Linkages to Learning Program
| Contact: Peter Leone |
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| Jennifer Oppenheim, Nathan Fox, Peter Leone, and Ken Rubin direct Linkages to Learning (grant number: H237F50014). The Linkages to Learning Program is a collaborative, school-based program that seeks to address social, emotional, economic, and health problems that interfere with a child's ability to succeed in school, at home and in the community. Linkages to Learning is located on the grounds of an elementary school and is available to all children and families at the school. The program is staffed by a multi disciplinary team that works closely with school staff and community providers. Funding is managed through a consortium of local, state, federal, and foundation sources. The Linkages to Learning Program is a collaborative of the Montgomery County (MD) Public Schools, Montgomery County Department of Health and Human Services, a number of public and private health and mental health provider agencies. There are four key components to the Linkages to Learning program:
Implementation of the Intervention School-based health care--both physical and mental health--is a growing movement. One thing that is unique about this program is that both the health and mental health components are very strong and work very closely together. This program is different from traditional social service practices in that services are available in the community (walking distance for 95% of the families), staff are multilingual, and staff are available to help families access a wide range of services. Access leads to increased utilization. The school-based program is designed to be convenient, and staff are familiar and trusted individuals who are connected to both the school staff and the community. The categories of cost associated with the social services, mental health, and educational support components of the program are:
Additional costs may include construction and/or maintenance of the facility. Introducing the Intervention An interagency collaborative of this nature requires individuals at multiple levels (e.g. direct providers, administrators and agency directors) to take the time to learn about and appreciate each others' agency cultures and to develop agreed upon mechanisms for shared decision making, conflict resolution, and creating a shared vision for the program. The intervention requires program staff to be knowledgeable about community resources so that they can help families to access needed services. This may require ongoing training to stay abreast of new services and changes in the system. Also, connections with various other community agencies are key to being able to mobilize resources when needed. Staff must also be able to develop trusting relationships with families so that they will feel comfortable coming to the program, will feel satisfied with the service they receive, and will tell other families about the program. Program staff must also work closely with school staff in order to identify families in need and develop collaborative policies and procedures. The intervention also requires a needs assessment. Efforts should include initially getting input from parents, teachers and students about what kinds of services are needed. Administrators will need to advertise the program. Clearly defining the services for families and school staff in a variety of publicity mediums, such as newsletters, fliers, and presentations at staff and PTA meetings. Finally, teachers need clear guidelines about issues such as how to make referrals, and communication regarding children receiving services. These guideline can be presented to teachers in a staff meeting. Supporting Implementation Overall, the program needs to work closely with other community providers to maximize utilization of community resources and prevent duplication of services. Trust must be established and sustained with the parent community. Necessary supports within schools include close collaboration with key school staff in developing an effective system for referrals and ongoing communication. Someone on the school staff (e.g., principal or guidance counselor) should screen referrals to the program and serve as a point person for school staff. Finally, a system for collaborating on crisis situations that takes into account both school policy and program policy needs to be developed. This requires a thorough understanding of the school system. The project staff have found the following barriers to success of the program:
These barriers can be overcome when the program is adequately funded, staff respect the community, a collaboration built upon mutual respect is formed between the school and community agencies, and school and program staff are provided ongoing opportunities to work together. About Project Field Sites An elementary school in Silver Spring, MD, is the intervention site. The ethnic and racial makeup at this school is 53% Hispanic, 32% African-American/Black, 20% Asian (mostly Vietnamese), and 1% Caucasian. More than 70% of the students are the children of immigrants, and a high percentage of parents do not speak English; 30% of the students receive English as a Second Language services. Over 90% of the children receive free or reduced meals, an indicator of poverty. There are two self-contained special education classes in the school, and other students with disabilities are served in general education classrooms. Preliminary findings from the first two years of the Linkages to Learning program evaluation are promising. Interview data from children, parents, and teachers indicate that after one year of the program, children at the target school showed a decrease in learning difficulties. Children at the comparison school showed an increase in learning difficulties and acting out behaviors; they also showed an increase in total problem behaviors at home. Children at the target schools who participated in the program also were compared to children at the same school who did not participate. Participating children showed greater academic improvement in math and overall achievement. Children who did not participate showed significantly lower writing scores. Findings also indicate that the program seems to be impacting on parenting styles and family environment. For example, parents who received services reported decreases in family conflict and less reliance on the use of physical punishment than nonparticipating parents. Project Offerings Staff members are available as consultants to schools interested in establishing a Linkages to Learning program. |
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| For more information about this project, please contact Peter Leone. Questions? Comments? E-mail crsnyder@zoo.uvm.edu Back to the main page for Prevention Strategies Back to the Center for Effective Collaboration and Practice |
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