NASP Futures Task Force on Family-School Partnerships Module: Family-School Collaboration Kay Beisse, Ph.D, Seattle University Avivah Dahbany, Ph.D, Seton Hall University Alyssa Dretchen, B.A, Seton Hall University Kenneth Greff, M. Ed, NCSP, Seattle University

What you will find in this Module: Foundational Concepts Understanding Terms Multi-tiered “system” for family-school collaboration Definitions/Characteristics: Family-school collaboration Evidence Based Practices for Effective Family-School Collaboration Tier 1: Universal Interventions: Communication Positive school-home notes (Blechman, Taylor & Schrader 1981) Tier 2: Targeted Interventions: Tools Family literacy program (Morrow & Young 1997) Tier 3: Intensive Individual Interventions: Action PTAR team model (McConaughy, Kay & Fitzgerald, 1999) MAPS model See Intro Handout 1

“Collaboration involves interaction between two or more equal parties who voluntarily share decision making in working toward a common goal” (Friend & Cook 2003) Engagement in the Collaborative Process

Family-School Collaboration is defined as: “ a student -centered dynamic framework that endorses collegial, interdependent, and coequal styles of interaction between families and educators, who work together jointly to achieve common goals.” (adapted from Welsh & Sheridan 1995)

Engagement In the Collaborative Process “Effective collaboration consists of designing and using a sequence of goal oriented activities that result in improved working relationships” (Cramer 1998)

Developing Pathways to Partnerships Prerequisite Conditions: These “3 A’s” must be in place for Actions to be accepted and effective Approach Atmosphere Attitude Actions Communicating a tone of partnership through bidirectional home-school communication and fostering family involvement in learning at home Successful learning opportunities and outcomes for children ( Christenson & Sheridan, 2001; Sheridan & Kratochwill, in press)

Family-School Collaboration: A “Systems” Approach: Understanding Terms Family/School Collaboration Family/School Partnerships Family Engagement Family/School Connections Family/School Communication OUTCOME EXPECTATION Specific Purpose Shared Outcome Goal General Purpose General Outcome Goal INTENSITY High Intensity Low Frequency Less Intense High Frequency See Intro Handout 2

Tier 2: Targeted Group Interventions Specific preventions and remedial interventions for targeted groups of families and students identified as “at risk” and unresponsive to the first tier (e.g., Parent Training and Intervention, Parent Consultation ). The Multi-Tiered Approach to Family-School Partnerships Tier % Tier 3 1-7% Tier % Tier 1: Universal Interventions Engaging all families as collaborative partners (e.g., 4 As, Family-School Collaboration, Parent Involvement, Parent Education ). Tier 3: Intensive, Individual Interventions Individualized supports for families and students unresponsive to the first two tiers (e.g., Parent Consultation [conjoint behavioral consultation] and Family Intervention). See Intro Handout 3

Tier 1: 80-90% Universal Interventions: Communicate Positive School - Home Notes Tier 2: 5-15% Targeted Interventions: Tools Family Literacy Programs Tier 3: 1-7% Intensive Interventions PTAR/MAPS Teams Parents The Multi-Tiered Approach: applied to Family-School Collaboration