Family-school collaboration has proven benefits for students' social, emotional, behavioral, and academic functioning, yet many schools struggle to create and sustain effective partnerships with families. This timely resource provides an equity-focused, culturally responsive framework for embedding family collaboration within multi-tiered systems of support (MTSS). The field-leading authors present best practices for involving families in data-based decision making and problem solving at Tiers 1, 2, and 3. Chapters from guest experts address key issues in implementation, including detailed case studies. In a convenient large-size format, the book provides implementation guides, practitioner vignettes, candid parent quotations, and reproducible checklists, forms, and sample scripts that can be downloaded and printed.
This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
Rezensionen / Stimmen
"Authentic, equity-centered family engagement is essential to fully realize the potential of schools to promote student well-being. Garbacz, Minch, and Weist equip school K-12 administrators and educators with an understanding of the value of and evidence for meaningful partnerships between schools and families. Importantly, readers will walk away with practical school-family partnership strategies at each tier of student support. This book is essential reading for those committed to achieving positive mental health and academic outcomes for their students."--Sharon A. Hoover, PhD, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine; Co-Director, National Center for School Mental Health
"This book stands out as a vital resource for educators, practitioners, and administrators. Its unique approach integrates family engagement into the MTSS framework, offering practical strategies for addressing academic, behavioral, and social-emotional needs at every tier. The case studies and reproducible forms will help educators apply the book's data-based strategies in their classrooms or professional development sessions. The book provides practical insights to foster authentic collaboration between schools and historically marginalized families, making it an indispensable tool for cultivating inclusive educational environments."--Janine Jones, PhD, NCSP, College of Education, University of Washington- "This book stands out as a vital resource for educators, practitioners, and administrators. Its unique approach integrates family engagement into the MTSS framework, offering practical strategies for addressing academic, behavioral, and social-emotional needs at every tier. The case studies and reproducible forms will help educators apply the book's data-based strategies in their classrooms or professional development sessions. The book provides practical insights to foster authentic collaboration between schools and historically marginalized families, making it an indispensable tool for cultivating inclusive educational environments."--Janine Jones, PhD, NCSP, College of Education, University of Washington
"Authentic, equity-centered family engagement is essential to fully realize the potential of schools to promote student well-being. Garbacz, Minch, and Weist equip school K-12 administrators and educators with an understanding of the value of and evidence for meaningful partnerships between schools and families. Importantly, readers will walk away with practical school-family partnership strategies at each tier of student support. This book is essential reading for those committed to achieving positive mental health and academic outcomes for their students."--Sharon A. Hoover, PhD, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine; Co-Director, National Center for School Mental Health
"As director of a statewide technical assistance center for implementing MTSS, I am thrilled to see that this book offers concrete practices, case examples, and recommended processes for integrating families into the MTSS framework. Meaningfully engaging families in decision making around student success and school systems is critical yet challenging, so access to these authors' knowledge and experience is incredibly beneficial. This book gives us new ideas to further hone our training materials and improve supports to school teams integrating family leadership across the tiers."--Ashley E. Greenwald, PhD, BCBA-D, Research Associate Professor and Director, Nevada Positive Behavioral Interventions and Supports Technical Assistance Center, University of Nevada, Reno-
Reihe
Sprache
Verlagsort
Verlagsgruppe
Produkt-Hinweis
Fadenheftung
Gewebe-Einband
Maße
Höhe: 276 mm
Breite: 203 mm
Dicke: 14 mm
Gewicht
ISBN-13
978-1-4625-5661-8 (9781462556618)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
S. Andrew Garbacz, PhD, is Associate Professor in the Department of Educational Psychology at the University of Wisconsin-Madison. His work focuses on developing, testing, and scaling family-school-community partnership interventions in school and community settings to promote youth mental and behavioral health.
Devon R. Minch, PhD, is Implementation Specialist at the Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill. She has served in various roles supporting the implementation of best practices for students and families, including as a school psychologist, professional learning specialist, and technical assistance provider. Dr. Minch's research focuses on the intersection of family-school collaboration and tiered systems of supports.
Mark D. Weist, PhD, is Professor of Clinical-Community and School Psychology at the University of South Carolina. His work focuses on advancing research, practice, and policy on effective school behavioral health programs involving mental health-education system partnerships.
Autor*in
University of Wisconsin-Madison, United States
University of South Carolina, United States
Foreword, Kelly Henderson
1. Core Features of Family-School Collaboration and Multi-Tiered Systems of Support
2. Equity in Family-School Collaboration
3. Fostering Equity-Oriented Family-School Collaboration toward Culturally Responsive MTSS, Aydin Bal, Dian Mawene, Dosun Ko, Aaron Bird Bear, Linda Orie, and Sophia Candida Ferreira Dodge
4. Assessment in Family-School Collaboration
5. Building Family-School-Community Partnerships within Tier 1 of Schools' MTSS
6. Embedding Family-School Collaboration in Tier 2 Systems and Practices, Sarah Fefer, Zack Santana, and Kimberli Breen
7. Family-School Partnerships at Tier 3
8. Overcoming Challenges to Family Engagement and Leadership in Schools' MTSS
9. District Considerations for Building Capacity to Increase Family-School Collaboration, Lindsay Fallon, Adam Feinberg, Katherine Meyer, and Phylitia Jamerson
10. From Theory to Practice: Successful Family-School Collaboration in Schools, Shelby Cook, Imad Zaheer, Julie Fogt, Laura Casey, and Misty Lewis
References
Index
