) Education Reform and Community Building: Connecting Two Worlds (published by the Institute for Educational Leadership) addresses the lack of connections between educators and individuals interested in community building. An example from the article of good collaborations between educators and community building organizations is the Chula Vista, CA Elementary School district. (www.connectforkids.org)
Rural ChallengeEducation Support Action Team Literature Review for Best Practices 3/31/03 Page 2 of 3

Substance Abuse and Mental Health Services Administration (SAMHSA) Model Programs (http://modelprograms.samhsa.gov)
Families and Schools Together (FAST) Multifamily group intervention designed to build protective factors and reduce the rick factors associated with substance abuse and related problem behaviors for children 4 to 12 years old and their parents. Proven results: 20% teacher reported improvement at school (bullying, hitting, stealing and lying) 25% parent-reported improvement at home (misconduct, anxiety, and attention-span problems) 15% teacher-reported reduction in attention-span problems

Family Effectiveness Training (FET) Family-based program developed for and targeted to Hispanics. It is effective in reducing the risk factors and increasing protective factors for adolescent substance abuse and related disruptive behaviors. Proven Results: 35% reduction in childrens conduct problems 66% reduction in childrens associations with antisocial peers 34% reduction in childrens irresponsible behaviors 14% improvement in childrens self-concept 75% improvement in family functioning

Incredible Years Features three comprehensive, multi-faceted, and developmentally based curricula for parents, teachers and children. The program is designed to promote emotional and social competence and to prevent, reduce, and treat behavioral and emotional problems in young children (2-8 years old). Proven results: At least 66% of children previously diagnosed with Oppositional Defiant Disorder (ODD/CD) whose parents receivedc the parenting program were in the normal range at both the 1-year and 3-year follow-up assessments The addition of the teacher and/or child training programs significantly enhanced the effects of parent training, resulting in significant improvements in peer interactions and behavior at school

Rural ChallengeEducation Support Action Team

Literature Review for Best Practices

3/31/03

Page 3 of 3