Overview of Overview of Family-School Family-School PartnershipsPartnerships

The Future of School Psychology The Future of School Psychology

Task Force on Family-School Task Force on Family-School PartnershipsPartnerships

Jennifer Burt, Ashley Taylor, Katie Magee, Jennifer Burt, Ashley Taylor, Katie Magee, Laura Mullaney, Susan Sheridan Laura Mullaney, Susan Sheridan

University of Nebraska-LincolnUniversity of Nebraska-Lincoln

Why Family-School Why Family-School Partnerships?Partnerships?

“… “… parents take their child home after parents take their child home after professionals complete their services and professionals complete their services and parents continue providing the care for the parents continue providing the care for the larger portion of the child’s waking hours… larger portion of the child’s waking hours… No matter how skilled professionals are, or No matter how skilled professionals are, or how loving parents are, each cannot how loving parents are, each cannot achieve alone what the two parties, achieve alone what the two parties, working hand-in-hand, can accomplish working hand-in-hand, can accomplish together” together”

(Peterson & Cooper, 1989; pp. (Peterson & Cooper, 1989; pp. 229, 208).229, 208).

See Handout 1See Handout 1

Why Family-School Why Family-School Partnerships?Partnerships?

What are What are Family-School Family-School Partnerships?Partnerships? A relationship involving close cooperation A relationship involving close cooperation

between parties having joint rights and between parties having joint rights and responsibilities. responsibilities.

The goals of family-school partnerships include: The goals of family-school partnerships include: (a) enhancing success for students, and (a) enhancing success for students, and (b) improving experiences and outcomes for (b) improving experiences and outcomes for

children, including those that are academic, social, children, including those that are academic, social, emotional and behavioral in nature.emotional and behavioral in nature.

((Christenson & Sheridan, 2001)Christenson & Sheridan, 2001)

See Handouts 2, 3,4, and 5See Handouts 2, 3,4, and 5

Who is involved in Who is involved in partnerships?partnerships?

School administrators School administrators Provide leadership at a building level.Provide leadership at a building level. Encourage teachers to engage in partnership practices with families.Encourage teachers to engage in partnership practices with families. Create conditions within the school that are conducive to partnership Create conditions within the school that are conducive to partnership

practices.practices. School psychologists School psychologists

Facilitate and support communication between teachers and families.Facilitate and support communication between teachers and families. Provide information to families regarding how to support student Provide information to families regarding how to support student

learning .learning . Providing support and consultation to parents as they become Providing support and consultation to parents as they become

involved in student learning (Christenson, 1995).involved in student learning (Christenson, 1995). Teachers and families Teachers and families

Engage in relationships where communication is reciprocal. Engage in relationships where communication is reciprocal. Each person is responsive to the ideas and needs of the other person.Each person is responsive to the ideas and needs of the other person.

When is it appropriate to When is it appropriate to

engage in partnerships?engage in partnerships? Current engagement in partnershipsCurrent engagement in partnerships

20% of families work as partners in education.20% of families work as partners in education. 70% of families believe they would and could engage in 70% of families believe they would and could engage in

partnerships if provided with support.partnerships if provided with support. 10% of families do not engage in partnerships because of 10% of families do not engage in partnerships because of

significant personal problems significant personal problems (Epstein personal communication (Epstein personal communication 1995, as cited by Christenson & Sheridan, 2001).1995, as cited by Christenson & Sheridan, 2001).

Family-school partnerships are seen as a protective Family-school partnerships are seen as a protective factor factor Partnerships should be formed when students enter school.Partnerships should be formed when students enter school. Partnerships should be sustained throughout their education.Partnerships should be sustained throughout their education.

When is it appropriate to When is it appropriate to

engage in partnerships?engage in partnerships? Effective family-school partnerships Effective family-school partnerships

Represent a 13-year contract between families and Represent a 13-year contract between families and schools to provide a quality education for all schools to provide a quality education for all students. students.

(Christenson & Sheridan, 2001)(Christenson & Sheridan, 2001) They are proactive and not reactive to student They are proactive and not reactive to student

concerns.concerns. Families and schools should engage in partnerships Families and schools should engage in partnerships

throughout a student’s education.throughout a student’s education. Promote an understanding of school policies and Promote an understanding of school policies and

procedures especially when student concerns are procedures especially when student concerns are present.present.

The M & M’s of The M & M’s of Parenting and PartneringParenting and Partnering MMake ake sure your child is ready to learn.sure your child is ready to learn. MMonitoronitor your child and his or her your child and his or her

performance.performance. MMotivate otivate your child.your child. Be a good role Be a good role MModel.odel. MMaintainaintain a positive relationship with a positive relationship with

your child’s teacher.your child’s teacher.See Activity 1See Activity 1

Partnership vs. Traditional Partnership vs. Traditional Orientations to Family-School Orientations to Family-School

PartnershipsPartnershipsPartnership ApproachPartnership Approach::

Commitment to working Commitment to working together on behalf of the together on behalf of the child’s performance/ child’s performance/ achievement is clear.achievement is clear.

Communication is frequent, Communication is frequent, positive, bi-directional.positive, bi-directional.

Relationship is characterized Relationship is characterized by cultural sensitivity; cultural by cultural sensitivity; cultural differences are respected, differences are respected, appreciated, and recognized appreciated, and recognized as contributing to positive as contributing to positive learning climates.learning climates.

See Handouts 6 and 7See Handouts 6 and 7

Traditional ApproachTraditional Approach::

Emphasis on what schools do Emphasis on what schools do to promote learning.to promote learning.

Infrequent, one-directional, or Infrequent, one-directional, or problem-centered problem-centered communication (school communication (school → → home).home).

““One-size fits all” orientation; One-size fits all” orientation; cultural differences are cultural differences are perceived as challenges to perceived as challenges to overcome.overcome.

Partnership vs. Traditional Partnership vs. Traditional Orientations to Family-School Orientations to Family-School

PartnershipsPartnershipsPartnership ApproachPartnership Approach::

Different perspectives are Different perspectives are valued as important.valued as important.

Roles are clear, mutual, and Roles are clear, mutual, and supportive.supportive.

Goals for students are Goals for students are mutually determined and mutually determined and shared.shared.

Plans are co-constructed, with Plans are co-constructed, with agreed upon roles for all agreed upon roles for all participants.participants.

Traditional ApproachTraditional Approach::

Different perspectives are Different perspectives are seen as barriers.seen as barriers.

Separate roles that distance Separate roles that distance participants.participants.

Goals determined by school Goals determined by school personnel and sometimes personnel and sometimes shared with parents.shared with parents.

Educational plans devised and Educational plans devised and delivered by teachers.delivered by teachers.

((Sheridan, 2004)Sheridan, 2004)

Roles of Families and Schools Roles of Families and Schools in Partnership Modelsin Partnership Models

There are many roles that can be shared by There are many roles that can be shared by parents and teachersparents and teachers

Co-communicatorsCo-communicators

Co-supportersCo-supporters

Co-learnersCo-learners

Co-teachersCo-teachers

Co-Co-decision makersdecision makers

See Activity See Activity 22

Theoretical Perspective: Theoretical Perspective: Ecological Systems Ecological Systems

ApproachApproachAn effective, constructive family-school partnership An effective, constructive family-school partnership occurs in an ecological context, with the student at occurs in an ecological context, with the student at center:center:

Students, families and schools are all part of Students, families and schools are all part of interrelated ecological systems within which a interrelated ecological systems within which a child resides.child resides.

Difficulties occur when there is a mismatch Difficulties occur when there is a mismatch across one or more subsystems.across one or more subsystems.

Partnership programs and services are focused Partnership programs and services are focused on forging a more effective match between the on forging a more effective match between the needs of an individual student, and strengths of needs of an individual student, and strengths of the interfacing home & school systems.the interfacing home & school systems.

Main attention is always on the potential benefits Main attention is always on the potential benefits and outcomes for students. and outcomes for students. ((Sheridan, 2004)Sheridan, 2004)

Rationale for a Multi-Tiered Rationale for a Multi-Tiered Approach to Approach to

Family-School PartnershipsFamily-School Partnerships Family-school partnerships provide a context Family-school partnerships provide a context

for families and educators to collaboratively for families and educators to collaboratively identify and prioritize concerns across a identify and prioritize concerns across a continuum of opportunities and intensities.continuum of opportunities and intensities.

Prevention and intervention efforts and Prevention and intervention efforts and supports are delivered toward a universal supports are delivered toward a universal and targeted audience.and targeted audience.

A multi-tiered approach enables families and A multi-tiered approach enables families and educators to provide services based on a educators to provide services based on a student’s responsiveness to previous student’s responsiveness to previous preventions, interventions, and supports.preventions, interventions, and supports.

Explanation for a Explanation for a Multi-Tiered Multi-Tiered Approach to Family-School Approach to Family-School

PartnershipsPartnerships Provides various levels of family-school supports based on a Provides various levels of family-school supports based on a

student’s identified need and responsiveness to previous student’s identified need and responsiveness to previous efforts.efforts. Universal Universal – Family-school collaboration provided to support all – Family-school collaboration provided to support all

students and families (e.g., 4 As, Parent-School Collaboration, students and families (e.g., 4 As, Parent-School Collaboration, Parent Involvement, Parent Education). Parent Involvement, Parent Education).

TargetedTargeted – Family-school collaboration provided to support – Family-school collaboration provided to support identified students and families unresponsive to previous identified students and families unresponsive to previous universal efforts (e.g., Parent Education and Intervention, Parent universal efforts (e.g., Parent Education and Intervention, Parent Consultation).Consultation).

IntensiveIntensive – Family-school collaboration provided to students and – Family-school collaboration provided to students and families unresponsive to previous targeted efforts (e.g., Parent families unresponsive to previous targeted efforts (e.g., Parent Consultation [conjoint behavioral consultation] and Parent Consultation [conjoint behavioral consultation] and Parent Intervention).Intervention).

See Handout 8See Handout 8

Tier 2: Targeted Group InterventionsTier 2: Targeted Group InterventionsSpecific preventions and remedial interventions Specific preventions and remedial interventions

for targeted groups of families and students for targeted groups of families and students identified as “at risk” and unresponsive to the identified as “at risk” and unresponsive to the

first tier (e.g., Parent Education and first tier (e.g., Parent Education and Intervention, Parent ConsultationIntervention, Parent Consultation).).

The Multi-Tiered Approach to The Multi-Tiered Approach to Family-School PartnershipsFamily-School Partnerships

Tier 1 80-90%

Tier 31-7%

Tier 25-15%

Tier 1: Universal Tier 1: Universal InterventionsInterventions

Engaging all families as Engaging all families as collaborative partners (e.g., 4 As, collaborative partners (e.g., 4 As,

Parent-School Collaboration, Parent-School Collaboration, Parent Involvement, Parent Parent Involvement, Parent

EducationEducation).).

Tier 3: Intensive, Individual InterventionsTier 3: Intensive, Individual InterventionsIndividualized supports for families and students Individualized supports for families and students unresponsive to the first two tiers (e.g., Parent unresponsive to the first two tiers (e.g., Parent

Consultation [conjoint behavioral consultation] and Consultation [conjoint behavioral consultation] and Parent Intervention).Parent Intervention).

Theoretical Perspective: Theoretical Perspective: Family-Centered Family-Centered

ApproachApproach Providing direct support and assistance to families Providing direct support and assistance to families increases the likelihood these families can directly increases the likelihood these families can directly mediate their child’s behavior and development mediate their child’s behavior and development more efficiently than can indirect services aimed more efficiently than can indirect services aimed toward the child toward the child (Dunst, Trivette, Deal, & 1998). (Dunst, Trivette, Deal, & 1998).

Family’s strengths, needs, and priorities along with Family’s strengths, needs, and priorities along with the needs of their child guide the provision of local the needs of their child guide the provision of local resources and services resources and services (Dunst, 1985; Rappaport, 1981).(Dunst, 1985; Rappaport, 1981).

Family-centered services strengthen the family’s Family-centered services strengthen the family’s capacity to meet their needs and the needs of their capacity to meet their needs and the needs of their child child (Dunst, 1985; Rappaport, 1981).(Dunst, 1985; Rappaport, 1981).

Families are their child’s first and best advocate.Families are their child’s first and best advocate.

Defining Characteristics Defining Characteristics of of

Family-School Family-School PartnershipsPartnerships Interactions among partners are collaborative and bi-Interactions among partners are collaborative and bi-

directional.directional. Relationships across home and school systems are Relationships across home and school systems are

cooperative, interdependentcooperative, interdependent, and , and balancedbalanced.. Maintenance of a Maintenance of a positive relationshippositive relationship is a priority. is a priority. Services are Services are flexible, responsiveflexible, responsive, and , and proactiveproactive.. Differences in perspectivesDifferences in perspectives are seen as strengths. are seen as strengths. There is a commitment to There is a commitment to cultural competencecultural competence.. Emphasis is on Emphasis is on outcomesoutcomes and and goal attainmentgoal attainment..

(Sheridan, 2004)(Sheridan, 2004)

Rationale for Rationale for Family-School Family-School PartnershipsPartnerships

There are many systems and settings There are many systems and settings where children learn.where children learn. In the US, students spend 91% of their In the US, students spend 91% of their

time from birth - 18 outside of school; time from birth - 18 outside of school; once in school, they spend 70% of their once in school, they spend 70% of their waking hours outside of school waking hours outside of school (Clarke, 1990).(Clarke, 1990).

The impact of out-of-school time The impact of out-of-school time (e.g., message about schooling, use (e.g., message about schooling, use of time, congruence with school of time, congruence with school environment) must be acknowledged.environment) must be acknowledged.

Rationale for Rationale for Family-School Family-School PartnershipsPartnerships Federal policy recognizes the need to address student’s Federal policy recognizes the need to address student’s

time spent out of school and mandates schools to engage time spent out of school and mandates schools to engage in partnerships with parents to meet the increasing in partnerships with parents to meet the increasing academic, behavioral, and social needs of students.academic, behavioral, and social needs of students.

In 1975, In 1975, PL 94-142PL 94-142 established the foundations for parental established the foundations for parental involvement in education. It required:involvement in education. It required:(a) notification of parents when the school proposed or refused to (a) notification of parents when the school proposed or refused to

initiate or change an educational placement, initiate or change an educational placement, (b) parent consent prior to evaluation and special education (b) parent consent prior to evaluation and special education

placement, placement, (c) parental participation in the development of the Individualized (c) parental participation in the development of the Individualized

Education Plans (IEPs), and Education Plans (IEPs), and (d) parental rights to challenge special education decisions.(d) parental rights to challenge special education decisions.

Rationale for Rationale for Family-School Family-School PartnershipsPartnerships In 1986, In 1986, P.L. 99-457P.L. 99-457 mandated Free and Appropriate mandated Free and Appropriate

Public Education (FAPE) to children ages 0-3 and Public Education (FAPE) to children ages 0-3 and instituted the Individualized Family Service Plan (IFSP). instituted the Individualized Family Service Plan (IFSP). This required that for educational planning purposes, This required that for educational planning purposes, young children should be considered within the context young children should be considered within the context of their family. Services should be provided not of their family. Services should be provided not exclusively to the child but also to the family.exclusively to the child but also to the family.

IDEA IDEA 1997 included more meaningful parent 1997 included more meaningful parent participation, including establishing regulations for participation, including establishing regulations for including parents on school-based teams, and including parents on school-based teams, and increasing parental responsibility in the special increasing parental responsibility in the special education process.education process.

Rationale for Rationale for Family-School Family-School PartnershipsPartnerships The No Child Left Behind ActThe No Child Left Behind Act of 2002 specifically calls for “local of 2002 specifically calls for “local

education agencies to assist school personnel to reach out to, education agencies to assist school personnel to reach out to, communicate with, and work with parents as equal partners; communicate with, and work with parents as equal partners; implement and coordinate parent programs; and build ties implement and coordinate parent programs; and build ties between parents and the school” (P.L. 107-111,1118). between parents and the school” (P.L. 107-111,1118).

IDEAIDEA 2004 includes: 2004 includes:Part BPart B: Programs for children 3 to 21 years which provide : Programs for children 3 to 21 years which provide requirements in the areas of, but not limited to, parental rights requirements in the areas of, but not limited to, parental rights and involvement, related educational services, and involvement, related educational services, multidisciplinary assessments, etc.multidisciplinary assessments, etc.

Part CPart C: Programs for infants and toddlers (birth to 3 years) : Programs for infants and toddlers (birth to 3 years) whichwhich

emphasizes the notion of family involvement in the screening emphasizes the notion of family involvement in the screening and evaluation of young children and in the programming for and evaluation of young children and in the programming for early intervention and IFSP’s. early intervention and IFSP’s.

Research FindingsResearch FindingsIn the presence of effective family-school In the presence of effective family-school

partnerships, partnerships, studentsstudents have been shown to have been shown to demonstrate:demonstrate: improvement in grades improvement in grades (Fehrman, Keith, & Reimers, 1987);(Fehrman, Keith, & Reimers, 1987); test scores test scores (Epstein, 1991);(Epstein, 1991); attitudes attitudes (Kellagahen et al., 1993);(Kellagahen et al., 1993); self-concept, behavior, social skills self-concept, behavior, social skills (Hickman, Greenwood, & (Hickman, Greenwood, &

Miller, 1995);Miller, 1995); greater study habits and homework completion rates greater study habits and homework completion rates (Clark, (Clark,

1993; Hoover-Dempsey et al., 2001);1993; Hoover-Dempsey et al., 2001); more engagement in classroom learning activities more engagement in classroom learning activities (Collins, (Collins,

Moles, & Cross, 1982; Sattes, 1985); Moles, & Cross, 1982; Sattes, 1985); andand higher attendance rates and a reduction in suspension rates higher attendance rates and a reduction in suspension rates

and discipline problems and discipline problems (Sheldon & Epstein, 2004).(Sheldon & Epstein, 2004).

See Handout 9See Handout 9

Benefits for StudentsBenefits for Students

Research FindingsResearch FindingsIn the presence of effective family-school In the presence of effective family-school

partnerships, partnerships, teachersteachers have been shown to:have been shown to: become more proficient in professional activities,become more proficient in professional activities, allocate more time to instruction,allocate more time to instruction, become more involved with curriculum,become more involved with curriculum, develop more student-oriented rather than task-develop more student-oriented rather than task-

oriented activities oriented activities (Hoover-Dempsey, Walker, Jones, & Reed, (Hoover-Dempsey, Walker, Jones, & Reed, 2002),2002),

receive higher ratings on teaching performance receive higher ratings on teaching performance evaluations by principals evaluations by principals (Christenson, 1995), (Christenson, 1995), andand

indicate greater satisfaction with their jobs and indicate greater satisfaction with their jobs and request fewer transfers request fewer transfers (Christenson & Cleary, 1990).(Christenson & Cleary, 1990).

Research FindingsResearch FindingsIn the presence of effective family-school In the presence of effective family-school

partnerships, partnerships, parentsparents have been shown to: have been shown to:

demonstrate greater understanding of the work of demonstrate greater understanding of the work of schools and positive attitudes about school schools and positive attitudes about school (Epstein, (Epstein, 1986);1986);

report increased contacts and communication with report increased contacts and communication with educators, and a desire for more involvement educators, and a desire for more involvement (Hoover-(Hoover-Dempsey & Sandler, 1997);Dempsey & Sandler, 1997);

improve their communication with their children, improve their communication with their children, report improved parent-child relationships, and report improved parent-child relationships, and develop effective parenting skills develop effective parenting skills (Becher, 1984); and(Becher, 1984); and

become more involved in learning activities at home become more involved in learning activities at home (Epstein, 1995).(Epstein, 1995).

Research FindingsResearch FindingsIn the presence of effective family-schoolIn the presence of effective family-schoolpartnerships, partnerships, schoolsschools have been shown have been shown

to:to:

receive higher effectiveness ratings, andreceive higher effectiveness ratings, and implement more successful school implement more successful school

programs.programs. (Christenson & Sheridan, 2001)(Christenson & Sheridan, 2001)

Benefits to SchoolsBenefits to Schools

Research FindingsResearch Findings Generalization of school programs occurs more Generalization of school programs occurs more

readily when families are involved.readily when families are involved. Consultation with teachers alone is effective at Consultation with teachers alone is effective at

promoting school success promoting school success (Sheridan,1997),(Sheridan,1997), but but generalization to home occurs only when parents are generalization to home occurs only when parents are involved involved (Sheridan et al., 1990).(Sheridan et al., 1990).

Family process variables (specific things Family process variables (specific things families families dodo) facilitate learning & educational ) facilitate learning & educational success more than status variables (who success more than status variables (who families families areare).). Social class or family configuration predicts up to Social class or family configuration predicts up to

25% of variance in achievement; family process 25% of variance in achievement; family process variables predict up to 60% of variance variables predict up to 60% of variance (Kellaghan et al., (Kellaghan et al., 1993).1993).

Cultural ConsiderationsCultural Considerations Many children from diverse cultural backgrounds Many children from diverse cultural backgrounds

do not speak English when they enter school and do not speak English when they enter school and have not attended preschool or daycare.have not attended preschool or daycare. For example, the number of non-English speaking For example, the number of non-English speaking

children has doubled since 1979.children has doubled since 1979. Parents have different levels of education, Parents have different levels of education,

socioeconomic status, English competency, and socioeconomic status, English competency, and acculturation.acculturation.

There is a scarcity of research in the area of There is a scarcity of research in the area of family-school partnerships with children and family-school partnerships with children and families from diverse cultural backgrounds.families from diverse cultural backgrounds. (Sheridan, Vazquez-Nuttall, & Li, 2005)(Sheridan, Vazquez-Nuttall, & Li, 2005)

Cultural ConsiderationsCultural Considerations Parents, regardless of educational level, Parents, regardless of educational level,

income status, or ethnic background want income status, or ethnic background want their children to be successful in school their children to be successful in school (Christenson, 1995).(Christenson, 1995). Across groups, parents want information about how Across groups, parents want information about how

schools function, children’s development/learning, schools function, children’s development/learning, & parents’ roles in supporting their children.& parents’ roles in supporting their children.

School practices are a stronger predictor of parent School practices are a stronger predictor of parent involvement than parents’ educational level, income involvement than parents’ educational level, income status, or ethnic background status, or ethnic background (Epstein, 1991).(Epstein, 1991).

See Creating Partnerships with Culturally Diverse Families PowerPointSee Creating Partnerships with Culturally Diverse Families PowerPoint

Building Shared Building Shared ResponsibilityResponsibility

Garner Garner Administrative SupportAdministrative Support Practice Practice Systems AdvocacySystems Advocacy Build Build Family-School TeamsFamily-School Teams Increase Increase Effective Problem SolvingEffective Problem Solving and and

Solution FindingSolution Finding Keep a Keep a Focus on GoalsFocus on Goals and Outcomesand Outcomes But Recognize the But Recognize the Importance of ProcessImportance of Process Foster Foster Positive Home Learning EnvironmentsPositive Home Learning Environments Focus on CommunicationFocus on Communication as the foundation for as the foundation for

all family involvementall family involvement CollaborationCollaboration with families is key! with families is key!

See Handout 10 See Handout 10

Developing Pathways to Developing Pathways to PartnershipsPartnerships

Prerequisite Conditions:Prerequisite Conditions:These “3 A’s” must be in place for Actions These “3 A’s” must be in place for Actions to be accepted and effectiveto be accepted and effective

Approach

Atmosphere

Attitude

ActionsCommunicating a tone of

partnership through bidirectional home-school

communication and fostering family involvement in

learning at home

Successful learning

opportunities and outcomes for

children

See Handout 11 and Creating Conditions for Family-School Partnerships See Handout 11 and Creating Conditions for Family-School Partnerships PowerPointPowerPoint

(Christenson & Sheridan, 2001; Sheridan & (Christenson & Sheridan, 2001; Sheridan & Kratochwill, in press)Kratochwill, in press)

ApproachApproachApproachApproach: The framework for interaction with: The framework for interaction withfamilies.families.

Central to the partnership model is a belief in Central to the partnership model is a belief in shared responsibility for educating and shared responsibility for educating and socializing children – both families and socializing children – both families and educators are essential for children’s growth educators are essential for children’s growth and development inside and out of school.and development inside and out of school.

Emphasis is placed on Emphasis is placed on relationshipsrelationships, rather than , rather than separate roles… how families and educators separate roles… how families and educators work together to promote the academic and work together to promote the academic and social development of students.social development of students.

AtmosphereAtmosphereAtmosphereAtmosphere: The climate in schools for families and : The climate in schools for families and

educators.educators.

The affective climate in interactions among families The affective climate in interactions among families and schools.and schools.

The physical climate in schools that make them The physical climate in schools that make them inviting and “family-friendly.”inviting and “family-friendly.”

AllAll families must feel welcome! families must feel welcome! Differences in parent backgrounds & experiences must be Differences in parent backgrounds & experiences must be

recognized.recognized. Personal difficulties in school or previous conflicts may be Personal difficulties in school or previous conflicts may be

prominent.prominent. Ethnic, linguistic, religious, class differences can widen the Ethnic, linguistic, religious, class differences can widen the

gap.gap.

AttitudeAttitudeAttitudeAttitude: The values and perceptions held about family-: The values and perceptions held about family-

schoolschoolrelationships.relationships.

All families have strengths.All families have strengths. Parents can help their children succeed in school -- Parents can help their children succeed in school --

they must be provided with the opportunity and they must be provided with the opportunity and necessary information and support.necessary information and support.

Schools and families influence each other. Schools and families influence each other. Parents have important information and perspectives Parents have important information and perspectives

that we need to help educate their children.that we need to help educate their children. Parents and educators each bring unique and Parents and educators each bring unique and

important perspectives and expertise to the table as important perspectives and expertise to the table as co-equals.co-equals.

See Handouts 12 and 13 See Handouts 12 and 13

ActionsActionsActions:Actions: What schools do to build partnerships and What schools do to build partnerships and

shared responsibility for education between families shared responsibility for education between families and schools.and schools.

Actions must be distinguished from activities Actions must be distinguished from activities Activities represent a narrow focus on how to Activities represent a narrow focus on how to

involve families in education (e.g., curriculum night, involve families in education (e.g., curriculum night, parent-teacher conferences)parent-teacher conferences)

Actions focus on more broadly on the relationship or Actions focus on more broadly on the relationship or connection between families and school relative to connection between families and school relative to children’s school performancechildren’s school performance

See Handout 14See Handout 14

Actions: Actions: Evidence-Based Evidence-Based InterventionsInterventions ““Practices that are informed by research, in Practices that are informed by research, in

which characteristics and consequences of which characteristics and consequences of environmental variables are empirically environmental variables are empirically established and the relationship directly established and the relationship directly informs what a practitioner can do to informs what a practitioner can do to produce a desired outcome” produce a desired outcome” (Dunst, Trivette, & (Dunst, Trivette, & Cutspec, 2002, p. 3).Cutspec, 2002, p. 3).

The label of The label of evidence-based interventionsevidence-based interventions should be used when programs have should be used when programs have successfully “demonstrated efficacy under successfully “demonstrated efficacy under the conditions of implementation and the conditions of implementation and practice” practice” (Kratochwill & Shernoff, 2004, p. 35).(Kratochwill & Shernoff, 2004, p. 35).

The Use of The Use of Evidence-Based Evidence-Based InterventionsInterventions There has been a current paradigm shift in school There has been a current paradigm shift in school

psychology toward the implementation of psychology toward the implementation of empirically validated interventions among empirically validated interventions among children, families, and schools.children, families, and schools.

Likewise, the increased accountability within the Likewise, the increased accountability within the educational systems, as mandated by multiple educational systems, as mandated by multiple federal accountability initiatives (e.g., IDEA and federal accountability initiatives (e.g., IDEA and NCLB), have required these systems to report the NCLB), have required these systems to report the efficacy of interventions as well as provide efficacy of interventions as well as provide effectiveness data on child and family outcomes.effectiveness data on child and family outcomes.

Identifying Identifying Evidence-Based Evidence-Based InterventionsInterventions Goal A of the Goal A of the Family-School Task ForceFamily-School Task Force was to was to

“identify evidence based models of effective family-“identify evidence based models of effective family-school partnerships.”school partnerships.”

These programs were examined and coded for These programs were examined and coded for evidence- based outcomes related to their produced evidence- based outcomes related to their produced intended effects using the following criteria:intended effects using the following criteria: empirical/theoretical foundation, design qualities, statistical empirical/theoretical foundation, design qualities, statistical

treatment of the interventions;treatment of the interventions; the implementation of key evidence components which the implementation of key evidence components which

promote internal validity and the necessary features for promote internal validity and the necessary features for home and school-based implementation of these home and school-based implementation of these interventions; and interventions; and

factors of interest, as identified by the consumer, in the factors of interest, as identified by the consumer, in the evaluation of the external validity and utility of these evaluation of the external validity and utility of these interventions interventions (Kratochwill & Stoiber, 2002). (Kratochwill & Stoiber, 2002).

Goals of Goals of Evidence-Based Evidence-Based InterventionsInterventions

After identifying numerous evidence-based After identifying numerous evidence-based interventions, the goal was to: interventions, the goal was to: influence practitioners’ selection and influence practitioners’ selection and

implementation of family-school interventions implementation of family-school interventions through a systematic dissemination of the through a systematic dissemination of the research evidence; and research evidence; and

narrow the narrow the research to practice gapresearch to practice gap related to related to the practice feasibility, acceptability, social the practice feasibility, acceptability, social validity, fidelity, and sustainability of these validity, fidelity, and sustainability of these service delivery models when working with service delivery models when working with families families (Sheridan, 2005). (Sheridan, 2005).

Actions: Examples of Actions: Examples of Evidence-Based Evidence-Based InterventionsInterventions Numerous evidence-based models have been Numerous evidence-based models have been

identified which utilize and promote family-school identified which utilize and promote family-school partnerships.partnerships.

These models have been separated into the These models have been separated into the following areas:following areas:

1. Family-School Interventions with 1. Family-School Interventions with Preschool Children Preschool Children 2. Parent Consultation2. Parent Consultation3. Parent Education, Training, and Intervention3. Parent Education, Training, and Intervention4. Family-School Collaboration4. Family-School Collaboration5. Parent Involvement Interventions 5. Parent Involvement Interventions

See See Creating Conditions for Family-School Partnerships Creating Conditions for Family-School Partnerships PowerPointPowerPoint

Actions: Actions: Evidence-Based Evidence-Based InterventionsInterventions

Interventions with Preschool ChildrenInterventions with Preschool Children Incredible Years Training SeriesIncredible Years Training Series PARTNERS Parent Education ProgramPARTNERS Parent Education Program Parent Child Interaction TherapyParent Child Interaction Therapy Dialogic ReadingDialogic Reading

See Handouts 15, 16, 17, and 18See Handouts 15, 16, 17, and 18

Actions: Actions: Evidence-Based Evidence-Based InterventionsInterventions Parent ConsultationParent Consultation

Conjoint Behavioral ConsultationConjoint Behavioral Consultation Parent Behavioral ConsultationParent Behavioral Consultation

Parent Education, Training, and InterventionParent Education, Training, and Intervention Problem-Solving Skills Training plus Parent Problem-Solving Skills Training plus Parent

Management Training Management Training Aware ParentingAware Parenting Reading Made EasyReading Made Easy

See Handouts 19, 20, 21, 22, and 23See Handouts 19, 20, 21, 22, and 23

Actions: Actions: Evidence-Based Evidence-Based InterventionsInterventions Interventions Using Family-School CollaborationInterventions Using Family-School Collaboration

School-Based Literacy Program/Family Literacy Program School-Based Literacy Program/Family Literacy Program Parent-Teacher Action Research Teams plus Social Parent-Teacher Action Research Teams plus Social

Skills InstructionSkills Instruction School-Home Notes and Family Problem Solving Board School-Home Notes and Family Problem Solving Board

Game Game

Parent InvolvementParent Involvement Parent TutoringParent Tutoring Parents Encourage PupilsParents Encourage Pupils Reciprocal Peer Tutoring and Parent InvolvementReciprocal Peer Tutoring and Parent Involvement

See Handouts 24, 25, 26, 27, 28, and 29See Handouts 24, 25, 26, 27, 28, and 29

Challenges and Solutions to Challenges and Solutions to Family-School PartnershipsFamily-School Partnerships

Structural Structural Shape the collaborative dialogue and Shape the collaborative dialogue and

working relationships between families working relationships between families and schoolsand schools

Psychological Psychological Influence an individual’s motivation to Influence an individual’s motivation to

personally engage with families or personally engage with families or educatorseducators

(Christenson, 2004)(Christenson, 2004)

See Opportunities, Challenges, and Solutions PowerPointSee Opportunities, Challenges, and Solutions PowerPoint

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