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12 - Family-School Partnerships within Tiered Systems of Support to Increase Access, Improve Equity, and Promote Positive Outcomes for All Children and Families

from Part II - International Social Justice Issues That Have an Impact on Children and Young People

Published online by Cambridge University Press:  18 September 2020

By
S. Andrew Garbacz ,
Christopher H. Vatland ,
Laura Kern ,
Nathaniel P. von der Embse ,
Tanya Novotnak ,
Devon R. Minch  and
Mark D. Weist
Edited by
Caroline S. Clauss-Ehlers ,
Aradhana Bela Sood  and
Mark D. Weist
Caroline S. Clauss-Ehlers
Affiliation:
Rutgers University, New Jersey
Aradhana Bela Sood
Affiliation:
Virginia Commonwealth University
Mark D. Weist
Affiliation:
University of South Carolina
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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.

Keywords

equityhome-school collaborationfamily-school partnershipsmultitiered systems of supportpositive behavioral interventions and supportssocial justice
Type
Chapter
Information
Social Justice for Children and Young People
International Perspectives
 , pp. 194 - 210
Publisher: Cambridge University Press
Print publication year: 2020

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