The Full Purpose Partnership Model for Promoting Academic and Socio-Emotional Success in Schools

In 2003, a partnership between a local system of care and a large urban school district led to the creation of a schoolwide educational model called the Full Purpose Partnership (FPP). This model was implemented in several elementary schools in Indianapolis, Indiana to integrate the principles of sy...

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Bibliographic Details
Published in:The School community journal 2010-04, Vol.20 (1), p.31
Main Authors: Anderson, Jeffrey A, Houser, John H W, Howland, Allison
Format: Article
Language:English
Subjects:
Academic Achievement
Behavior
Behavior Modification
Children & youth
Data collection
Educational Environment
Educational Improvement
Elementary schools
Emotional Intelligence
Families & family life
Focus Groups
Improvement Programs
Indiana
Integrated Services
Intervention
Interviews
Juvenile justice
Mental Health Programs
Partnerships in Education
Positive Behavior Supports
Program Attitudes
Program Effectiveness
Psychological Needs
R&D
Research & development
School Districts
Stakeholders
Students
Urban Schools
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Summary:In 2003, a partnership between a local system of care and a large urban school district led to the creation of a schoolwide educational model called the Full Purpose Partnership (FPP). This model was implemented in several elementary schools in Indianapolis, Indiana to integrate the principles of systems of care and wraparound with the techniques of positive behavioral interventions and supports. The goal of the model is to build school capacity for simultaneously addressing students' educational, health (including mental health), social, and psychological needs. The overall objective is to positively impact school functioning for all students. The application of systems of care to schools and their integration with positive behavioral interventions and supports is relatively new, and thus, the purpose of the evaluation reported in this paper was to increase understanding. Data were collected through interviews and focus groups with members of the various stakeholder groups involved with the FPP. In addition, one member of the evaluation team acted as a participant observer in the FPP schools. Using an emergent case study design, this study focused primarily on the operation of the FPP model vis-à-vis stakeholder perceptions regarding model implementation. Emerging themes included: (1) the role of Care Coordinators in FPP schools; (2) adult "buy-in" and other factors impacting FPP implementation; (3) school climate; and (4) mental health and behavioral impact. Results suggest that the FPP model is positively influencing not only participating schools but the entire school district. [PUBLICATION ABSTRACT]
ISSN:1059-308X