Home»Publications»Family-School Partnerships Within Tiered Systems of Support to Increase Access, Improve Equity, and Promote Positive Outcomes for All Children and Families
Family-School Partnerships Within Tiered Systems of Support to Increase Access, Improve Equity, and Promote Positive Outcomes for All Children and Families
Garbacz, S. A., Vatland, C. H., Kern, L., von der Embse, N. P., Novotnak, T., Minch, D. R., & Weist, M. D.
From the summary: "Approaches that bring families and educators together as partners can promote positive outcomes for children, families, and schools. Family-school partnerships may be most effective when aligned and integrated within existing school frameworks, such as multitiered systems of support, including positive behavioral interventions and supports. National and international policy supports embedding a social justice paradigm in services for children and families to improve equity and reduce disproportionate practices. Embedding a social justice paradigm in family-school partnership systems and practices promotes cultural responsiveness and equitable systems. The purpose of the chapter is to describe embedded social justice approaches within family-school partnership interventions as aligned and integrated within positive behavioral interventions and supports. Systems and practices at Tiers 1, 2, and 3 are described, with corresponding practical guidelines. Cultural responsiveness, from a social justice paradigm, is included as a core feature of each approach reviewed. International examples of tiered family-school partnership approaches are included to illustrate key points."
Garbacz, S. A., Vatland, C. H., Kern, L., von der Embse, N. P., Novotnak, T., Minch, D. R., & Weist, M. D. (2020). Family-school partnerships within tiered systems of support to increase access, improve equity, and promote positive outcomes for all children and families. In C. Clauss-Ehlers, A. Sood, & M. Weist (Eds.), Social justice for children and young people: International perspectives (pp. 194-210). Cambridge: Cambridge University Press.