Jessica Castine

School Psychology Practicum (PSY597B)

Fall 2010
Outline for Indirect Service Project

Getting Involved: Daily Report Cards

1. Purpose of the project

a. What kinds of changes do you want to accomplish in the school district?
i. A more positive approach when communicating with parents
ii. Going from a “after the fact” approach to a more proactive approach for dealing
with student issues (i.e., incomplete homework)
b. Do you hope to change administrative practices/policies, impact teaching strategies,
promote understanding/acceptance, increase knowledge, etc?
i. Promote positive communication with parents
ii. Encourage parent involvement in education
c. Why are you interested in this topic?
i. Training experience
2. Premise/Rationale
a. Why is this topic relevant to the role of school psychologists?
i. Communication with parents is always an important issue for all school
personal. Making this relationship stronger and more positive hopefully will
increase parent involvement and attitudes towards school
b. Why should this topic be relevant to your school district?
i. This topic is relevant to CCRS because it is an issue that teachers deal with on a
routine basis; such as communicating praise for a job well done or incomplete
homework.
3. Specific Goals & Objectives of the project
a. Goals – Where are you going?
b. Objectives – How will you get there?
c. Think measurable:
i. By participating in this workshop, elementary teachers and families will develop
better communication strategies.
ii. Parents will gain a better appreciation for the school.
4. Needs Assessment – How will you determine that this project is relevant or needed in your
district?
a. Anonymous surveys of regular and special education teachers
5. Audience for the project – who do you hope to reach?
a. K-6 teachers and families
b. Why is this topic relevant to your audience?
i. This topic is relevant to our audience because it is a way to further
communication and relationships between school personnel and families.
6. How will you recruit people for your audience?
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a. Fliers
b. Word of mouth
7. Approvals needed – parents, teachers, administration, etc. How will you go about obtaining
necessary approvals?
a. Administration and our supervisor have granted approval following our verbal request
8. Funds needed? From Whom?
a. We will cover the cost of materials, handouts, refreshments, etc.
9. Implementation – How will you carry out your project? Details – training, sessions, etc.
a. One training session including brochures and resources will be made available to our
audience members during and following a parent/teacher conference
10. Evaluation component – How will you measure your results?
a. Anonymous surveys will be given to the audience members following the in-service
11. References and supporting materials – List all references appropriately
a. Battle-Bailey, L. (2004). Interactive homework for increasing parent involvement and
student reading achievement. Childhood Education, 81, 36-40.
b. Cripps, K. & Zyromski, B. (2009). Adolescents’ psychological well-being and perceived
parental involvement implications for parental involvement in middle schools. Research
in Middle Level Education, 33, 1-13.
c. Adams, M. B., Womack, S. A., Shatzer, R. H., & Caldarella, P. (2010). Parent involvement
in school-wide social skills instruction: perceptions of a home not program. Education,
130, 513-527.
d. Townsend, A. S. (2010). Implement a “connecting parents with learning project” in your
school. Music Education Journal, 97, 45-48.
e. Chafouleas, S. M., Riley-Tillman, T. C., Sassu, K. A., LaFrance, M. J., & Patwa, S. S. (2007).
Daily behavior report cards: an investigation of the consistency of on-task data across
raters and methods. Journal of Positive Behavior Interventions, 9, 30-37.
f. Bailey, L. B., Silvern, S. B., Brabham, E., & Ross, M. (2004). The effects of interactive
reading homework and parent involvement on children’s inference responses. Early
Childhood Education Journal, 32, 173-178.
g. Margolis, H. (2005). Resolving struggling learners’ homework difficulties: working with
elementary school learners and parents. Preventing School Failure, 50, 5-12.
h. Michael, S., Dittus, P., & Epstein, J. (2007). Family and community involvement in
schools: results from the school health policies and programs study 2006. The Journal of
School Health, 77, 567-579.
i. Chafouleas, S. M., Riley-Tillman, T. C., Sassu, K. A. (2006). Acceptability and reported use
of daily behavior report cards among teachers. Journal of Positive Behavior
Interventions, 8, 174-182.
j. Schumaker, J. B., Hovell, M. F., & Sherman, J. A. (1977). An analysis of daily report cards
and parent-managed privileges in the improvement of adolescents’ classroom
performance. Journal of Applied Behavior Analysis, 10, 449-464.
k. Arnold, F. W. (2002). Creating a daily report card for the home. Center for Children and
Families. 1-26.
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l. Center for Children and Families. University at Buffalo. http://ccf.buffalo.edu

m.
Jessica Castine