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.
Mục lục
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
Giới thiệu về tác giả
S. Andrew Garbacz, Ph D, 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, Ph D, 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, Ph D, 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.
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