Overview of Family-School Partnerships The Future of School Psychology Task Force on Family-School Partnerships Jennifer Burt, Ashley Taylor, Katie Magee, Laura Mullaney, Susan Sheridan University of Nebraska-Lincoln

1
Overview of Family-School Partnerships The
Future of School Psychology Task Force on
Family-School Partnerships Jennifer Burt,
Ashley Taylor, Katie Magee, Laura Mullaney, Susan
Sheridan University of Nebraska-Lincoln
2
Why Family-School Partnerships?

• parents take their child home after
  professionals complete their services and parents
  continue providing the care for the larger
  portion of the childs waking hours No matter
  how skilled professionals are, or how loving
  parents are, each cannot achieve alone what the
  two parties, working hand-in-hand, can accomplish
  together
• 
  (Peterson Cooper, 1989
  pp. 229, 208).
• See Handout 1

3
Why Family-School Partnerships?
4
What are Family-School Partnerships?

• A relationship involving close cooperation
  between parties having joint rights and
  responsibilities.
• The goals of family-school partnerships include
• (a) enhancing success for students, and
• (b) improving experiences and outcomes for
  children, including those that are academic,
  social, emotional and behavioral in nature.
• (Christenson
  Sheridan, 2001)
• See Handouts 2, 3,4, and 5

5
Who is involved in partnerships?

• School administrators
• Provide leadership at a building level.
• Encourage teachers to engage in partnership
  practices with families.
• Create conditions within the school that are
  conducive to partnership practices.
• School psychologists
• Facilitate and support communication between
  teachers and families.
• Provide information to families regarding how to
  support student learning .
• Providing support and consultation to parents as
  they become involved in student learning
  (Christenson, 1995).
• Teachers and families
• Engage in relationships where communication is
  reciprocal.
• Each person is responsive to the ideas and needs
  of the other person.

6
When is it appropriate to engage in partnerships?

• Current engagement in partnerships
• 20 of families work as partners in education.
• 70 of families believe they would and could
  engage in partnerships if provided with support.
• 10 of families do not engage in partnerships
  because of significant personal problems (Epstein
  personal communication 1995, as cited by
  Christenson Sheridan, 2001).
• Family-school partnerships are seen as a
  protective factor
• Partnerships should be formed when students enter
  school.
• Partnerships should be sustained throughout their
  education.

7
When is it appropriate to engage in partnerships?

• Effective family-school partnerships
• Represent a 13-year contract between families and
  schools to provide a quality education for all
  students.
• (Christenson Sheridan, 2001)
• They are proactive and not reactive to student
  concerns.
• Families and schools should engage in
  partnerships throughout a students education.
• Promote an understanding of school policies and
  procedures especially when student concerns are
  present.

8
The M Ms of Parenting and Partnering

• Make sure your child is ready to learn.
• Monitor your child and his or her performance.
• Motivate your child.
• Be a good role Model.
• Maintain a positive relationship with your
  childs teacher.
• See Activity 1

9
Partnership vs. Traditional Orientations to
Family-School Partnerships

• Partnership Approach
• Commitment to working together on behalf of the
  childs performance/ achievement is clear.
• Communication is frequent, positive,
  bi-directional.
• Relationship is characterized by cultural
  sensitivity cultural differences are respected,
  appreciated, and recognized as contributing to
  positive learning climates.
• See Handouts 6 and 7

• Traditional Approach
• Emphasis on what schools do to promote learning.
• Infrequent, one-directional, or problem-centered
  communication (school ? home).
• One-size fits all orientation cultural
  differences are perceived as challenges to
  overcome.

10
Partnership vs. Traditional Orientations to
Family-School Partnerships

• Partnership Approach
• Different perspectives are valued as important.
• Roles are clear, mutual, and supportive.
• Goals for students are mutually determined and
  shared.
• Plans are co-constructed, with agreed upon roles
  for all participants.

• Traditional Approach
• Different perspectives are seen as barriers.
• Separate roles that distance participants.
• Goals determined by school personnel and
  sometimes shared with parents.
• Educational plans devised and delivered by
  teachers.
• (Sheridan,
  2004)

11
Roles of Families and Schools in Partnership
Models

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

Co- decision makers
Co-teachers
Co-learners
Co-supporters
Co-communicators
See Activity 2
12
Theoretical Perspective Ecological Systems
Approach

• An effective, constructive family-school
  partnership occurs in an ecological context, with
  the student at center
• Students, families and schools are all part of
  interrelated ecological systems within which a
  child resides.
• Difficulties occur when there is a mismatch
  across one or more subsystems.
• Partnership programs and services are focused on
  forging a more effective match between the needs
  of an individual student, and strengths of the
  interfacing home school systems.
• Main attention is always on the potential
  benefits and outcomes for students.
  (Sheridan, 2004)

13
Rationale for a Multi-Tiered Approach to
Family-School Partnerships

• Family-school partnerships provide a context for
  families and educators to collaboratively
  identify and prioritize concerns across a
  continuum of opportunities and intensities.
• Prevention and intervention efforts and supports
  are delivered toward a universal and targeted
  audience.
• A multi-tiered approach enables families and
  educators to provide services based on a
  students responsiveness to previous preventions,
  interventions, and supports.

14
Explanation for a Multi-Tiered Approach to
Family-School Partnerships

• Provides various levels of family-school supports
  based on a students identified need and
  responsiveness to previous efforts.
• Universal Family-school collaboration provided
  to support all students and families (e.g., 4 As,
  Parent-School Collaboration, Parent Involvement,
  Parent Education).
• Targeted Family-school collaboration provided
  to support identified students and families
  unresponsive to previous universal efforts (e.g.,
  Parent Education and Intervention, Parent
  Consultation).
• Intensive Family-school collaboration provided
  to students and families unresponsive to previous
  targeted efforts (e.g., Parent Consultation
  conjoint behavioral consultation and Parent
  Intervention).
• See Handout 8

15
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 Parent 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 Education and
Intervention, Parent Consultation).
Tier 2 5-15
Tier 1 Universal Interventions Engaging all
families as collaborative partners (e.g., 4 As,
Parent-School Collaboration, Parent Involvement,
Parent Education).
Tier 1 80-90
16
Theoretical Perspective Family-Centered Approach

• Providing direct support and assistance to
  families increases the likelihood these families
  can directly mediate their childs behavior and
  development more efficiently than can indirect
  services aimed toward the child (Dunst, Trivette,
  Deal, 1998).
• Familys strengths, needs, and priorities along
  with the needs of their child guide the provision
  of local resources and services (Dunst, 1985
  Rappaport, 1981).
• Family-centered services strengthen the familys
  capacity to meet their needs and the needs of
  their child (Dunst, 1985 Rappaport, 1981).
• Families are their childs first and best
  advocate.

17
Defining Characteristics of Family-School
Partnerships

• Interactions among partners are collaborative and
  bi-directional.
• Relationships across home and school systems are
  cooperative, interdependent, and balanced.
• Maintenance of a positive relationship is a
  priority.
• Services are flexible, responsive, and proactive.
• Differences in perspectives are seen as
  strengths.
• There is a commitment to cultural competence.
• Emphasis is on outcomes and goal attainment.
• 
  (Sheridan, 2004)

18
Rationale for Family-School Partnerships

• There are many systems and settings where
  children learn.
• In the US, students spend 91 of their time from
  birth - 18 outside of school once in school,
  they spend 70 of their waking hours outside of
  school (Clarke, 1990).
• The impact of out-of-school time (e.g., message
  about schooling, use of time, congruence with
  school environment) must be acknowledged.

19
Rationale for Family-School Partnerships

• Federal policy recognizes the need to address
  students time spent out of school and mandates
  schools to engage in partnerships with parents
  to meet the increasing academic, behavioral, and
  social needs of students.
• In 1975, PL 94-142 established the foundations
  for parental involvement in education. It
  required
• (a) notification of parents when the school
  proposed or refused to
• initiate or change an educational
  placement,
• (b) parent consent prior to evaluation and
  special education
• placement,
• (c) parental participation in the development
  of the Individualized
• Education Plans (IEPs), and
• (d) parental rights to challenge special
  education decisions.

20
Rationale for Family-School Partnerships

• In 1986, P.L. 99-457 mandated Free and
  Appropriate Public Education (FAPE) to children
  ages 0-3 and instituted the Individualized Family
  Service Plan (IFSP). This required that for
  educational planning purposes, young children
  should be considered within the context of their
  family. Services should be provided not
  exclusively to the child but also to the family.
• IDEA 1997 included more meaningful parent
  participation, including establishing regulations
  for including parents on school-based teams, and
  increasing parental responsibility in the special
  education process.

21
Rationale for Family-School Partnerships

• The No Child Left Behind Act of 2002 specifically
  calls for local education agencies to assist
  school personnel to reach out to, communicate
  with, and work with parents as equal partners
  implement and coordinate parent programs and
  build ties between parents and the school (P.L.
  107-111,1118).
• IDEA 2004 includes
• Part B Programs for children 3 to 21 years
  which provide requirements in the areas of, but
  not limited to, parental rights and involvement,
  related educational services, multidisciplinary
  assessments, etc.
• Part C Programs for infants and toddlers
  (birth to 3 years) which
• emphasizes the notion of family involvement
  in the screening and evaluation of young children
  and in the programming for early intervention and
  IFSPs.

22
Research Findings

• In the presence of effective family-school
  partnerships, students have been shown to
  demonstrate
• improvement in grades (Fehrman, Keith, Reimers,
  1987)
• test scores (Epstein, 1991)
• attitudes (Kellagahen et al., 1993)
• self-concept, behavior, social skills (Hickman,
  Greenwood, Miller, 1995)
• greater study habits and homework completion
  rates (Clark, 1993 Hoover-Dempsey et al., 2001)
• more engagement in classroom learning activities
  (Collins, Moles, Cross, 1982 Sattes, 1985)
  and
• higher attendance rates and a reduction in
  suspension rates and discipline problems (Sheldon
  Epstein, 2004).
• See Handout 9

23
Benefits for Students
24
Research Findings

• In the presence of effective family-school
  partnerships, teachers have been shown to
• become more proficient in professional
  activities,
• allocate more time to instruction,
• become more involved with curriculum,
• develop more student-oriented rather than
  task-oriented activities (Hoover-Dempsey, Walker,
  Jones, Reed, 2002),
• receive higher ratings on teaching performance
  evaluations by principals (Christenson, 1995),
  and
• indicate greater satisfaction with their jobs and
  request fewer transfers (Christenson Cleary,
  1990).

25
Research Findings

• In the presence of effective family-school
  partnerships, parents have been shown to
• demonstrate greater understanding of the work of
  schools and positive attitudes about school
  (Epstein, 1986)
• report increased contacts and communication with
  educators, and a desire for more involvement
  (Hoover-Dempsey Sandler, 1997)
• improve their communication with their children,
  report improved parent-child relationships, and
  develop effective parenting skills (Becher,
  1984) and
• become more involved in learning activities at
  home (Epstein, 1995).

26
Research Findings

• In the presence of effective family-school
• partnerships, schools have been shown to
• receive higher effectiveness ratings, and
• implement more successful school programs.
• (Christenson
  Sheridan, 2001)

27
Benefits to Schools
28
Research Findings

• Generalization of school programs occurs more
  readily when families are involved.
• Consultation with teachers alone is effective at
  promoting school success (Sheridan,1997), but
  generalization to home occurs only when parents
  are involved (Sheridan et al., 1990).
• Family process variables (specific things
  families do) facilitate learning educational
  success more than status variables (who families
  are).
• Social class or family configuration predicts up
  to 25 of variance in achievement family process
  variables predict up to 60 of variance
  (Kellaghan et al., 1993).

29
Cultural Considerations

• Many children from diverse cultural backgrounds
  do not speak English when they enter school and
  have not attended preschool or daycare.
• For example, the number of non-English speaking
  children has doubled since 1979.
• Parents have different levels of education,
  socioeconomic status, English competency, and
  acculturation.
• There is a scarcity of research in the area of
  family-school partnerships with children and
  families from diverse cultural backgrounds.
• (Sheridan,
  Vazquez-Nuttall, Li, 2005)

30
Cultural Considerations

• Parents, regardless of educational level, income
  status, or ethnic background want their children
  to be successful in school (Christenson, 1995).
• Across groups, parents want information about how
  schools function, childrens development/learning,
  parents roles in supporting their children.
• School practices are a stronger predictor of
  parent involvement than parents educational
  level, income status, or ethnic background
  (Epstein, 1991).
• See Creating Partnerships with Culturally Diverse
  Families PowerPoint

31
Building Shared Responsibility

• Garner Administrative Support
• Practice Systems Advocacy
• Build Family-School Teams
• Increase Effective Problem Solving and Solution
  Finding
• Keep a Focus on Goals and Outcomes
• But Recognize the Importance of Process
• Foster Positive Home Learning Environments
• Focus on Communication as the foundation for all
  family involvement
• Collaboration with families is key!
• See Handout 10

32
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)
See Handout 11 and Creating Conditions for
Family-School Partnerships PowerPoint
33
Approach

• Approach The framework for interaction with
• families.
• Central to the partnership model is a belief in
  shared responsibility for educating and
  socializing children both families and
  educators are essential for childrens growth and
  development inside and out of school.
• Emphasis is placed on relationships, rather than
  separate roles how families and educators work
  together to promote the academic and social
  development of students.

34
Atmosphere

• Atmosphere The climate in schools for families
  and educators.
• The affective climate in interactions among
  families and schools.
• The physical climate in schools that make them
  inviting and family-friendly.
• All families must feel welcome!
• Differences in parent backgrounds experiences
  must be recognized.
• Personal difficulties in school or previous
  conflicts may be prominent.
• Ethnic, linguistic, religious, class differences
  can widen the gap.

35
Attitude

• Attitude The values and perceptions held about
  family-school
• relationships.
• All families have strengths.
• Parents can help their children succeed in school
  -- they must be provided with the opportunity and
  necessary information and support.
• Schools and families influence each other.
• Parents have important information and
  perspectives that we need to help educate their
  children.
• Parents and educators each bring unique and
  important perspectives and expertise to the table
  as co-equals.
• See Handouts 12 and 13

36
Actions

• Actions What schools do to build partnerships
  and shared responsibility for education between
  families and schools.
• Actions must be distinguished from activities
• Activities represent a narrow focus on how to
  involve families in education (e.g., curriculum
  night, parent-teacher conferences)
• Actions focus on more broadly on the relationship
  or connection between families and school
  relative to childrens school performance
• See Handout 14

37
Actions Evidence-Based Interventions

• Practices that are informed by research, in
  which characteristics and consequences of
  environmental variables are empirically
  established and the relationship directly informs
  what a practitioner can do to produce a desired
  outcome (Dunst, Trivette, Cutspec, 2002, p.
  3).
• The label of evidence-based interventions should
  be used when programs have successfully
  demonstrated efficacy under the conditions of
  implementation and practice (Kratochwill
  Shernoff, 2004, p. 35).

38
The Use of Evidence-Based Interventions

• There has been a current paradigm shift in school
  psychology toward the implementation of
  empirically validated interventions among
  children, families, and schools.
• Likewise, the increased accountability within
  the educational systems, as mandated by multiple
  federal accountability initiatives (e.g., IDEA
  and NCLB), have required these systems to report
  the efficacy of interventions as well as provide
  effectiveness data on child and family outcomes.

39
Identifying Evidence-Based Interventions

• Goal A of the Family-School Task Force was to
  identify evidence based models of effective
  family-school partnerships.
• These programs were examined and coded for
  evidence- based outcomes related to their
  produced intended effects using the following
  criteria
• empirical/theoretical foundation, design
  qualities, statistical treatment of the
  interventions
• the implementation of key evidence components
  which promote internal validity and the necessary
  features for home and school-based implementation
  of these interventions and
• factors of interest, as identified by the
  consumer, in the evaluation of the external
  validity and utility of these interventions
  (Kratochwill Stoiber, 2002).

40
Goals of Evidence-Based Interventions

• After identifying numerous evidence-based
  interventions, the goal was to
• influence practitioners selection and
  implementation of family-school interventions
  through a systematic dissemination of the
  research evidence and
• narrow the research to practice gap related to
  the practice feasibility, acceptability, social
  validity, fidelity, and sustainability of these
  service delivery models when working with
  families (Sheridan, 2005).

41
Actions Examples of Evidence-Based Interventions

• Numerous evidence-based models have been
  identified which utilize and promote
  family-school partnerships.
• These models have been separated into the
  following areas
• 1. Family-School Interventions with
  Preschool Children
• 2. Parent Consultation
• 3. Parent Education, Training, and Intervention
• 4. Family-School Collaboration
• 5. Parent Involvement Interventions
• See Creating Conditions for Family-School
  Partnerships PowerPoint

42
Actions Evidence-Based Interventions

• Interventions with Preschool Children
• Incredible Years Training Series
• PARTNERS Parent Education Program
• Parent Child Interaction Therapy
• Dialogic Reading
• See Handouts 15, 16, 17, and 18

43
Actions Evidence-Based Interventions

• Parent Consultation
• Conjoint Behavioral Consultation
• Parent Behavioral Consultation
• Parent Education, Training, and Intervention
• Problem-Solving Skills Training plus Parent
  Management Training
• Aware Parenting
• Reading Made Easy
• See Handouts 19, 20, 21, 22, and 23

44
Actions Evidence-Based Interventions

• Interventions Using Family-School Collaboration
• School-Based Literacy Program/Family Literacy
  Program
• Parent-Teacher Action Research Teams plus Social
  Skills Instruction
• School-Home Notes and Family Problem Solving
  Board Game
• Parent Involvement
• Parent Tutoring
• Parents Encourage Pupils
• Reciprocal Peer Tutoring and Parent Involvement
• See Handouts 24, 25, 26, 27, 28, and 29

45
Challenges and Solutions to Family-School
Partnerships

• Structural
• Shape the collaborative dialogue and working
  relationships between families and schools
• Psychological
• Influence an individuals motivation to
  personally engage with families or educators
• (Christenson, 2004)
• See Opportunities, Challenges, and Solutions
  PowerPoint

46
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