Assignment: Family–School Partnership Presentation

Assignment: Family–School Partnership Presentation
Family–school partnerships have long been hailed as a goal in school systems. Traditionally, such partnerships have relied heavily on the mutual transfer of information. Parents were to provide information on students’ strengths, weaknesses, interests, and whereabouts when not in school. Schools provided information about students’ grades, progress, and upcoming activities. For many years, this was considered enough. In an MTSS, however, a more dynamic, shared leadership role is expected in partnership formation. In order for families to take this more active role, they need to be better informed about the complexities of an MTSS and be provided with strategies that they may utilize at home.
By this point in the course, you have collected information about existing family–school partnerships and synthesized findings in preparation for this Assignment. For this Assignment, you will create a newsletter, outlining aspects of MTSS along with resources and interventions, intended to be used as a resource guide for families.
To prepare
·Review the module Learning Resources, identifying the importance of family–school partnerships. Reflect on essential skills needed to facilitate positive partnerships.
·Research scholarly articles and websites on fostering and sustaining family involvement within an MTSS.
·Research school-wide behavior contracts for students and parents/guardians to sign showing they understand the school’s behavior expectations. If your school already has one, compare yours to what you find in your research.
· 
Create a parent newsletter that includes the following:
Part 1: Parent Newsletter
·An article explaining the school’s policy for MTSS and the role of family–school partnerships within the MTSS
·At least two school-wide interventions in place at school along with strategies parents can use at home to support their children
·A list of the top five resources for families with respect to being involved and supporting MTSS along with explaining why the resources are the top five
·At least two strategies for addressing family–school partnership challenges across tiers
·Citations for specific research related to the topics and interventions mentioned in your newsletter
·Any additional information you would like to include that will assist in fostering and sustaining a positive relationship with all families
· 
Part 2: Behavior Contract
Create a 1-page behavior contract that includes the following:
·An outline of your school’s behavior expectations and the consequences for students who do not follow these expectations
·A place at the bottom of the page on the contract for both the student and parent/guardian to sign to show that they have read and understand the school’s expectations
For this Assignment and all others in this course and throughout the program, you will be expected to use APA style (7th ed.). Use the Walden Writing Center as a resource for completing Assignments.
Rubric:
Part 1: Parent Newsletter I Parent Newsletter includes an article explaining the school’s policy for MTSS and the role of family-school partnerships within the MTSS.
Part 1: Parent Newsletter II Parent Newsletter includes at least two school-wide interventions in place at school along with strategies parents can use at home to support their children.
Part 1: Parent Newsletter III Parent Newsletter includes a list of the top 5 resources for families with respect to being involved and supporting MTSS along with explaining why the resources are the top 5.
Part 1: Parent Newsletter IV Parent Newsletter includes at least two strategies for addressing family-school partnership challenges across tiers.
Part 2: Behavior Contract One page behavior contract that outlines your school’s behavioral expectations and the consequences for students that do not follow these expectations At the bottom of the page on the contract, include a place for both the student and parent/guardian to sign that they have read and understand the school’s expectations.
MTSS Model
MTSS is a multi-tiered system of support that ensures preventive and proactive
policies that lead to data interpretation to ensure students get maximum support from
school leadership (Knox, Slanda & Little, 2021). Students require emotional and
behavioral support to ensure they can engage in better decision-making. There is a
need for leaders and instructors in different states to ensure that there are programs to
lead to high-quality intervention strategies for students. MTSS Model has ensured that
all students have full support, making them achieve the higher expectations set for
them.
The four models of the MTSS framework are screening, progress monitoring, multilevel prevention system, and data-based decision-making. Different states use the
MTSS depending on the law in the state (Knox, Slanda & Little, 2021). The MTSS
Model used in California is (CSSS) which works on student learning and bases its focus
on the individual needs of every student (Collins et al., 2022). The MTSS Model in
California helps students understand the need for teamwork to ensure that students
struggling in class strengthen their support.
In implementing the MTSS model, Georgia has been improving on ensuring that
the critical components reach the recommended parties and students. The learners and
other beneficiaries in Georgia are having the best time, primarily through a competitive
implementation to make a seamless process as needed (Knox, Slanda & Little, 2021).
Georgia is one of the significant benefactors of the process, and a competitive solution
implementation entails a correct address of the significant deficiencies, which in real
sense matters in everything through a competitive working strategy to solve the
problems (Knox, Slanda & Little, 2021). MTSS is good for Georgia, with a good
rationale for helping make and accomplish the main deliverables as per the quality and
effective solutions implemented with the same regard.
Florida uses their MTSS Model, which is focused on RTI, meaning response to
intervention, which builds a philosophy that ensures that students’ guidance is through
instructions and inventions to better the needs of the students (Collins, Dart & Arora,
2019). Florida ensures continuum support to different students. Florida also uses the
three-tired model, whose interventions are based on guidance through data, individual
students, and recurs.
In Massachusetts, a framework leads to school improvement that changes the
system levels in classrooms. Students with disabilities and special needs are cared for
with exceptional problem-solving capacities (Knox, Slanda & Little, 2021).
Massachusetts ensures that students’ needs are both academic and non-academic.
Some of the gaps in the MTSS Model is that institutions need to invest in educating
all the staff so that they can easily understand how to solve different problems in
classrooms. The curriculum needs to be differentiated to increase the level at which
students receive universal support. Schools require to identify are better means of
tracking the interventions tends.
The MTSS has ensured that the student’s high learning capacity is well supported,
hence understanding every student’s cultural and linguistic background. The ability to
rely on the problems solving process helps many students to achieve their full potential
while at school (Briesch et al., 2020). Different States use MTSS Models to ensure that
students understand and achieve positive behavioral and learning outcomes.
References
Briesch, A. M., Chafouleas, S. M., Nissen, K., & Long, S. (2020). A review of
state-level procedural guidance for implementing multitiered behavior support
systems (MTSS-B). Journal of Positive Behavior Interventions, 22(3), 131-144.
Collins, T. A., Dart, E. H., & Arora, P. G. (2019). Addressing the internalizing
behavior of students in schools: Applications of the MTSS model. School Mental
Health, 11(2), 191–193.
Knox, R., Slanda, D., & Little, M. (2021, March). Supporting Educators in the
Implementation of Intensive Interventions in a Virtual Setting. In Society for
Information Technology & Teacher Education International Conference (pp. 673–
678). Association for the Advancement of Computing in Education (AACE).