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NASP Futures Task Force on Family-School Partnerships

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.

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NASP Futures Task Force on Family-School Partnerships

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

  2. 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

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

  4. 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)

  5. 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)

  6. Developing Pathways to Partnerships Prerequisite Conditions: These “3 A’s” must be in place for Actions to be accepted and effective Approach 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 Atmosphere Attitude (Christenson & Sheridan, 2001; Sheridan & Kratochwill, in press)

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

  8. The Multi-Tiered Approach to Family-School Partnerships 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). Tier 3 1-7% 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). Tier 2 5-15% Tier 1: Universal Interventions Engaging all families as collaborative partners (e.g., 4 As, Family-School Collaboration, Parent Involvement, Parent Education). Tier 1 80-90% See Intro Handout 3

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

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