FACE in MTSS Model Components - LD OnLine ·...

A"Model"of"Family"&"Community"Engagement"(FACE)"" in"Multi7Tiered"System"of"Supports"(MTSS)"

FACE%in%MTSS%Model%/%Page%1%

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"""This%document%is%a%product%of%the%collaboration%between%Florida’s%Positive%Behavior%Support:%

Multi/Tiered% System% of% Support% Project% (PBS:MTSS)% and% the% Florida% Problem/

Solving/Response% to% Intervention% Project% (FLPS/RtI).% % It% is% intended% for% use% in% our%

collaborative%work%with%school%districts%to%assist%them%in%implementing%a%multi/tiered%system%

of%supports;%referred%to%as%District%Action%Planning%and%Problem%Solving%(DAPPS).%%

Florida% has% identified% Family% and% Community% Engagement% (FACE)% as% one% of% the% essential%

components% of% an% effective%multi/tiered% system;% therefore,% a%model% of% FACE% in%MTSS%was%

developed%to%guide%district%practice.%%In%contrast%to%classic%models%of%family%and%community%

engagement% that% focus% on% the% features% that% characterize% involvement% activities% (e.g.%

parenting,% decision/making),% the% focus% of% this% model% are% the% systems% and% structures%

identified% in% the% literature%as%being%associated%with% successful%engagement%of% families%and%

community%in%education.%%%%

Florida’s%Model%for%FACE%in%MTSS%is%organized%around%6%key%components%that%are%supported%

by% specific% indicators.% % The% key% components% and% indicators% were% identified% after% a%

comprehensive% review% of% the% literature% on% best% practices% for% family% and% community%

involvement%in%education.%%This%document%describes%those%elements%and%provides%examples%

as%well%as%references%for%the%supporting%literature.%%

%

""""

""

District%Leadership%

Data/based%Outcomes%

Positive%Relationships%

%Multi/Dimensional%Multi/Tiered%Approach%

Empowering%Families%%

Collaborative%Problem%Solving


1:%District%Leadership%/%Page%2%

%

Key"Component"1:"District"Leadership"

District'level+support+and+guidance+is+provided+regarding+the+development,+implementation,+and+monitoring+ of+ family+ and+ community+ engagement+ plans+ and+ practices+within+ a+multi'tiered+system+of+supports.+

"

Specific"Indicators:"

"

1A. The% district% has% a% definition/model/framework% for% family% and% community% engagement% that% is%

integrated,%aligned,%and%supportive%of%MTSS%implementation."

(goal" e.g.,"district% and% school% vision,%mission,% and%goals% include%building% trust/collaborative%

relationships%with%families)%%

(strategy" e.g.,% family% representatives% actively% participate% on% district% and% school% MTSS%

implementation% leadership% teams% where% district% and% school% vision,% mission,% and% goals% are%

developed)%

1B. The%district%has%identified%FACE%goals/outcomes%and%monitors%the%outcomes%with%data%as%part%of%

the%district/wide%MTSS%evaluation%plan."

(goal" e.g.,% the% district’s% goal% for% FACE% is% for% every% family% to% demonstrate% their% support% for%

their% child’s% educational% success;% this% will% be% measured% differently% at% each% grade% level/

elementary,%middle,%or%high%school).%

%(strategy" e.g.,% families% are% collaborators% in% the% development% and% measurement% of%

goals/outcomes)%

1C. The%district%has%established%clear%expectations%for%schools%regarding%FACE%within%MTSS.%"

(goal" e.g.," the% district% has% identified% and% disseminated% clear% expectations% for% schools%

regarding%FACE%in%MTSS%for%the%purpose%of%supporting%student%outcomes).%%

(strategy"e.g.,%professional%development%opportunities%have%been%developed%and%provided%to%

school%staff%to%increase%staff%capacity%for%FACE%in%MTSS).%

1D. The% district% provides% technical% assistance% and% ongoing% support% to% schools% specific% to% FACE% in%MTSS%based%on%school/level%plans%and%FACE%evaluation%data."

(goal"e.g.,"district%teams%provide%support%to%school/level%teams%regarding%FACE%in%MTSS%on%a%

quarterly%basis)%%

(strategy"e.g.,"as%part%of%each% school’s%MTSS% implementation%plan% that% is% submitted% to% the%

district,% each% school% includes% specific% FACE% efforts% integrated% within% the% plan;% the% district%

evaluates% and% provides% feedback% to% schools% on% their% plans% and% reviews% school%

implementation%data%quarterly).%


1:%District%Leadership%/%Page%3%

%

1E. The% district% provides% professional% development% opportunities% for% school% personnel% to% improve%

identified%skills%needed%for%improved%family%and%community%engagement%within%MTSS."

(goal"e.g.,"FACE%in%MTSS%is%integrated%into%the%district/wide%PD%plan%and%aligned%with%district/

wide%expectations%for%FACE%in%MTSS)%%

(strategy" e.g.," perceptions% of% skills% for% FACE% are% collected% from% staff% and% used% to% inform%

content% of% PD% opportunities;% coaches% receive%more% intense% training% on% FACE% in%MTSS% and%

provide%ongoing%coaching%at%the%school%level).%

1F. The%district%identifies%and%shares%school%practices%that%exemplify%effective%FACE%within%MTSS."

(goal"e.g.,%schools%that%demonstrate%high%FACE%outcomes%per%the%MTSS%evaluation%data%are%

showcased%for%others%to%learn%from).%

(strategy"e.g.,%a%section%of%the%district’s%MTSS%website%includes%and%showcases%what%schools%

are%doing%to%effectively%engage%families%in%MTSS).%

"

Literature"to"support"the"component:"

Epstein,%J.%L.,%Galindo,%C.%L.,%Sheldon,%S.%B.%(2011).%Levels%of% leadership:%Effects%of%district%and%school%

leaders%on%the%quality%of%school%programs%of%family%and%community%engagement.%Educational+Administration+Quarterly,+47%(3),%462/495.%(In%Dropbox)%

Ferguson,%C.,% Jordan,%C.,%Baldwin,%M.% (2010).%Working+systematically+ in+action:+Engaging+family+and+community.%Austin,%TX:%SEDL.%(Particularly%studies%listed%on%pg.%10/11;%also%in%Dropbox)%

Sanders,%M.%G.% (2011).% Achieving% scale% at% the% district% level:% A% longitudinal%multiple% case% study% of% a%

partnership%reform.%Educational+Administration+Quarterly,%DOI:%10.1177/0013161X11417432%"


2:%Data/based%Outcomes%/%Page%4%

%

Key"Component"2:"Data7based"Outcomes"Desired+outcomes+of+family+and+community+engagement+efforts+are+identified+and+monitored+with+data.+

"

Specific"Indicators:"

2A. Specific,% behavioral% outcomes% are% identified% that% represent% a% multi/dimensional% definition% of%

family%and%community%engagement%in%MTSS%(engagement%at%home,%at%school,%and%in%related%out/

of/school%activities)."

(goal"e.g.,"the%DLT%provides%guidance%on%main% ideas%or%non/negotiables%[defined%outcomes]%

for%what%needs%to%be%included%in%a%school’s%FACE%outcomes).%

(goal"e.g.,% the%DLT%provides%guidance% to% schools%on%how% to%develop,% implement,%and% tailor%

their%own%FACE%model%regarding%the%identification%of%behavioral%outcomes.%%

(strategy" e.g.,% collaboration% with% family% and% community% representatives% allows% for% the%

development% of% a% shared% vision% for% FACE% in% the% district,% thus% the% goals/outcomes% are%

collaboratively%developed%and%agreed%upon%by%all%stakeholders).%

2B. Educators% and% families% collaboratively% develop% and% agree% upon% identified% FACE% goals% and%

outcomes%(including%how%outcomes%will%be%measured)."

(goal" e.g.," results% of% needs% assessments% conducted% with% families% are% used% to% inform% the%

development%of%FACE%in%MTSS%goals/outcomes)."

%(strategy"e.g.,%forums%for%obtaining%family%input%(i.e.,%needs%assessment/like%tools)%are%used%

to%collect%family%perspectives%to%inform%the%goals/outcomes%of%FACE%in%MTSS%for%the%district).%

2C. Data% are% collected% to% monitor% each% desired% outcome;% FACE% efforts% are% informed% by% ongoing%

evaluation%efforts."

(goal"e.g.,"perception%[survey/interview],%observation,%permanent%product%review,%and%direct%

skill% assessment% data% collection%methods% are% used% to%monitor% FACE% in%MTSS% at% the% end% of%

each%year%and%are%used%to%inform%plans%for%the%next%school%year).%

(strategy"e.g.,%FACE%in%MTSS%evaluations%are%integrated%within%existing%evaluations%specific%to%

families% in%order%to%reduce%burden%and%make%existing%data%collection%efforts%more%useful%to%

MTSS%implementation%efforts).%

" "


2:%Data/based%Outcomes%/%Page%5%

%

Literature"to"support"the"component:"

%

Ferguson,%C.,% Jordan,%C.,%Baldwin,%M.% (2010).%Working+systematically+ in+action:+Engaging+family+and+community.%Austin,%TX:%SEDL.%(Particularly%studies%listed%on%pg.%10/11;%also%in%Dropbox)%

Spielberg,%L.%(2011).%Successful+family+engagement+in+the+classroom:+What+teachers+need+to+know+and+be+able+to+do+to+engage+families+in+raising+student+achievement.%Cambridge,%MA:%Flamboyan%

Foundation%and%Harvard%Family%Research%Project.%

Weiss,%H.%B.,%Bouffard,%S.%M.,%Bridglall,%B.%L.,%Gordon,%E.%W.%(2009).%Reframing+family+ involvement+ in+education:+ Supporting+ families+ to+ support+ educational+ equity.% Campaign% for% Educational%

Equity,%Teachers%College%Columbia%University:%Equity%Matters:%Research%Review%No.%5.%%

Westmoreland,%H.,%Bouffard,%S.,%O’Carroll,%K.,%&%Rosenberg,%H.%(2009).%%Data+collection+instruments+for+evaluating+family+involvement.%Cambridge,%MA:%Harvard%Family%Research%Project.%%%

Westmoreland,%H.,%Lopez,%E.%M.,%Rosenberg,%H.%R.%(2009).%How+to+develop+a+ logic+model+for+district'wide+family+engagement+strategies.+Cambridge,%MA:%Harvard%Family%Research%Project.%%

Westmoreland,%H.,%Rosenberg,%H.%M.,% Lopez,%E.%M.,%Weiss,%H.% (2009).%Seeing+ is+believing:+Promising+practices+for+how+school+districts+promote+family+engagement+(Issue+Brief,+July+2009).%Harvard%Family%Research%Project.%%

%


3:%Positive%Relationships%/%Page%6%

%

Key"Component"3:"Positive"Relationships"

Relationships+between+educators+and+ families+are+characteristically+positive+with+educators+recognizing+ families'+ needs+ and+ cultural+ differences+ leading+ to+ greater+ understanding+ and+respect+among+all+involved.+

"

Specific"indicators:"

3A. Person/to/person% interactions% between% family/community% members% and% school% personnel% are%

the%rule,%not%the%exception.%%

(goal"e.g.,%for%80%%of%the%students,%at%least%two%conversations%(two%phone,%Skype,%or%face/to/face%meetings)%are%held%w/a%family%member%each%year).%%

(strategy"e.g.,%monthly%school%based%invitations%for%face/face%and%quarterly%community%based%

invitations%for%face/face).%

3B. Power%and%responsibility%for%student%achievement/success%is%shared%between%family,%community%

and%school%personnel.%%

(goal"e.g.,%perception%surveys%of%family%members,%community%members%and%school%personnel%

affirm%that%power%and%responsibility%for%student%achievement/success).%%

(strategies" e.g.,% data% regarding% school/wide% and% individual% student% achievement% is% shared,%

family/community% invited% to% participate% in% school/wide% and% individual% problem/solving,%

home/community%interventions%are%generated/supported).%

3C. There%is%a%focus%on%building%trust%and%collaborative%relationships%among%families,%the%community%

and%school%personnel.%%

(goal"e.g.,"perception%surveys%of%each%identify%an%above%average%level%of%trust%and%existence%of% collaborative% relationships;% district% and% school% mission% or% goal% includes% building%

trust/collaborative%relationships).%%

(strategy" e.g.,% focus% groups% with% family/community% to% identify% areas% of% trust/mistrust,%

engage%in%a%structured%problem%solving%process%to%improve%relationships).%

3D. School% personnel% recognize,% respect% and% address% families’% needs% as% well% as% class% and% cultural%

differences.%%

(goal" e.g.,% school% personnel% identify% family% needs,% and% class/cultural% differences% and%

strategies%are%developed%to%incorporate%this%knowledge%into%existing%plans).%%

(strategy" e.g.,% school% personnel% and% families/community% members% together% examine%

similarities%and%differences%across%and%within%racial%and%ethnic%groups,% including%differences%

related% to% social% class,% gender,% and% language% and% identify% how% this% may% impact%

activities/communications/etc.).%

% %


3:%Positive%Relationships%/%Page%7%

%

Research"to"support"the"component:"

Ferguson,%C,%Jordan,%C.,%Wood,%L.,%&%Rodriguez,%V.%(2006).%Beyond+the+building:+A+facilitation+guide+for+school,+family,+and+community+connections+[Multimedia%Toolkit]%Austin,%%TX:%Southwest%

Educational%Development%Laboratory.%

Glickman,%N.%J.,%&%Scally,%C.%P.%(2008).%Can%community%and%education%organizing%improve%%inner/city%

schools?%Journal+of+Urban+Affairs,%30(5),%557–577.%Retrieved%from%http://comm/

org.wisc.edu/papers2005/glickmanscally/glickmanscally.htm%

Henderson,%A.%T.,%&%Mapp,%K.%L.%(2002).%A+new+wave+of+evidence:+The+impact+of+school,+family,+and+community+connections+on+student+achievement.%Austin,%TX:%Southwest%Educational%Development%Laboratory%(SEDL).%

Mapp,%K.%L.%(2003).%Having%their%say:%Parents%describe%why%and%how%they%are%engaged%in%%their%

children’s%learning.%The+School+Community+Journal,%13(1),%35–64.%Retrieved%from%

http://www.peoriatitlei.org/dist150/documents/Article.pdf%

Redding,%S.,%Langdon,%J.,%Meyer,%J.,%&%Sheley,%P.%(2004).%The+effects+of+comprehensive+parent+engagement+on+student+learning+outcomes.%Paper%presented%at%the%annual%meeting%of%the%

American%Educational%Research%Association,%San%Diego,%CA.%Retrieved%from%

http://www.hfrp.org/family/involvement/publications/resources/the/effects/of%

comprehensive/parent/engagement/on/student/learning/outcomes%

%

%


4:%Multi/Dimensional%Multi/Tiered%Approach%/%Page%8%

%

Key"Component"4:"Multi7Dimensional"Multi7Tiered"Approach"

When+ families+ are+ not+ responsive+ to+ school'wide+ family+ engagement+ efforts,+ they+ are+effectively+engaged+through+additional,+more+intensive+outreach.++

"


4A. School/wide% family% engagement% plans% for% MTSS% have% been% collaboratively% developed% by%

educators%and%families%and%are%implemented%with%fidelity.%%

(goal"e.g.,"survey%results%indicate%that%80%%of%families%(at%each%school)%indicate%high%levels%of%

satisfaction%with% their% level%of%participation%and% input% in% the%development%of% their% school’s%

FACE%in%MTSS%plans)%%

(strategy" e.g.," include%multiple% forums% to% obtain% parental% input% regarding% how% they%would%

like%to%be%engaged%with%their%child’s%education).%

4B. Information% about%MTSS% and% family% engagement% in%MTSS% is% readily% available% through% diverse%

methods%(e.g.,%newsletter,%website,%information%at%school).%

(goal" e.g.,% in% addition% to% sending% information% home% with% students,% there% are% venues% for%

parents%to%receive/obtain%information%if%they%do%not%have%access%to%a%computer%or%telephone%

or%rely%on%public%transportation.%Additionally,%steps%are%taken%to%ensure%information%is%(or%can%

be%made)%available%to%parents%who%cannot%read,%cannot%hear,%or%cannot%see,%if%needed)%%

(strategy" e.g.,% collaboration% with% community% stakeholders% allows% for% information% sharing%

regarding%MTSS%and%family%engagement% in%MTSS% in%multiple% forums%beyond%the%school%and%

the% community% stakeholders% are% partners% in% translating% or% interpreting% information% to%

parents%who%may%needs%translation%services).%

4C. The%school%plan%contains%a%goal%for%measuring%family%responsiveness%to%information%and%family%

participation%in%MTSS.%

(goal"e.g.,"the%goal% for% family%responsiveness%and%family%participation% in%MTSS% is%developed%

with%input%from%families%and%educators)%%

(strategy" e.g.," parents% are% surveyed% about% the% ways% in% which% they% would% like% to% receive%information%and%be%engaged%in%MTSS%and%that%is%used%to%inform%plans%and%evaluations).%

4D. System% for% evaluating% the% extent% of% family% responsiveness% to% participation% and% information%

about%MTSS%is%in%place%(e.g.,%indicators,%ways%to%collect%data).%

(goal" e.g.," data% are% collected% from% families% to% measure% the% degree% to% which% parents% are%

accessing/utilizing%the%information%made%available%to%them%[i.e.,%parents%are%surveyed%about%

the% ways% they% prefer% to% receive% information;% website% hits% are% counted;% community%

organizations% that% provide% information% to% parents% give% feedback% regarding% the% number% of%

parents%who%obtained%information%from%them,%etc.])%%

(strategy"e.g.,"parents%are%surveyed%twice%per%year%to%determine%preferences%and%usefulness%

of%venues%through%which%information%is%provided).%


4:%Multi/Dimensional%Multi/Tiered%Approach%/%Page%9%

%

4E. Resources%available% for% intensive%outreach%should%be% focused%on% families%whose%children%have%

the%highest%levels%of%need.)%

(goal"e.g.,%home%visits%are%focused%on%families%whose%children%have%high%levels%of%need)%%

(strategy" e.g.,% collaboration%with% community% organizations% helps% contribute% resources% and%

personnel%for%home%visits).%

4F. Specific% actions% of% family% members% related% to% engagement% in% MTSS% are% dependent% on% each%

families’%desired%level%of%participation.%

(goal"e.g.,"80%%of%families%(at%each%school)%indicate%they%are%satisfied%with%the%ways%in%which%

they%are%engaged%in%MTSS).%

(strategy" e.g.,% information% collected% from% families% [i.e.,% interviews,% surveys,% needs%

assessments]%are%used%to%inform%and%revise%engagement%plans).%

4G. Multiple%community%agencies%and%school%personnel%have%clear%roles%in%efforts%to%increase%FACE%

in%MTSS.%

(goal" e.g.," roles% and% responsibilities% of% community% agencies% and% school% personnel% are%

outlined%in%FACE%in%MTSS%implementation%plans%[which%are%integrated%within%district/school/

level%MTSS%implementation%plans]).)%%

(strategy" e.g.," community/wide% resource% mapping% facilitates% the% development% of% working%

relationships% with% community% stakeholders% interested% in% working/collaborating% with% the%

district/school%on%mutually%identified%goals%[e.g.,%family%literacy]).%%

"

Research"to"support"the"component:"%

Auerbach,%S.%(2004).%Engaging%Latino%parents%in%supporting%college%pathways:%Lessons%from%a%college%

access%program.%Journal+of+Hispanic+Higher+Education,%3(2),%125–145.%

Cooper,%C%(2010).%Family%poverty,%school/based%parental%involvement,%and%policy/focused%protective%

factors%in%kindergarten.%Early+Childhood+Research+Quarterly,+25%(2010)%480–492%

Lewis,%L.,%Kim%Y,%&%Bey,%J%(2011).%Teaching%Practices%and%Strategies%to%Involve%Inner/City%Parents%at%

Home%and%in%the%School.%Teaching+and+Teacher+Education:+An+International++Journal+of+research+and+Studies,%v27%n1%p221/234%

Monroe,%C.R.%(2009).%Teachers%closing%the%discipline%gap%in%an%urban%middle%school.%Urban+Education,%44(3),%322/347%

Patrikakou,%E.%N.,%&%Weissberg,%R.%P.%(2000).%Parents’%perceptions%of%teacher%outreach%and%parent%

involvement%in%children’s%education.%Journal+of+Prevention+and+Intervention+in+the+Community,%20,%103/119.%

Stone,%S.%(2003).%The%transition%to%high%school:%Teacher%perspectives%in%a%large,%urban,%predominantly%

minority%school%system.%Journal+of+Ethnic+and+Cultural+Diversity+in+Social+Work,+12(1),%47/67.%%


5:%Empowering%Families%/%Page%10%

%

Key"Component"5:"Empowering"Families"

Educators+have+increased+the+skills+families+need+to+support+their+child’s+educational+success+in+a+multi'tiered+system+of+supports.++

"


The+ skills+ and+ knowledge+ families+ need+ to+ support+ their+ child’s+ learning+ with+ an+ MTSS+framework+is+provided+by+the+school/district:+**aligned+with+Epstein’s+framework**+

+

5A. Methods% to% support% student% learning% at% home% ways% that% promote% achievement% of% academic%

standards%and%behavioral%expectations%within%the%school%setting%

(goal"e.g.,"results%of%parent%surveys%indicate%80%%of%families%report%being%provided%with%skills,%

knowledge,%and/or%connected%with%resources%to%support%student%learning%at%home).%%

(strategy" e.g.,% collaboration% with% community% agencies% to% provide% ongoing% parent% training;%

providing%workshops%at%the%school,%community%locations,%and%in%the%homes%of%some%families%

that%specifically%target%how%to%support%student%learning%at%home).%

5B. Communicate%regularly%with%school%personnel%related%to%student%achievement%and%be%accessible%

for%regular%communication%with%the%school%(through%their%preferred%method%of%contact).%

(goal" e.g.," 80%% of% families% (at% each% school)% report% having% been% provided% clear% directions%

regarding% communication% with% the% school% [i.e.,% who% to% contact% with% a% concern,% who% to%

contact% to% schedule% a% meeting,% how% to% contact% their% child’s% teacher,% how% to% access%

information%about%their%child,%etc.).%%

(strategy" e.g.," share% communication% information% with% families% after% conducting% needs%

assessment%information;%and%make%sure%it%is%readily%available%for%families%to%access).%

5C. Volunteer%time%or%resources%to%the%school%when%possible%(in%and%outside%of%school%day).%

(goal"e.g.,"80%%of%families%(at%each%school)%indicate%they%have%been%given%information%on%how%

to%volunteer%and%what%to%do%if%they%would%like%to%volunteer)%%

(strategy" e.g.,"provide% informational% sessions% on% volunteer% opportunities,% ask% families% how%

they% would% like% to% volunteer,% and% provide% opportunities% for% parents% to% learn% skills% for%

volunteering%in%new%ways%[e.g.,%reading%mentors]).%

5D. How%to%seek%information,%ask%questions,%ensure%understanding%of,%and%provide%input%on%the%data/

based% decision% making% and% problem/solving% process% guiding% the% provision% of%

supports/interventions.%

(goal" e.g.,"80%%of% families%with% a% child%who%has%been% involved% in% individual% or% small/group%

problem/solving% efforts% indicates% they% have% been% given% information% on% problem/solving,%

asked% to% participate% and% provide% input% in% problem/solving,% and% have% been% provided%



%

opportunities% to% ask% questions% and% get% clarification% from% a% staff% member% regarding% the%

problem/solving%process).%%

(strategy"e.g.,"provide%school/wide%and%targeted%supports%to%families%to%enable%and%empower%

participation% in% problem/solving% efforts% [e.g.,% trainings,% meeting% mentors,% informational%

sessions,%practice%sessions]).%

5E. How% to% access% and% utilize% community% supports% (information% about% availability% of% community%

supports%should%be%provided%to%all%families).%

(goal" e.g.," 80%% of% families% (at% each% school)% indicate% they% have% knowledge% of% community%

supports% available% to% them% and% have% been% given% directions% for% accessing% the% community%

supports).%%

(strategy" e.g.," share% the% results% of% community/wide% resource% mapping% with% families% and%

include%families%in%the%collaborative%work%with%communities)%

5F. Understanding% and% adoption% of% skills% and% qualities% necessary% to% work% within% a% team% to% meet%

student%goals%(team%should%include%school,%family,%community).%

(goal" e.g.,"80%%of% families%with% a% child%who%has%been% involved% in% individual% or% small/group%

problem/solving% efforts% indicate% they% have% been% provided% opportunities% to% learn% skills% and%

qualities%necessary%to%work%within%a%team)%%

(strategy" e.g.,% provide% school/wide% and% targeted% supports% to% families% regarding%

communication% and% collaboration% skills% for% participating% in% PS%meetings;% utilize% community%

resources% to% supplement% and% support% families’% participation% in% PS%meetings% [e.g.,%meeting%

mentors]).%

How"do"educators"equip"families"with"those"skills?"

5G. Develop%and%promote%a%multi/dimensional%definition%of%family%and%community%engagement.%

(goal" e.g.,% 80%% of% families% indicate% they% have% been% provided% opportunities% to% engage% in%

multiple%ways%[i.e.,%volunteer,%leader,%support%at%home,%etc.)%%

(strategy"e.g.,%align%FACE%in%MTSS%needs%assessments,%surveys,%implementation%plans%around%

a%multi/dimensional%definition)%

5H. Engage%in%structured%planning%and%problem/solving%to%overcome%barriers%associated%to%family%and%

community%engagement.%

(goal"e.g.,"80%%of%families%indicate%the%school%has%implemented%strategies%to%remove%barriers%

to%their%participation%and%engagement%in%the%school)%%

(strategy"e.g.,%in%collaboration%with%families,%the%DLT%(or%SLT)%engages%in%structured%planning%

and%problem/solving%as%a%result%of%reviewing%FACE%in%MTSS%evaluation%data).%%

5I. Share%a%common%belief%among%teams%that%family%and%community%engagement%as%essential%to%the%

success%of%MTSS.%

(goal"e.g.,%80%%of%families%and%educators%report%FACE%in%MTSS%is%essential%to%the%success%of%

MTSS)%%



%

(strategy"e.g.,%include%FACE%in%MTSS%information%and%awareness/building%in%district%PD%plans%

as%well%as%parent%workshops).%

5J. Regular,%clear,%and%culturally%responsive%communication%occurs%through%multiple%methods%(e.g.,%

newsletters,% emails,% face% to% face%meetings,% phone% calls% all% occurring% on% a% regular% basis)% and% is%

related% to% academic% standards,% behavioral% expectations,% curricula% or% supports% being% offered% to%

students.%

(goal"e.g.,"80%%of% families% indicate% the%school’s%communication%methods%are% regular,% clear,%

and% culturally% responsive,% and% have% provided% them% with% information% about% the% academic%

standards,%behavioral%expectations,%and%the%curricula%or%supports%being%offered%to%students).%%

(strategy" e.g.,% utilize% needs% assessment% and% survey% results% from% parents% to% inform%

communication%plans%[including%method%and%content%of%communication]).%

5K. Invite%parents%to%any%meetings%related%to%school/wide%issues%or%their%own%child%(ren)%and%clarify%

actions%expected%from%family%and%community%members%in%the%process%%

(goal"e.g.,%clear%team%member%roles%and%responsibilities%have%been%collaboratively%developed%

(and%shared%if%a%new%parent)%with%parents%prior%to%the%meeting)%%

(strategy" e.g.,% ask% parents% what% types% of% supports% they% need% in% order% to% participate% in%meetings%effectively,%including%the%role%they%wish%to%have%during%meetings).%

5L. Parent% trainings%and%workshops% specifically% related% to%understanding%and%participating% in%MTSS%

are%responsive%to%families’%needs.%%

(goal"e.g.,"80%%of% families% indicate% they%have% [been%provided%with% supports% to]%attended%a%

training/workshop%on%their%role%in%MTSS)%%

(strategy"e.g.,%provide%supports%to%parents%to%attend%trainings/workshops;%be%creative%and%do%not% require% in/person% attendance% to% make% trainings/workshops% available;% partner% with%

community%stakeholders%to%provide%trainings/workshops%to%parents%in%venues%convenient%to%

them)%

5M. Develop% a% system% to% provide% more% intensive% efforts% to% engage% families% who% are% not%

successfully%engaged%through%universal%efforts.%

(goal"e.g.,%80%%of%families%report%being%engaged%in%MTSS)%%

(strategy" e.g.,% collaborate%with% community% stakeholders% to% implement% intensive% efforts% to%

engage%families%[e.g.,%home%visits,%etc.]).%

5N. Provide%networking%opportunities%for%families%to%meet,%support,%and%learn%from%one%another.%

(goal"e.g.,"80%%of%families%indicate%knowing%and%talking%with%at%least%one%other%family%in%the%

school%about%school/related%matters)%%

(strategy"e.g.,"provide% forums% for% families% to%meet/talk% together;%develop%virtual/in/person%

forums%for%discussion%about%school;%provide%“family%mentors”%to%new%families%to%the%school;%

utilize%community%resources%to%connect%families%with%one%another%in%important%areas/ways).%

%



%

Research"to"support"the"component:"

Chrispeels,%J.,%&%Gonzalez,%M.%(2004).%Do+educational+programs+increase+parents’+practices+at+home?+Factors+influencing+Latino+parent+involvement%(Family%Involvement%Research%Digest).%

Cambridge,%MA:%Harvard%Family%Research%Project.%Retrieved%August%1,%2011%from%

http://www.hfrp.org/publications/resources/browse/our/publications/do/educational/

programs/increase/parents/practices/at/home/factors/influencing/latino/parent/involvement.%

Chrispeels,%J.%H.,%&%Rivero,%E.%(2001).%Engaging%Latino%families%for%student%success:%How%parent%

education%can%reshape%parents’%sense%of%place%in%education%of%their%children.%Peabody+Journal+of+Education,+76(2),%119/169.+

Goddard,%R.%(2003).%Relational%networks,%social%trust,%and%norms:%A%social%capital%perspective%on%

students’%chances%of%academic%success.%Educational+Evaluation+and+Policy+Analysis,%25(1),%59/74.%

Jordan,%G.%E.,%Snow,%C.%E.,%&%Porche,%M.%V.%(2000).%Project%EASE:%The%effect%of%a%family%literacy%project%

on%kindergarten%students’%early%literacy%skills.%Reading+Research++Quarterly,%35(4),%524/546.%%

Morrow,%L.M.,%&Young,%J.%(1997).%%A%family%literacy%program%connecting%school%and%home:%Effects%on%

attitude,%motivation,%and%literacy%achievement.%Journal+of+Educational+Psychology,%89,%736–742.%

Sheldon,%S.%B.%(2002).%%Parents’%social%networks%and%beliefs%as%predictors%of%parent%involvement.%%The+Elementary+School+Journal,%102(4),%301–316.%

Starkey,%P.,%&%Klein,%A.%(2000).%%Fostering%parental%support%for%children’s%mathematical%development:%

An%intervention%with%Head%Start%families.%%Early+Education+and+Development,+11(5),%659–680.%

%


6:%Collaborative%Problem%Solving%/%Page%14%

%

Key"Component"6:"Collaborative"Problem"Solving"""Families+of+children+receiving+Tier+II+(targeted,+supplemental)+and+III+(individualized,+intensive)+supports+are+effectively+engaged+in+all+steps+of+the+PS+process.+

"

Specific"Indicators"

Meeting"procedures:""

6A. The% team% has% established% procedures% and% protocols% (e.g.,% meeting% rules,% etc.)% that% facilitate%

parent%input%in%the%problem/solving%process%%

(goal" e.g.," the% problem/solving% teams% and% meetings% are% conducive% to% effective% FACE% in%

MTSS).%

(strategy"e.g.,%parents%and%teachers%are%asked%to%share%strengths%of%the%child%at%the%start%of%meetings,%parents%are%provided%with%information%about%meeting%procedures%in%advance,%staff%

are%trained%on%communication%and%collaboration%skills).%

6B. Parent%availability%is%considered%when%scheduling%team%planning/problem/solving%meetings.%

(goal"e.g.,%opportunities%for%participation%are%expanded%in%attempt%to%include%all%parents).%

(strategy" e.g.,%meetings% are% held% at%mutually% agreed% upon% times% taking% into% consideration%

both%the%families%and%educators%schedule).%

6C. If%parents%are%unable%to%attend%meetings,%the%school’s%team%obtains%relevant%parental%input%prior%

to%the%meeting%and%considers%the%input%throughout%the%planning/problem/solving%process.%%

(goal"e.g.," the%district/level%expectations% for% FACE% in%MTSS% include%pre/meeting%procedures%

for%obtaining%parental%input%to%inform%PS).%

(strategy"e.g.,%pre/meeting%procedures%are%responsive%to%the%families’%needs%and%preferences%

for% communicating% [informed% by% needs% assessment% data]% and% allow% sufficient% time% for%

families%to%ask%questions%and%state%concerns).%

6D. For%parents%unable%to%attend%meetings,%parents%are%provided%information%following%meetings%and%

given%opportunities%to%provide%input%and%get%clarification%within%a%timely%manner.%%

(goal"e.g.,"the%district/level%expectations%for%FACE%in%MTSS%include%post/meeting%procedures%

for% providing% parents% with% meeting% notes/results% and% opportunities% for% families% to% ask%

questions%within%five%school%days%of%the%problem/solving%meeting).%

(strategy" e.g.,% post/meeting% procedures% are% responsive% to% the% families’% needs% and%

preferences% for% communicating% [informed% by% needs% assessment% data]% and% allow% sufficient%

time%for%families%to%ask%questions%and%state%concerns).%

Family"engagement"in"problem7solving:""

6E. Parents% understand% the% problem/solving% process% as% a% method% to% link% assessment% and%

intervention%goals%and%strategies%for%their%child.%%



%

(goal"e.g.,"results%of%parent%surveys%indicate%80%%of%agreement%that%educators%explained%the%

problem/solving%process%to%parents%accurately).%

(strategy" e.g.,% the% district/level% expectations% for% FACE% in% MTSS% include% pre/meeting%

procedures% regarding% the% inclusion% of% the% explanation% of% the% problem/solving% process% and%

meeting%when%inviting%families%to%attend%the%meeting).%

6F. Educators% and% families% provide% input% to% inform% problem% identification.% Problems% are% defined%

collaboratively%and% there% is%mutual%agreement%among% families%and%educators% for% the% identified%

problem.%%

(goal" e.g.,"perception% surveys%of% both% families% and%educators% result% in% 80%%of" families% and%

educators%indicating%they%collaboratively%defined%the%problem%and%agreed%upon%the%identified%

goal%and%came%to%agreement%on%the%next%steps%for%solving%the%problem).%

(strategy" e.g.,%meeting% procedures/forms% include% prompts% and% reminders% to% ensure% family%

participation%and%input%on%problem/identification).%

6G. The% goals% for% problem/solving% are% collaboratively% developed% and% agreed% upon% by% families% and%

educators%prior%to%engaging%in%additional%problem/solving%activities.%

(goal"e.g.,"results%of%parent%surveys%indicate%80%%of%agreement%that%educators%explained%the%

purpose%of%the%problem/solving%meeting%and%process%to%families%along%with%the%invitation%for%

attending%the%meeting).%

(strategy" e.g.,% part% of% the% district/level% FACE% in% MTSS% expectations% include% a% pre/meeting%

procedures% that% include% explanation% of% the% problem/solving% process% and% meeting% when%

inviting%families%to%attend).%

6H. Parent% input% informs% hypothesis% development% and% validation% during% problem/analysis% and%

parents%and%educators%agree%upon%the%hypothesis%that%will%guide%intervention%selection.%%


educators% indicating% they% came% to% agreement% on% the% hypotheses% that% guided% intervention%

selection).%

(strategy"e.g.,%the%district/level%FACE%in%MTSS%expectations%include%meeting%procedures%that%

include% an% explanation% of% the% problem/solving% process% and% solicit% input% from% families% to%

inform%hypothesis%development%and%validation).%%

6I. Parents%are%included%in%intervention%development%plans%in%the%following%ways:%

• Parental%input%is%considered%when%identifying%intervention%strategies.%

• Resources% and% supports% are%provided% to%parents% so% that% they% can% support% intervention%

implementation%at%home,%if%needed.%

• Parents%are%provided%opportunities%to%assist%with%data%collection%and%monitoring.%

• At% a% minimum,% parents% are% provided% with% timely% updates% about% their% child’s% progress%

through% graphs% or% functionally% equivalent%methods% of% summarizing% performance% rates%

and%levels.%Parents%are%also%provided%intervention%implementation%fidelity%data.%Supports%

are%provided%to%parents%for%interpreting%student%performance%data%efficiently%and%to%the%

satisfaction%of%the%parent.%



%


educators% indicating% they% were% partners% in% the% areas% listed% above% for% intervention%

development).%

(strategy"e.g.,%the%district/level%FACE%in%MTSS%expectations%include%meeting%procedures%that%

include%obtaining%input%from%families%to%inform%intervention%development,%collaboration%for%

implementation%of%the%intervention%and%decision/making%regarding%a%students’%RtI).%%

6J. Parents% are% included% when% making% decisions% about% a% students’% response% to% intervention% and%

subsequent%changes%to%intervention,%instruction,%and%curricular%plans.%

(goal" e.g.," perception% surveys% of% families% result% in% 80%% of% families% indicating% they% were%

satisfied%with%the%degree%to%which%they%were%included%in%the%decisions%regarding%their%child’s%

response%to%intervention%and%subsequent%curricular/instructional%changes).%

(strategy" e.g.,% the% district/level% FACE% in% MTSS% expectations% include% meeting% procedures%

regarding%parental%participation%in%the%decision/making%process%regarding%a%students’%RtI%and%

subsequent%curricular/instructional%changes).%

"

Literature"to"support"this"component:++

*+Most+of+the+research+supporting+family+engagement+in+problem'solving+is+derived+from+the+research+on+Conjoint+Behavioral+Consultation.+

%

Colton,%D.%L.,%&%Sheridan,%S.%M.%%(1998).%Conjoint%behavioral%consultation%and%social%skills%%training:%

Enhancing%the%play%behaviors%of%boys%with%attention%deficit%hyperactivity%disorder.%Journal+of+Educational+&+Psychological+Consultation,+9,%3/29.%%

Garbacz,%S.%A.,%Woods,%K.%E.,%Swanger/Gagné,%M.%S.,%Taylor,%A.%M.,%Black,%K.%A.,%&%Sheridan,%S.%M.%

(2008).%Conjoint%behavioral%consultation:%The%effectiveness%of%a%partnership/centered%

approach.%School+Psychology+Quarterly.%2008;%23:%313/327.%

Illsley,%S.,%&%Sladeczek,%I.%E.%(2001).%Conjoint%behavioral%consultation:%Outcome%measures%beyond%the%

client%level.%Journal+of+Educational+&+Psychological+Consultation,%12,%397/404.%%

Sheridan%SM,%Kratochwill%TR.%Conjoint+behavioral+consultation:+Promoting+family–school+connections+and+interventions.%2.%New%York:%Springer;%2007%

Sheridan,%S.%M.,%Eagle,%J.%W.,%&%Doll,%B.%(2006).%An%examination%of%the%efficacy%of%conjoint%behavioral%

consultation%with%diverse%clients.%School+Psychology+Quarterly,%21,%396/417%

Sheridan,%S.%M.,%Clarke,%B.%L.,%Marti,%D.%C.,%Burt,%J.%D.,%&%Rohlk,%A.%M.%(2005).%Conjoint%behavioral%

consultation:%A%model%to%facilitate%meaningful%partnerships%for%families%and%schools.%

Retrieved%August%31,%2005,%from%Harvard%University,%Harvard%Family%Research%Project%Web%

site:%http://www.gse.harvard.edu/hfrp/projects/fine/resources/digest/cbc.html%

Sheridan,%S.%M.,%Eagle,%J.%W.,%Cowan,%R.%J.,%&%Mickelson,%W.%(2001).%The%effects%of%conjoint%behavioral%

consultation%results%of%a%four%year%investigation.%Journal+of+School+Psychology,%39,%361/385.%



%

Sheridan,%S.%M.,%Warnes,%E.,%Brown,%M.,%Schemm,%A.,%&%Cowan,%R.%J.%(2004).%Family/centered%positive%

psychology:%Building%on%strengths%to%promote%student%success.%Psychology+in+the+Schools,%41,%7/17.%

Sheridan,%S.%M.,%Erchul,%W.%P.,%Brown,%M.%S.,%Dowd,%S.%E.,%Warnes,%E.%D.,%Marti,%D.%C.,%Schemm,%A.%V.,%&%

Eagle,%J.%W.%(2004).%Perceptions%of%helpfulness%in%conjoint%behavioral%consultation:%Congruity%

and%agreement%between%teachers%and%parents.%School+Psychology+Quarterly,%19,%121/140.%

Sladeczek,% I.% E.,% Elliott,% S.% N.,% Kratochwill,% T.% R.,% Robertson/Mjaanes,% S.,% &% Stoiber,% K.% C.% (2001).%

Application%of%Goal%Attainment%Scaling%to%a%Conjoint%Behavioral%Consultation%Case.%Journal+of+Educational+and+Psychological+Consultation,+12(1),%45/58.%

Wilkinson,%L.%(2005).%Bridging%the%research/to/practice%gap%in%school/based%consultation:%An%example%

using%case%studies.%Journal+of+Educational+and+Psychological+Consultation,+16(3),%175/200.%%

%

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