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Family, School & Community Partnerships (FSCP)
“…parents are a child’s first teachers…”Adams, et al (2003)
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In the US, students spend _____% of their time from birth - 18 outside of school;
Clarke, 1990
once in school, they spend _____% of their waking hours outside of school
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Evidence-Based Partnering
Definition and Principles
Colorado RtI Family and Community Partnering Rubric Definition, 2010
Family and Community Partnering is the collaboration of families, schools, and communities as equal partners in improving learner, classroom, school, and district outcomes.
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Evidence-Based Partnering Definition and Principles
In effective partnering, each stakeholder shares responsibility for learners’ success by:
establishing and sustaining trusting relationships; understanding and integrating family and school culture; maintaining two-way communication; engaging in collaborative problem-solving: coordinating learning at home, school, and in the community, using data; acknowledging and celebrating progress.
Colorado RtI Family and Community Partnering Rubric Definition, 2010
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The Research: Summary of 40 Years
For Students: • Higher achievement, more homework completion, come to
school more and stay in school longer, observing more similarities between home and school
For Families: • Becoming more supportive of child and teachers, becoming
more confident in how to help child learn, learning more about education programs
For Teachers and Schools:• Improved teacher morale, higher ratings of teachers by
parents, parents support schools and bond issues
(Christenson & Sheridan, 2001; Epstein et al, 2002; Henderson & Mapp, 2002)
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Factors Influencing Achievement
Adapted from Marzano 2003
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The Law: No Child Left Behind
(First Statutory Definition in Elementary and Secondary Education Act ESEA)
Defines parent involvement as: Regular, two-way and meaningful communication An integral role in assisting with their child’s
learning Full partners in their child’s education
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What is the Shift?
Traditional Parent Involvement
Parents
Schools are responsible
School initiated, set formal meetings
School to home, one-way communication
Family Partnering
Family
Families and schools share responsibility
Flexible hours and meeting venues
Ongoing two-way communication
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What is the Shift?
Traditional Parent Involvement
Parents give consent to educational plans
Structured volunteering
Homework is often seen solely as the child’s responsibility, with consequences for lack of completion
Family Partnering
Educational plans are jointly developed and delivered
Supporting learning at home and school
Homework is seen as an important home-school link and communication tool, with continuous successful completion integral to academic achievement and behavioral learning
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How is the Shift Appliedto Special Education?
Traditional Parent Involvement
Often more of a compliance focus
Annual, triennial reviews tend to be primary touch points, with formal progress reports
Schools and home both working towards goals, but often separately
Family Partnering
Compliance AND student outcome focus
Also, there is school and home progress monitoring, two-way communication
Coordinated learning between home and school, focused on goals and outcomes
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Tiered Model for Families:To meaningfully
partner with familiesacross all Tiers
Identify the needs ofthese families
11
To develop differentiated outreach
Adapted from Breen, Childs, & Cavallo
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Tier 1: Universal/Core = what we do to partner with all families
Tier 2: Supplemental/Targeted Group = what we do to partner with some families
Tier 3: Individual/Intensive Support = what we do to partner with those families with the most unique needs
Adapted from Breen, Childs, & Cavallo
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Targeted Tier - SOME(includes all Universal)
Focused school/community outreach and problem-solving partnering for some families, students and school staff.
Intensive Tier - FEW (includes all Universal, Targeted)
Individualized school and community partnering for a few families, students and school staff.
Universal Tier - ALLPositive school climate with school-wide efforts to welcome, include, and support every student and family; stated beliefs that: (1) education is a shared responsibility between families and schools; (2) families are equal partners; (3) student success is always the focus; each classroom provides coordinate learning opportunities for home and school.
Multi-Tiered Family & Community Partnering Practices
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The contents of this training were developed under a grant from the US Department of Education, #H323A090005.
However, these contents do not necessarily represent the policy of the US Department of Education, and you should
not assume endorsement by the Federal Government.
Project Officer, Jennifer Coffey, PhD.