The Power of Family-School Partnering (FSP): A Practical Guide for School Mental Health Professionals and Educators

by Lines; Cathy

• ISBN13: 9780415801485
• ISBN10: 0415801486
• Edition: CD
• Format: Nonspecific Binding
• Copyright: 2010-10-19
• Publisher: Routledge

Summary

With this text, the authors intend to offer a practical guide that demonstrates how this partnering can be strategically implemented in all levels of schooling. The main focus of the text is how to plan, implement, and evaluate FSP within existing school structures and resources.

Author Biography

Cathy Lines, PhD, is the former Mental Health Coordinator for the Cherry Creek School District in Greenwood Village, CO. She currently serves as a consultant for the Colorado Department of Education and as an adjunct faculty member at the University of Denver. Gloria E. Miller, PhD, is Professor and Director of the Child, Family, and School Psychology Program at the University of Denver. Amanda Arthur-Stanley, PhD, is a School Psychologist in the Cherry Creek School District in Greenwood Village, CO.

Table of Contents

List of Figures	p. xi
List of Tables	p. xiii
Series Editors' Foreword	p. xv
Preface	p. xvii
Acknowledgments	p. xix
Introduction	p. xxi
About the Authors	p. xxvii
Framing Family-School Partnering (FSP)	p. 1
A Shift to Family-School Partnering	p. 2
Our FSP Framework	p. 3
An FSP Foundation	p. 6
FSP Tiered Processes and Practices	p. 7
Student School Success	p. 8
FSP Data-Driven Decisions	p. 9
The Rationale for FSP	p. 10
Legal Precedents for FSP	p. 11
Research Precedents for FSP	p. 12
Professional and Policy Implications for FSP	p. 14
Key Terms	p. 16
Tool Description	p. 17
Resources	p. 17
Web Sites	p. 17
Books	p. 18
Building an FSP Foundation	p. 19
An FSP Philosophy	p. 20
Student School Success Is the Center of Family-School Partnering	p. 21
Education Is a Shared Responsibility Between Home and School	p. 21
Families and Schools Each Bring Unique Expertise and Cultures	p. 21
Major Influences on FSP Philosophy	p. 22
Bronfenbrenner	p. 22
Further Influences on FSP	p. 23
Epstein	p. 23
Hoover-Dempsey and Sandler	p. 25
Christenson and Sheridan	p. 25
Creating Core FSP Philosophies	p. 26
Cultural Sharing	p. 27
Key Terms	p. 31
Tool Descriptions	p. 33
Resources	p. 33
Web Sites	p. 33
Books	p. 33
Tools 2.1-2.3	p. 35
Creating Universal FSP Processes and Practices	p. 47
Build Relationships	p. 49
Practices to Build Relationships: Show Respect, Take Time, and Recognize Efforts	p. 51
Create Welcoming Settings	p. 52
Practices to Create Welcoming Settings: Address Environments and Recognize Alternative Contributions	p. 55
Use Two-Way Communication	p. 56
Practices for Two-Way Communication: Offer Options, Focus on Positives, and Invite Responses	p. 58
Educate Partners	p. 60
Practices to Educate Partners: Cultivate Shared Understanding and Increase Confidence	p. 62
Key Terms	p. 63
Tool Descriptions	p. 64
Building Relationships	p. 64
Creating Welcoming Settings	p. 64
Using Two-Way Communication	p. 64
Educating Partners	p. 64
Resources	p. 65
Web Sites	p. 65
Books	p. 65
Tools 3.1-3.7	p. 66
Adapting Targeted-Intensive FSP Processes and Practices	p. 79
Core Universal FSP Processes in the Targeted-Intensive Tiers	p. 81
Build Relationships	p. 81
Respond to the Grieving Process	p. 82
Develop Individual Relationships	p. 83
Create Welcoming Settings	p. 83
Design Comfortable Venues	p. 83
Instill a Responsive Atmosphere	p. 84
Use Two-Way Communication	p. 84
Resolve Conflicts	p. 85
Stabilize Crises	p. 86
Educate Partners	p. 86
Link Families With Community Resources	p. 87
Develop Targeted Skills	p. 87
The Targeted-Intensive FSP Process: Team Interventions	p. 88
Implement Teaming Four Steps	p. 89
Clarify Roles and Responsibilities	p. 91
Use Shared Data	p. 92
Teaming Interventions for Individuals, Small Groups, and Established Structures	p. 95
Social-Emotional-Behavioral and Academic Interventions	p. 95
Response-to-Intervention (RtI)	p. 96
Special Education	p. 97
Teaming Interventions With Family-School Protocols	p. 98
Conjoint Behavioral Consultation	p. 101
Wraparound	p. 101
Key Terms	p. 102
Tool Descriptions	p. 103
Following Teaming Steps and Clarifying Roles	p. 103
Using Shared Data	p. 103
Teaming Specific FSP Interventions	p. 104
Resources	p. 104
Web Sites	p. 104
Books	p. 104
Tools 4.1-4.7	p. 106
Planning FSP Actions	p. 115
Family-School Planning Models	p. 115
System Reform	p. 117
Roles and Responsibilities	p. 118
FSP Leadership	p. 119
FSP Collaborative Consultation	p. 119
Data-Driven Decision Making in the Tiers	p. 123
Family-School Partnering Action Planning	p. 124
Action-Planning Cycle	p. 124
Share Understanding of FSP Rationale and Philosophy	p. 125
DEFINE: Collect and Review Data; Map Strengths and Resources; Identify Hurdles	p. 126
PLAN: Prioritize Measurable Goals; Identify Actions and Interventions; Assign Responsibilities, Resources, and Timelines; Choose Measurement Tools	p. 127
IMPLEMENT: Follow Plan as Intended; Monitor Progress	p. 127
EVALUATE: Assess Goal Attainment and Implementation; Revise Plan; Continue	p. 127
Using the FSP Action Plan	p. 127
Key Terms	p. 128
Tool Descriptions	p. 131
Action Planning	p. 131
Existing Data	p. 131
Collected Data	p. 131
Resources	p. 132
Web Sites	p. 132
Books	p. 132
Tools 5.1-5.12	p. 133
Applying FSP Lessons	p. 151
Defining FSP Hurdles	p. 152
Navigating Hurdles	p. 153
Stories From the Field	p. 157
Evidence-Based Programs	p. 165
The Incredible Years	p. 166
Check & Connect	p. 167
Achieving, Behaving, Coring Program	p. 168
Frequently Asked Questions	p. 169
Educator FAQs	p. 170
Family Member FAQs	p. 173
Key Terms	p. 175
Tool Description	p. 177
Resources	p. 177
Web Sites	p. 177
Books	p. 178
Tool 6.1	p. 180
Epilogue: A Working FSP School	p. 181
References	p. 191
Index	p. 211
CD Contents	p. 227
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