NASP Futures Task Force on FamilySchool Partnerships

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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

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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
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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)

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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)

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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)

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Developing Pathways to Partnerships

• Prerequisite Conditions
• These 3 As 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)
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Family-School CollaborationA Systems
Approach Understanding Terms
Specific Purpose Shared Outcome Goal
General PurposeGeneral Outcome Goal
OUTCOME EXPECTATION
Family/School Collaboration
Family/School Partnerships
Family Engagement
Family/School Connections
Family/School Communication
High IntensityLow Frequency
Less IntenseHigh Frequency
INTENSITY
See Intro Handout 2
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The Multi-Tiered Approach to Family-School
Partnerships
Tier 3 Intensive, Individual Interventions Indivi
dualized 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
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The Multi-Tiered Approach applied to
Family-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