Coordination and Collaboration In Title I, Part D, Programs

John McLaughlin

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

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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

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Various Models of C&C

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

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NDTAC’s Framework

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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?

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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?

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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?

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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?

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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?

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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?

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.

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Resources