Colorado Department of Educati onOffi ce of Learning Supports

Family, School, and Community Partnerships

within a Multi-Tiered

System of Supports:

“On the Team and At the Table“

“Tell Me I Forget.Show Me I Remember.

Involve Me I Understand.”(Chinese Proverb)

Learn the WHAT, WHY, and HOW of multi-tiered partnering for families and schools.

Access tools and activities to use and share.

Participants will…

Colorado MTSS IntroductionWHAT?

DefinitionWHY?

Research, Laws, ShiftHOW?

Tiers – Every Student’s Success DataPlanning

Presentation At A Glance“Honoring Your Time”

Colorado Multi-Tiered System of SupportsEVERY ED, EVERY KID, EVERY FAMILY

Colorado Department of Education

Shared Leadership Layered Continuum of SupportsUniversal Screening and Progress MonitoringEvidence-based instruction, interventions and

assessment practices Data-Based Problem Solving and Decision MakingFamily, School, and Community Partnering

Six Essential Components of Colorado Multi-Tiered

System of Supports

Multi-Tiered System of Supports

RtI

PBIS

AcademicSupports

BehaviorSupports

MTSS

MTSSUniversal Screening, Continuous Progress Monitoring, Continuum of Evidence-

based Support, Implementation Fidelity, Team-Based Implementation, Data-based Decision Making, Outcome Oriented

BehaviorSWPBS/PBIS

School-wide Discipline & Climate, Classroom

Management, Function-based

Support,

AcademicsInstruction & Curriculum

Literacy, Numeracy, Social Studies, Physical

Sciences, History, Physical Education,

Art, etc.

Additional Learning Supports

School-based Mental Health,

Health & Wellness

Adapted from George Sugai 2012

Family, School, and Community Partnerships

All Students, All Staff, All School Settings

Awareness: Families are familiar with PBIS goals and activities at the school.

Partnering: Families are allies in planning and implementation.

Extension: Families use PBIS strategies to address behavior at home.

Family, School, and Community Partnering Continuum

Adapted from Breen, Childs, & Cavallo

What is your definition of partnering?

Partnering is ______________________.

Activity#1 Defi nition

WHAT?Defi nition

Partnering is a relationship involving closecooperation between parties having joint rights

and responsibilities.(Christenson & Sheridan, 2001)

Partnering Principles

Cultural and linguistic differences are directly addressed because:

Students see their worlds working together;

There is a forum to understand the culture of the family and the culture of the school. (Coll & Chatman,2005)

Partnering Principles

It is all about ongoing, sustainable, intentional relationships.

The focus is always on student success - measurable goals, progress data, and doing what works.

A struggling student experiences collaborative support and encouragement immediately from home and school, thus staying engaged in learning.

Educators, Families, Students, and Community Resources: “On

the Team” On a football team, every player has a job to do and a role to play. Each player is respected for his/her unique experti se. Each player practi ces and works to become bett er at executi ng personal responsibiliti es. The team works together to obtain the best results possible.

Educators, Families, Students, and Community Resources: “At

the Table”Picture a table where people are discussing a problem

Respecting and listeningUnderstanding different perspectives Focusing on positive outcomesDisagreeing at times Intentionally working to compromise

Each involved party has a place “at the table,” even if he/she can’t attend. All voices are heard.

Family and Community Partnering is the collaboration offamilies, schools, and communities as equal partners in

improving learner, classroom, school, and district outcomes.

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.

A Research-Based Partnering Defi nition

WHY?Research, Law, and the Shift

…parents are a child’s first teachers…(Adams et al., 2003)

Time

Students Spend More Than 70% Of Their Waking Hours Outside of School. (Clark,1990; Cal lender & Hansen, 2004)

30%

70%

During School Years (Waking Hours)

In School

Out of School

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

Student Achievement R

ES

EA

RC

H

RESEARCH

RES

EA

RC

H

Factors Influencing Achievement

School

Teacher

Student

1. Guaranteed and Viable Curriculum

2. Challenging Goals/Effective Feedback

3. Parent and Community Involvement

4. Safe and Orderly Environment

5. Collegiality and Professionalism

6. Instructional Strategies

7. Classroom Management

8. Classroom Curricula Design9. Home Environment

10.Learned Intelligence/ Background Knowledge

11. Motivation

(Marzano, 2003)

Student Achievement

Home Environment ComponentsThat Work At ALL LEVELS:Supporting School at Home

1. Communication About School – Frequent, Systematic, and Encouraging

2. Supervision of homework, TV viewing, aft er-school activities (including community partnering)

-Marzano, 2003

Student Achievement

Homework has a positive effect on achievement. The key is in the

design.(Epstein & Van Voorhis, in

press)Communicate regularly about homework

expectations – two-way!Guide families in supporting learning at home. Jointly problem-solve concerns. Try Interactive Homework (TIPS – Teachers

Involving Parents in Schoolwork).(Van Vooris, 2011)

Student Achievement

The C’s of Homework: Coordinated or Connected or Continuous or

Complementary or Congruent or Consistent LearningPractice increases memory traces and fluency.

Applying learned knowledge in the real world reinforces concepts.

Summarizing information forces more in-depth processing. (Gage &Berliner, 1998)

The Law: No Child Left Behind (2002)

(First Statutory Defi nition 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

In IDEA 2004, Congress stressed:“strengthening the role and responsibility of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at home.” 20 U.S.C. 1401 (c)(5)(B)

The Law: Individuals with Disabilities Education Act

(2004)

• RtI is a required criterion in Colorado for identifying students with specific learning disabilities (ECEA, 2007) and must be implemented in every school.

• Parents must receive information about:

• Amount and nature of data collected;

• Strategies for increasing the child’s rate of learning

• Results of repeated assessment of child’s progress. (CDE, 2007; CDE, 2008b)

Colorado Law

A National Shift Based onthe Law and Research

Nati onal Standards for Family-School Partnerships

(PTA,2009) Welcoming All Families Communicati ng Eff ecti vely Supporti ng Student Success Speaking Up for Every Child Sharing Power Collaborati ng with

Community

The Six Types of Parent Involvement(Epstein, 1995)

Parenti ng Communicati ng Volunteering Learning at Home Decision-Making Collaborati ng with

Community

What is the Shift?

Traditi onal Parent Involvement

Parents

Schools are responsible

School initi ated, set formal meeti ngs

School to home, one-way communicati on

Family Partnering

Family

Families and schools share responsibility

Flexible hours and meeti ng venues

Ongoing two-way communicati on

What is the Shift?

Traditi onal Parent Involvement

Parents give consent to educati onal plans

Structured volunteering

Homework is oft en seen solely as the child’s responsibility, with consequences for lack of completi on

Family Partnering

Educati onal plans are jointly developed and delivered

Supporti ng learning at home and school

Homework is seen as an important home-school link and communicati on tool, with conti nuous successful completi on integral to academic achievement and behavioral learning

How is the Shift Appliedto Special Education?

Traditi onal Parent Involvement

Oft en 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 oft en separately

Family Partnering

Compliance AND student outcome focus

Also, there is school and home progress monitoring, two-way communicati on

Coordinated learning between home and school, focused on goals and outcomes

Activity #2Family-School Partnering

Continuum

Where are you and your school community on the partnering continuum ? Give a number for you and one for your school?

Home and school are separate, very different worlds. It is the school’s responsibility to educate children, and the family’s responsibility to see that the children are dressed, fed, and prepared for school.

Schools share the responsibility for education with families. The partnership with families is flexible: on some issues the parents will be the more active partner and on others, the school will be.

1 10

HOW?Tiers, Data, and Planning

Evidence - rational, quantifiable, transparent - is the truth the hand can touch. (Lawrence-Lightfoot, 2003)

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

Family, School, & Community Partnership

across the Tiers

Adapted from Breen, Childs, & Cavallo

Based on Student &

Family Supports

Awareness: Families are familiar with PBIS goals and activities at the school.

Partnering: Families are allies in planning and implementation.

Extension: Families use PBIS strategies to address behavior at home.

Family, School, and Community Partnering Continuum

Adapted from Breen, Childs, & Cavallo

Targeted Tier - SOME(includes all Universal)

Focused school/community supplements 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 - ALL

School-wide PBIS 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

Universal Tier Supports Checklist ALL Families/Staff

SCHOOL_____1. Providing a shared understanding of the evidence and legal base for partnering._____2. Creating a welcoming, culturally responsive environment with multiple visiting and volunteering opportunities (home and school)._____3. Communicating partnering beliefs: (a) Education is a shared responsibility between home and school;(b) Families are equal partners;(c) Student success is always the focus._____4. Integrating partnering practices and language into all documents, procedures, teams. _____5. Ensuring every family uses the school technology - parent portal, email, website._____6. Ensuring every family knows the importance of their actions in supporting learning at home: (a) Frequent and systematic discussions about school; (2) Encouraging their children regarding schoolwork; and (3) Providing or working with resources to provide supervision, support for homework and after-school time._____7. Sharing how school works utilizing response to intervention with all staff and families._____8. Providing family education on learning-related topics, based on identified needs. _____9. Including families in school decision-making, such as on accountability committees._____10. Using data systematically to improve and expand family partnering practices._____11. Allocating time for a staff person to support personnel and families in partnering._____12. Collaborating with community resources.

Universal Tier Supports Checklist ALL Families/Staff

CLASSROOM_____1. Contacting every family personally to create ongoing, two-way communication._____2. Ensuring each family, including students, understands class and homework expectations, and how everyone will partner if a student struggles._____3. Providing information on current learning content, with specific out- of-school coordination strategies and follow-up._____4. Asking families what they need to support learning at home and following up._____5. Sending /sharing progress data regularly to families, with opportunities for discussion. _____6. Share with the students how the partnering between the school and home are working together for their success.

Targeted Tier Supports Checklist SOME Families/Staff

(includes Universal)

______1. Designating people and processes to reach out and individually encourage families and staff who may be hesitant or uncomfortable.______2. Including families as equal partners throughout the problem-solving process, providing information and participation in decision-making.______3. Supporting teachers and families in mutually developing and implementing student plans such as IEPs, ALPs, BIPs, and READ.______4. Ensuring families understand and participate in the implementation of small group (standard protocol) interventions.

Intensive Tier Supports Checklist A FEW Families/Staff

(includes Universal and Targeted)

_____1. Individualizing family-school partnering plans and support when needed._____2. Providing school, family and community wraparound when needed. _____3. Providing conflict resolution support and process when needed.

Evidence-Based Interventions for Each & Every Kid

TERTIARY PREVENTION• Function-based support• Wraparound • Person-centered planning

SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports

PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Family, School, & Community

Partnerships• Bully Prevention within PBIS

Why More Support?The Targeted or Intensive

Tier?

Student is strugglingTeacher is strugglingFamily is strugglingPartnership is struggling

Colorado MTSS PROBLEM SOLVING PROCESS

Educators, Families, and Students Step 1—Define the problemWhat is the problem?

Step 2—Problem AnalysisWhy is it occurring?

Step 3—Plan ImplementationWhat are we going to do about it?

Step 4—Evaluate Is it working?

Family Role in Problem-Solving Process

Share responsibility as an equal partner. Collaborate & communicate with teachers about

student. Support student learning at home. Att end problem-solving team meeti ng, if possible. If

att ending isn’t possible, it is important to communicate before and aft er a meeti ng.

Partner in interventi on planning and monitoring. Parti cipate in decisions for any assessment and/or

referral for special educati on evaluati on. (CDE 2008,b)

Goals, Interventions, and Progress Monitoring In

Problem-SolvingWhat is OUR MEASURABLE GOAL, outcome, target?

What is OUR INTERVENTION, based on OUR data?

How are WE MONITORING progress?

How will WE EVALUATE and REVISE according to OUR data?

Show Me The Data

Visual data show the same information to all partners so can

equally share in decision-making.

This lessens conflicts and biases and

createscommon

understanding.

Family & Community Partnering Tools

Available online at: http://www.cde.state.co.us/rti/FamilyCommunityToolkit.htm

Use Partnering Vocabulary

Words:“WE”, “OUR”, “US”Goals: What do we want to ACHIEVE TOGETHER?Roles: How can WE PARTNER around that?Data: How will WE KNOW it is working? Input: What does the family or school or

community resource THINK, FEEL, KNOW?Decisions: WE ALL are “at the table” and “on the

team”. Responsibiliti es: What are WE EACH doing?Students: What is BEST for OUR student?

Share Data

Planning Team FeedbackBenchmarks of QualityFamily SurveyFamily Sharing SheetHome Information for Problem-SolvingHome-School-Home Notes

Challenges Solutions

Family

School

Plan for Hurdles

Remember the Essentials(Wallet Cards!)

“New Tool”

Created Summer 2012 and available for download today

Remember Partnering Can Be New For Many

Because it may be a new experience for many families, educators, and community resources to be sharing responsibility, special care must be taken to educate.

(CDE, 2008b)

Having families and community resources directly involved may also be new for school staff … assigning a “liaison” linking all partners may be helpful.

(CDE, 2008a)

The Multi -Tiered System of Supports/problem-solving process is a more transparent, fl uid, and open framework than most previous systems for supporti ng students - all partners may need support .

Activity #3 Plan Actions

What are next steps? Data?

1.

2.

3.

How will we know what is working? Data?

Activity #13

Multi-Tiered Family, School, and Community Partnering is __________ because _______________.

( A d a p te d f ro m Pe te rs o n a n d C o o p e r a s c i te d b y t h e F u t u r e s i n S c h o o l Psy c h o l o g y Ta s k F o rc e o n Fa m i l y- S c h o o l Pa r t n e rs h i p s , 2 0 0 7 )

“…No matter how skilled professionals are, nor how loving families are, each cannot achieve alone, what the parties, working hand-in-hand, can accomplish together.”

CDE MTSS and SLD Information

RTI (Response to Interventi on)

htt p://www.cde.state.co.us/RtI/ PBIS (Positi ve Behavior Interventi ons and Supports)

htt p://www.cde.state.co.us/pbis/ SLD (Specifi c Learning Disabiliti es)

htt p://www.cde.state.co.us/cdesped/SD-SLD.asp State Personnel Development Grant (School, Family,

and Community Partnering)

htt p://www.cde.state.co.us/RtI/spdg/Family.htm

Cindy Dascher

Parent

Dascher_C@cde.state.co.us

303-866-6876

Mishele Carroll

PBIS Systems Integrati onCoordinator

Carroll_M@cde.state.co.us

303-866-6251

Contact Information

Additional Resources

Constanti no, S.M., (2008). 101 ways to create real family engagement . Galax, VA: ENGAGE! Press.

Constanti no, S.M. (2003). Engaging al l famil ies: Creati ng a positi ve school culture by putti ng research into practi ce. Lanham, MD: Scarecrow Educati on.

Epstein, J.L . , Sanders, M.V., Simon, B.S. , Sal inas, K.C. , Jansorn, N.R., & Van Voorhis, F.L. (2002). School, family, and community partnerships: Your handbook for acti on. Thousands Oaks, CA: Corwin Press.

Jenkins, T. (2007). When a chi ld struggles in school. Charleston, SC: Advantage

Henderson, A.T. , Mapp, K.L. , Johnson, V.R., & Davies, D. (2007). Beyond the bake sale: The essenti al guide to family-school partnerships. New York: The New Press.

Lines, C.L. , Mil ler, G.L. ,& Arthur-Stanley, A.(2011). The power of family-school partnering: A practi cal guide for mental health professionals and educators. New York: Routledge.

Lawrence-Lightf oot, S. (2002). The essenti al conversati on: What parents and teachers can learn from each other. New York: Random House.

• Bridgeland, J.M., Di l iul io, J . J . , & Balfanz, R. (2009). On the front l ines of schools: Perspecti ves of teachers and pr incipals on the high school dropout problem. Washington, DC: Civic Enterprises, LLC. Retrieved from htt p://www.civicenterprises.net/reports/on_the_front_l ines_of_schools.pdf

• Christenson, S. L . (1995 ) . Famil ies and schools: What is the role of the school psychologist? School Psychology Quarter ly, 10, 118-132.

• Christenson, S. L . , & Sheridan, S. M. (2001). Schools and famil ies: Creati ng essenti al connecti ons for learning . New York: Gui l ford Press.

• Clark, R.M. (1990). Why disadvantaged students succeed: What happens outside of school is cr iti cal . Publ ic Welfare, (17-23) .

Cal lender, S. & Hansen, A. (2004). Fami ly-School Partnerships: Informati on and approaches for educators. NASP Helping Chi ldren at Home and School I I . Balti more, MD: Nati onal Associati on of School Psychologists.

• Colorado Department of Educati on. (2007). ECEA rules . Retr ieved from htt p://www.cde.state.co.us/cdesped/download/pdf/ECEARules_Eff ecti ve12-30-07.pdf

• Colorado Department of Educati on. (2008a). Family involvement in schools:Engaging parents of at-r isk youth. Denver, CO: Author.

• Colorado Department of Educati on. (2008b). Guidel ines for identi fying students with Specifi c Learning Disabi l iti es . Denver, CO: Author.

References

• Colorado Department of Educati on. (2008c). Response to interventi on (RtI): A practi ti oner ’s guide to implementati on . Denver, CO: Author. Colorado Department of Educati on. (2008c). Response to interventi on (RtI): A

practi ti oner ’s guide to implementati on . Denver, CO: Author. Colorado Department of Educati on (2009). Response to interventi on (RtI):

Family & community partnering: “On the team and at the table” toolkit: Denver, CO: Author.

Colorado Department of Educati on (2010). District accountabil ity handbook. Denver, CO: Author.

Colorado Department of Educati on (2011). Commissioner ’s report to the state board of educati on: Dropout preventi on and student engagement unit. Denver, CO: Author

Epstein, J.L. (1991 ). Paths to partnership: What can we learn from federal, state, district, and school initi ati ves. Phi Delta Kappan, 72 (5).

Epstein, J.L. (1995). School/family/community partnerships: Caring for the children we share . Phi Delta Kappan , 76 (9) , 701-702.

References

Epstein, J.L. , Sanders, M.V., Simon, B.S., Salinas, K.C., Jansorn, N.R., & Van Voorhis, F.L. (2002). School, family, and community partnerships: Your handbook for acti on. Thousands Oaks, CA: Corwin Press.

Epstein, J.L. & Van Voorhis, F.L. ( in press). The changing debate: From assigning homework to designing homework. In S. Suggate & E. Reese (Eds.) Contemporary debates in child development and educati on. New York: Routledge.

Esler A.N., Godber Y., & Christenson, S. L. (2008) . Best practi ces in supporti ng home-school collaborati on. In A. Thomas & J. Grimes (Eds.), Best practi ces in school psychology V (pp. 917-936) ). Bethesda, MD: Nati onal Associati on of School Psychologists.

Gage, N.L. & Berliner, D.C. (1998). Educati onal psychology (6 t h ed.). Boston: Houghton-Miffl in.

Garcia Coll, C., & Chatman, C. (2005) . Ethnic and racial diversity . In H. Weiss, H.Kreider, M.E. Lopez, & C. Chapman (Eds.) , Preparing educators to involve families: From theory to practi ce (pp. 135-142 ). Thousand Oaks, CA: Sage Publicati ons.

References

Henderson, A.T., Mapp, K.L., Johnson, V.R., & Davies, D. (2007) . Beyond the bake sale: The essenti al guide to family-school partnerships. New York: The New Press.

Henderson, A. & Mapp, K. (2002). A new wave of evidence: The impact of school, family, and community connecti ons on achievement. Austi n, TX: Nati onal Center for Family & Community Connecti ons with Schools.

Hirsch, E., Sioberg, A., & Germuth, A. (2009). TELL Colorado: Creati ng supporti ve school environments to enhance teacher eff ecti veness. Retrieved fromhtt p://tellcolorado.org /sites/default/fi les/att achments/Colorado_TELL--fi nalreport.pdf

Hoover-Dempsey, K.V., Whitaker, M.C., & Ice, C.L. (2010). Moti vati on and commitment to family-school partnerships. In S.L. Christenson & A.L. Reschly (Eds.), Handbook of school-family partnerships (pp. 30-60) . New York: Routledge.

L ines, C., Miller, G.L., Arthur-Stanley, A. (2011). The power of family-school partnering: A practi cal guide for school mental health professionals and educators. New York: Routledge.

References

Marzano, R. J. (2003). What works in schools: Translati ng research into acti on. Alexandria, VA: Associati on for Supervision and Curriculum Development.

Nati onal Parent Teachers Associati on (2009). PTA nati onal standards for familyschool partnerships: An implementati on guide . Retrieved fromhtt p://www.pta.org /Documents/Nati onal_Standards_Implementati on_Guide_2009.pdf

New Teacher Center. (2011). What are the voices of Colorados’ teachers tell ing us? Retrieved from htt p://tellcolorado.org /sites/default/fi les/att achments/CO11_brief_general_trends.pdf

Pianta, R. & Walsh, D. B. (1996). High-risk children in schools: Constructi ng sustaining relati onships. New York, NY: Routledge.

Sheridan, S.M. (1997). Conceptual and empirical bases of conjoint behavioralconsultati on. School Psychology Quarterly, 12, 119-133.

Simon, B.S. (2001). Family involvement in high school: Predictors and eff ects . NASSPBulleti n, 85 (627) , 8-19.

References

Wellman, B. & Lipton, L. (2004). Data-driven dialogue: A facil itator ’s guide to collaborati ve inquiry. Sherman, CT: MiraVia.

United States Bureau of the Census (2004). Populati on predicti ons . Retrievefrom htt p://www.census.gov/ipc/www/usinterimproj/

United States Department of Educati on. (2006). 34 CFR Part 300: Assistance to stat for the educati on of children with disabil iti es and preschool grants for children with disabil iti es. Final rule. Federal Register, 71, 46783 – 46793 .

Van Voorhis, F. I . (2011). Maximum homework impact; Opti mizing ti me, purpose, communicati on, and collaborati on. In S. Redding, M. Murphy, P. Sheley (Eds.). Handbook on family and community engagement. Charlott e, NC: Informati on Age Publishing.

Weiss, H., Litt le, P., Bouff ard, S., Deschenes, S., & Malone, H. (2009). Strengthen what happens outside of school to improve what happens inside . Phi Delta Kappan, 90(8) , 592-596.

References

The contents of this presentati on were developed under a grant from the US Department of Educati on, #H323A090005.

However, these contents do not necessarily represent thepolicy of the US Department of Educati on, and you should

not assume endorsement by the Federal Government.Project Offi cer, Jennifer Coff ey, PhD.