Coordination and Collaboration In Title I, Part D, Programs John McLaughlin
description
Transcript of Coordination and Collaboration In Title I, Part D, Programs John McLaughlin
![Page 1: Coordination and Collaboration In Title I, Part D, Programs John McLaughlin](https://reader035.fdocuments.in/reader035/viewer/2022062322/5681487c550346895db585ef/html5/thumbnails/1.jpg)
Coordination and Collaboration In Title I, Part D, Programs
John McLaughlin
![Page 2: Coordination and Collaboration In Title I, Part D, Programs John McLaughlin](https://reader035.fdocuments.in/reader035/viewer/2022062322/5681487c550346895db585ef/html5/thumbnails/2.jpg)
Session Agenda
During this session, we will:
• Provide an overview of different models of coordination and collaboration
• Highlight the NDTAC coordination and collaboration model
• Discuss the stages of collaboration as it relates to Title I, Part D, implementation
2
![Page 3: Coordination and Collaboration In Title I, Part D, Programs John McLaughlin](https://reader035.fdocuments.in/reader035/viewer/2022062322/5681487c550346895db585ef/html5/thumbnails/3.jpg)
Session Objectives
• Gain a understanding of the various models of communication and collaboration
• Consider how they can improve the communication and collaboration among agencies and organizations within their State serving students who are receiving or have received Title I, Part D, services
3
![Page 4: Coordination and Collaboration In Title I, Part D, Programs John McLaughlin](https://reader035.fdocuments.in/reader035/viewer/2022062322/5681487c550346895db585ef/html5/thumbnails/4.jpg)
4
Various Models of C&C
![Page 5: Coordination and Collaboration In Title I, Part D, Programs John McLaughlin](https://reader035.fdocuments.in/reader035/viewer/2022062322/5681487c550346895db585ef/html5/thumbnails/5.jpg)
Stages to CollaborationCoexistence Communicatio
nCooperation Coordination Coalition Collaboration
• Organizations have limited awareness of others
• Knowledge development and decisionmaking are done independently
• Aware of organization
• Loosely defined roles
• Little communication
• All decisions are made independently
• Provide information to each other
• Somewhat defined roles
• Formal communication
• All decisions are made independently
• Share information and resources
• Defined roles• Frequent
communication• Some shared
decisionmaking
• Shared ideas• Shared resources• Frequent and
prioritized communication
• All members have a vote in decisionmaking
• Members belong to one system
• Frequent communication characterized by mutual trust
• Consensus is reached on all decisions
Adapted from:Frey, B. B., Lohmeier, J. H., Lee, S. W., & Tollefson, N. (2006). Measuring collaboration among grant partners. American Journal of Evaluation, 27(3), 383–392.Houge, T. (1993). Community based collaboration: Community wellness multiplied‑ . Bend, OR: Chandler Center for Community Leadership. Retrieved May 26, 2008, from http://crs.uvm.edu/nnco/collab/wellness.html
5
NDTAC’s Framework
![Page 6: Coordination and Collaboration In Title I, Part D, Programs John McLaughlin](https://reader035.fdocuments.in/reader035/viewer/2022062322/5681487c550346895db585ef/html5/thumbnails/6.jpg)
6
Coexistence
• What types of agencies and organizations could you collaborate with and for what Title I, Part D, related purposes (e.g., general programming, records transfer, transition/reentry, family involvement)?
• How can you identify and learn about other agencies and organizations?
• How can you capture knowledge of these various agencies and organizations and share it with others?
![Page 7: Coordination and Collaboration In Title I, Part D, Programs John McLaughlin](https://reader035.fdocuments.in/reader035/viewer/2022062322/5681487c550346895db585ef/html5/thumbnails/7.jpg)
7
Communication
• How did you become aware of the other agencies and organizations that serve Title I, Part D, students?
• Have or how have you archived knowledge about the agencies and organizations that serve youth in Title I, Part D, programs?
• Do you have roles and responsibilities and well-established means for communication (e.g., regular meetings, listservs, distribution lists)?
• How could you establish clear roles and responsibilities in efforts to enhance joint efforts?
![Page 8: Coordination and Collaboration In Title I, Part D, Programs John McLaughlin](https://reader035.fdocuments.in/reader035/viewer/2022062322/5681487c550346895db585ef/html5/thumbnails/8.jpg)
8
Cooperation
• What types of information are shared among the organization, and what information is not shared? ₋What are strategies have been successful?
₋How can roles and the barriers to communication (e.g., FERPA)?
₋What communication responsibilities become more formalized?
• Given the numerous decisions made, which ones would benefit from increased collaboration? What steps would you need to take to make this happen?
![Page 9: Coordination and Collaboration In Title I, Part D, Programs John McLaughlin](https://reader035.fdocuments.in/reader035/viewer/2022062322/5681487c550346895db585ef/html5/thumbnails/9.jpg)
9
Coordination
• How are collaborating agencies and organizations communicating, sharing information and resources, and making joint decisions?
• What are the strengths (and weaknesses) of this collaboration?
• How can these agencies and organizations begin to develop shared ideas and resources?
![Page 10: Coordination and Collaboration In Title I, Part D, Programs John McLaughlin](https://reader035.fdocuments.in/reader035/viewer/2022062322/5681487c550346895db585ef/html5/thumbnails/10.jpg)
10
Coalition
• What shared ideas and resources have been developed by collaborating organizations?
• How can communication be prioritized to ensure that the needs of the diverse agencies and organizations are met in a timely manner?
• How do or can you ensure that all agencies and organizations have a voice in joint activities?
![Page 11: Coordination and Collaboration In Title I, Part D, Programs John McLaughlin](https://reader035.fdocuments.in/reader035/viewer/2022062322/5681487c550346895db585ef/html5/thumbnails/11.jpg)
11
Collaboration
• How is this collaborative system nurtured, continued communication and trust fostered, and joint decisionmaking continued?
• How does or could the system reflect on and improve the collaboration?
![Page 12: Coordination and Collaboration In Title I, Part D, Programs John McLaughlin](https://reader035.fdocuments.in/reader035/viewer/2022062322/5681487c550346895db585ef/html5/thumbnails/12.jpg)
The following resource provides an overview of collaboration and benefits of it in the juvenile justice system.
Leone, P., Quinn, M. M., & Osher, D. (2002). Collaboration in the juvenile justice system and youth serving agencies: Improving prevention, providing more efficient services, and reducing recidivism for youth with disabilities. Washington, DC: U.S. Department of Education. Retrieved May 26, 2008, from http://cecp.air.org/juvenilejustice/docs/Collaboration%20in%20the%20Juvenile%20Justice%20System.pdf
The following two resources provide a theoretical framework for collaboration and evaluation.
Frey, B. B., Lohmeier, J. H., Lee, S. W., & Tollefson, N. (2006). Measuring collaboration among grant partners. American Journal of Evaluation, 27(3), 383–392.
Houge, T. (1993). Community‑based collaboration: Community wellness multiplied. Bend, OR: Chandler Center for Community Leadership. Retrieved May 26, 2008, from http://crs.uvm.edu/nnco/collab/wellness.html
The following resource provides a “how to” on collaboration, based on the author's long-running research, indepth case studies, and company interviews.
Hansen, M. (2009). Collaboration: How leaders avoid the traps, build common ground, and reap big results. Boston, MA: Harvard Business Press.
12
Resources