Best Practices in School Psychology-IIT Edited by Alex Thomas eft Grimes dani Univerley Towa Department of Pubic Instruction ‘Oxford, Ohio DesoO 23 Best Practices in Supporting Home-School Collaboration Familia nd teachers might wi tat Be sot Could to aloe But ody cha ets a “ican today omar ned ese many ‘thst tay br prop Doro eh Soo ami. {igs Soto porns and scheme oe 0 Be eo a eqtrngonantztionl orp Sepa ond rng iP rom on ‘iat jor of pret parciption re dr fond hat spiro be empleo chet ‘Rom Sho fad fo realise ty mnt ack SESS ii nha a en ‘StejurntscholStaorcion trot goat ‘oer oe eect Stan ly Kan ri Sark oft er ar edu moet oer ai The Family Seto! Prtnraip& rent Gomponent of Schon Ror Developing partnerships between home and school to enfance the competence of cles and Youth takes a concerted effort Postve fami school onneedone are not automate however, ey are Seal to children's optimal success in School and ‘mast become * major fore win edsatonl Fe ‘Sructsing efforts Ther arene direction parent lnvolvement, whch often require schools to change {her pracsiowe The quotes by Rich 1987) and Kagan (2964) astrie the curent rhetoric about Cay ‘school rlaonhlps that te eed for mutual sup ort and collaborative problem saving to adresse ‘eatonal snd developmental corcers for chdren fd youth. Ooms quite (aed fn On ar, 1091), ‘Stggess that educators perepten of family power ‘ay be challenged by thse new directions. To help ‘meee these challenges this chapua provides) ade (@) bare to home schoo colsboration and chal lenges for parent and educator which are famed {5 esse partnership pencpisy and (e) conn Inowiedge, uch ac gules for supporting home ‘Sthool colaboraton and examples of home-school collaboration strategies and process of "how o" Snowledge for developing home school partnrsips. ‘The Meratare on home-school parnertipe has ex ‘andod tenfold i th lax 5 years therefore iors fo inthis chapter must be coridered » summary, land the readers encouraged co cnsut the resources ‘ted nthe annotated biiogrephy. Homeschool collaboration # an atte, not simply an acti 1 occurs when parents and een: {ors share common goals, ate seen a3 equal and “ranto" mtiaton frm ll indi rater tha an "oughta" or “obliged io" oxentation (Christen Stn, Rounds, & Prank, 190), Benes, home-school olaboraton i not (a pares on in Sehoals a vl lunteers, who are decd by the shoots agends; (©) irene serving on adisory couels and educators fot listening to thr needs or eancern (6) parent teacher conferences tat ae a one-way vxchange Of Information; (8) schoeltofhame contacts only when 4 student is fling or no hometo-choo! cana ‘when the parent is concerned () colocation of er ‘ies witht no collaboration. or (9 arent education ‘programs determined by eiuatrs tobe important for parents (Collins, Moles, & Cross, 182). Nor is homeschool collaboration the oveway delivery of services to parents, ther, homschoocollabor= ‘Bex Pace in Sh Pcl ‘donor meaningfl parent partition in edeation fete eatbtshment of muta goal or shared ‘agenda basween educators and pare to inprove ‘Sductlonal outcomes for stent Ideally home: Schoo collaboration tsumnes parents and edvestos {cts advocates and denon makers in he schools find that pares are ey resources to improve eit ‘un children's education andthe schooling fal cl ‘ron (Proce, Gallet, & Ws, 190), ‘Homeschool colaboraion reqs recognition by alavlved that educational eames ar nf, ‘enced by etets nthe home, by events nschoo and bythe cont between Rome and choo now ‘ments (Hansen, 1880) ‘Thus, the els opportnty {o lear include what goes ot in tne si schoo Bnd the goal of home schol collaboration to create an ethos for leaning across these enirninents Pour dan, President ofthe Edvestonal Develop ‘ment Ii, has provided the mot fotsed ato ‘ale for educators to reac homeschool partner ‘hips for stdent producti in school. he 1860 Presidential Surat, Usan reared that 91% ofc Gren’ ne om bith to age Io leapt outsiee of ‘School (ted in Ooma & Harm, 10) tn ado, et Ueators iw that there ino pte’ ayo school time; reciprocal, mata nencing qu exits between lren's home ahd school experiences “Te erpiial bass for developing homeschool parmerships to enhance student ashing atone (Ghtstenaon oy 2), Fst, bene forall key ‘akeholders — sents, teacher. parent, an ‘Schools — have been dencibed in mune igo: tive erature reviews howewe silent outcomes are the primary reason for parents and educator {orm a preorship. The lterature supports the core lation between parent involvements te following student outcomes improvement in grades, test, Scores, attudes, selfeoncept and behaon i freased completion of sergned homework Higher fates of academe engagement and standance ad 8 eduction in suspension rates (Henderson 103). trae ine casts oft hone fees fSeademic Teaming tice as ell as the socioeco. ‘omic status of tiles" 40). The cucu of the Morne includes informed parent-child conver tions about everyday evens, encouragement and ds {cussion oflelsue reading monitoring nd jolt sly ‘55 of television viewing expresion of fection n- terest in clen’ aeaeme and personal growth, ely of tnmedtegratientions to asorptis Tone teem goal, realistic expectations and seo fot a {cuts and structuring lene ports Home, Sloane (191) succinctly desrtbe he cone Son by raoearchere about the effect of paren in ‘olvemant. on children's eduestonl performance when she alae Ie now well acefted thatthe ome plas an importan role Ia children faring and achievement. Some tales added) eile ear values, attiudes ls and behaviors in the Ghat prepare them wel forthe tanks of schol ae 1), ‘Te lsue of ety is apparent. We Know hat home-based leming propane have been succsse, Inimproving the educational status of clden cro, diferent grade and income vets (orn, We {8 Waters, 185) Furthermore the benefits of es ‘Suppor fo leasing re evden fr anny natin ‘epresentatve spl of students who patcpete the National Eaueatlonl Logtdina Stay fa hee alysis of that stu’ data, ele (190) found that parent involvement corelted with egies ‘tes succes all cade area, in part defo the increased homework sompleted by students ‘howe parents were involve! in ie schowling Bet ‘use much of he lersture correlational i its important to remeber at fame ae potent fcltators, not determinants, of th cde iee ‘es, Nor docs paret involvement in elucaton ental shiing educational respnstes rom the school fo the home, Rather schols are more succeasl when they trelve the home and also teach effec vel, Seeley (985) ably descbey ths concept of Darmeship a common tert toward comiton fal and contends thatthe oroduet of edueaion is ot produced by schools —~ bt by atadents with the ‘Sinpor of parents, teachers peers and ommuy ‘roectonas: How then ea schoo pspchologos, ‘wor wth fais es parts to enhance student ‘tive engagement and produ in school? A pr ‘ay theme of hs chapter ith he lent of ok Ishoraton and problem soking sppronch beoneen BASIC CONSIDERATIONS Researches have shown tha days most effec- tive schools are those tha enphasie a respect for fay diversity and a dae connect wih al fan les for greater siden sce (Swap, 100), Parents and eacators are Just begin to iar about = Seta parnerspcharttoritics. School paycholo {iss who faciate home-stoolealaboration nocd Snowledge about the fanctoing of eaters, fay school partnership pelipien and hore school cot laborationszategies ar wells dhe sity ofctate problem solving, Respect for famly dirty and 2 brie that parents are partes in proms for —uarvention are exental In this socio, four ‘broad feature ofthe el, bases for parents and ‘ators, and homeschool partnership principles sre descbed our features characterize homeschool collabo-ame Scho! Cotaboraon 35 1, Home and setool are two microsystems that sce uted to operating sutonomousy. Ths ar x ‘in the baming tat occurs between the to Sy {eine wen cil having diieuty in school. Is much easier to pent the igor oBame” atthe ther fnlcrosytem when one nas ony about the cls iehavior in he or her own mleroyoter. Pay oo toes not need to lve with the consequences ofthe ‘ecommendatone made forte other miersyst. 2, Home aeool collaboration isnot restr a specite tea. Rather, me school collaboration Ean'be used to address chilpecie academic be feviorl or social concer aswell a system ovel ‘oucems such at homework dpline and school ‘olones 8. Homeschool collaboration ia considered pe rarilya preventive activity, Aldo the best prac {oes stiulstd inthis chapter are applleable to cor ficing situations between home. and school. the focus of home choo! colaboration is ongoing die ‘Cowie and support between parents and educators to Increase student sucess tnd, therefore, prevent con ct and alienation 4, Home cool collaboration isnot synonymous with parent teacher relaochips Cleary the parent Teacher relationship i eical to sndent succes and tn imporastpart_of homeschool collaboration, However one te conceived of rowdy and refers the primary career or the seo! costae ined In students home, which may be a parent, and pureat older abling or neighbor Sula, school trio eestor och a teachers, pina ard ‘Stpport personne al of whom contbute tothe su ‘ett of dene Barriers ‘Aasicconsidertion in supporting homeschoot collaboration ft ideally barroes for parents and (ducators Lntne (102) has identified peveral bat rs for parent and educator. Barer for pare ‘had feelings of inadequacy previous bad exper ‘eno with school apielon about treatment fom {ocr imited Inoledgesbout schoo! pots, procedures, or wap bo asst with schoolwork, and Esomomie (egy transportation, dayear) and em Wont (eas diy mural) contrants. Barer for ‘tats include inadequate comilznent to pare ftvoivement dwelling on family problems ei, “Thee parents have to many problems of eis own to get iolvedcris-rterted or negalive com ‘Neaton wih pent seteotyping parents as used cated or dick of teinngin a0 ‘worth fame partners is als important ‘onaer other barr fr the partnership, such as litited tine for communications Requency of ritual leet contac (eg, parenbteacher conferences, back- torschoot nights) ferences in parent professional ‘preeption nck of funding: and ck of ear about ‘aren and edveatory flea al respons (etek & Tung, 1085 Mendoca & Cegli, cited by apes 957 Swap, 1009, ‘Baveators practices for lnveving parents are ula Eduentors ea inte pares ito the schoo ‘or reach ut parts by gogo thelr ore of com ‘muni Too often, educators wl ran parents to ome, to them rather than gol to de parents (avies, 1901). ‘Aecording to Epstein (1992), if ‘Sool do not work to vove parents, hen parent ‘ication and income level are portant for deca Ing which parents become involved sctools each ‘out all parents, income level ard parers'Tevel of ‘ucadon decrease or dsapear a important fac {ore Based on her reoarch, Bpotan speculates that ‘ipa relatively small percentage of parents have personal problems so severe that they cannot wore Enoperatiey with eduetor, give the proper ess tance" (ed in Jungs, 196, 9.21). To develop Darnersipe between parens and educators, bres fst be identified, acnwedgod, understood, and ‘ytematialy removed. Bates should be reamed ‘2 challenges for pares and educntors, who need ‘Sn wo engage tn ongong logue and problem soe Ingabout eldrens needs. Home-School Partnership Principles “The fie factor supported byt National Sehoot ble Relations Azsosinson (Rasy, 1988) and found in success paren iwolvernent progr are cl Mate, relevance, coavelence, pul, and comm Ment In these successful programs, educaors (3) twelomed al parents a escent. gave der he Vip uestment, (@) developed trowrans, such as trovkshops, based on parent inp a needs (6) ‘haved eanaportaton and daycare barriers, aking it ‘hare convenient for pen to belated, com ‘yer and newsleter; and (0) Were comated to trong with parent, which meat was a panty ‘Tool goa. Gassrots effort rete partnerships Consistently find rlovenes afte prograre or part ‘ownership to be s erential in pera In Soement (ea, Meaung, 105). Parent are volved Uecause itt their program and meets their necds swith det eh. "The nine famiyschool parneship principles de- tineated by Ooms ane Hara (100) from the Parly Impact Seminar n Washington, DC, underscore the ‘seminal importance of commitnent by edveatos Bach pence i ilustrind wath examples of school practices from the League of Schools Reaching Ost reject (Davies, 190)2. Communications with parts — whether ‘tout school pices and programe or about ett (um chilren — are Jroquont, dear a oo Wy, amples incade wall ealendars with important Sschooleeated information snd Rome learning stv ties, teachers calling hore to lnwoduce themselves land ging parents & phone nunber and tine when {gy ean be reached, and Friday folders sent home ‘weekly and remed with parental comments. Com ‘unlctionstratepes are explained to all parent nt eray implements 3. Parts are rota by tachers a labora {ors inthe etucational procs. Paros eum eno ‘ge experts, and reouroee are baled ae essen alt thet ciron’ success tn schol Bamps Include schols developing leaming contracts fort. ‘dents in collaboration wth and signed by parents and patens monitoring homework ser patent work hops on he topic have been conde 4. The school recognises ie responsiiity to omg a partnership witha families he schol, ‘not simply howe mot! encly ava Example it lodevarig tines for conferences or open houses fo accommodate needs of employed pent, cont ucangome ists and church wisn mina ad Immigrant communes, and proacing interpreters, 5. Te schol principal and other administra tors actively express tm words oe dona th plo. py of partnership with all fsmsee Examples tn lode one inservice day per Year to lp educators team to work wih fanless partwersor provision of ‘ayeare for special events s0 parents can send 6. Ths choot encourages volunteer support and ‘ay Grom al parents by proving a wias tare ‘alse opons nung thee that can be done rom home end during nonwork hours. Por example, ‘School pisipal announces that paren are nese ary for student succes and that parent should pro ‘de some Kind of volunteer aelance tothe choot ‘Alt of 0 aterent option for parent choice i pro- ied and follow-up phone cals are made to obtain ‘optimal parent partipation, 17. The schol provides opportunities for parts to meet their needs for ‘nformation, ade, and Deer suppor. "Bramples clude parent support {roups developed with PUVPTO support ad date {nding of parent centers. 8. Parents’ vious and expertise are sought in dveoping policies and sleing soho wide prob lems; in some schools parents are given émportant ‘ection making raponsities ot ply leat ‘Bxamples include aparenteciestor cori to e- ‘lew and monitor the develotnent of broad bese Telit and sexual education rogram and the school ‘te counel a part of choo| based management, to ‘Master he schoo deerdonay fund 8. School recognise that thay ca best hapa ents provide a home ensironont conducive och ren learning if they fact their ecco baste ‘ond supportive series. Examples include elabo- fatlon with community agencies for before and ater ‘stool Care on sto and a funy series congo in the ‘School, which provides basi health sereenng, cou Sling, aul fteracy and elucaion courses and oth exchanges In losing t shouldbe apparent from these pin- ‘oles tat educators need to examine tei current practices with parents The partnership prineples fnphasize shoals reaching out to al parents nd “intiating efor at every grads eel oat par fs in learning actos, schoo! rogram, kd Shot rolauod decisions. Fathermore, 8. ofa ‘model, where blame ot placed on either the home ‘or achool, i emphasized New belie abot parents {nd fas are evden Al aes have engi, ‘arenes care about their cilken and ean lear ne {Techniques and paren have snpertant perspectives bout thei chen (onto, 1902) By foseting cot Iaboration — or the forming of selon with Darets where parents and educators agree t9 work {ogether'and share Tesponsiity for stent ou ‘comes — school psychologists can tur thae eles into ston Successful progam reqre an intasruture. Forhome-chool collaboration thls ears the formal ccannection of schools to the rot of sockty fay, children spend most of ter te (Rich 1088), Rich Suggests ways to bul ths inate: Launch mein campaign about parents af edoeators, ain Teachers to work with tres as pares, provide ‘ra for fas to help each ster (ea paren tp ort groups supervised by setoolpeychologist) n- ‘ole senloreizens andthe kger conoid ‘Provide learning acts that fares can use with ‘tildren Claty, the way falls and educators ‘resenuy interact wil nee tse aed. And, be fuse there have been few lini betwesn home ard School collaboration wil not be eary. School pay: tologits nersted In developing std supporting homeschool collaboration to increase student ue es in school will ad they need both content and process knowledge.EST PRACTICES Content Knowiedye: Guldelines for Supporting Home-Sehool Collaboration Based on intervention studies designed to de- velop homeechoo! partnerships (hesunaon, Tur tow Sint Evel, 190; Davies, 1061), fv esen- tal guidelines for supporting home-school colabore- ton are evident. Although both pare and educs- tor aides az ntgral vo the succes of he part hereip researchers ave shown Ga the schoo a Gudea and proctces re the stimulus for partner ships. School practices or how schols reach out patenes were deveined by Epsteln and Dauber {Get to be more important determinants of parent paricipaton in education than were parent edie [onal socoeconom, or wie backgrounds. dean Krsanow (100), who i associate withthe League of Schools Reaching Out Project, has described how Schools more than the faiies ~ are na poston {Ce seat condos that eet brie fo greater parental invlvement The guidetnes ilstrate he Inporance of educators tnkng of parents as pat te net problems for — istration snd te. Abeliefin shared responsibility. Home school ‘olaboration depends ona belie! n shred espe tity for educational omomes- Hulsebosch (1080) thefined the characterises ofboth teachers ho are gh involves of parent in education and tose who te low involvers She showed that low invlvers be leved that home and schoo! have separate reponst bie in te soclalzaton of chile described the Iegntiveiflenceof home event on School ie nd ‘ve parent lnvolvemene ates susllary tothe fal world ofthe lasroom. In eonzast hgh i ‘overs Eebieved clasroom actives shou Me with ‘hares homes and experiences eseibed parents {i postive tenn, and stv parents san Asetsd basic element ofa childs education. Both high ard (Clow iavotversindestod the eo as 4 necessary ‘and important part of thelr Work, whereas low i ‘olvers implied th effort was an unnecessary 202-0 {othe real wold of teaching Bocuse few schools have a pole that cafes he soon role of faos in the education of School age eldren and because ie conser ex [Ste about te roles and resonsiliesbecween par es and eduetors, stool payehologsts mist dete "Min whether edueators x thelr schoo se belek Daten meaningful patpation in edweation. These ‘uestione ned to be asked of We edveators * How would you characterize the bebe sytem shout te rlationship between parents and educe {ore with respoct fo children school pear mance? + Do ou believe in share or separate responsibil {ies Between ome and school? ‘Should the belefin shared responsiblity fred cational outcomes not be preset, te school Psy hologst may want to conduct a sill iscrice On {he empiteal baa for parent parieipazon (ender Son, IAD) and the cureulum of he home (Chester Son, Rounds, & Gorey, 100) as wells dsciss Cole ‘man's (1087) theory of faniles ad schools was the sodalaaton of clden Cole (1087) proposed tht home and school provide diferent inputs forthe soctalzaton process Dt ciléren, One clas of puts ~ opportunites, de ‘mands, and rewards comes ftom schools The See fd cas of inputs — attudes, era and concep. Son of self comea Bom the sol entronment af ‘he household Edattnal outcomes ret fom the Interaction of qualities thatthe child begs ote home with qualities ofthe arho0l Schools do make 2 fhitlorence forcilrens however te do no have at ‘qual effect on children According to Coleman Gy "School, of whatever alt are more ee tive for len from srong amy backgrounds than for children from weak ones. The resources devoted bythe family tothe els edt interact with re Sources proved by te sehoal—and here greater ‘arian inthe former resources than the latter” (p. 35), Schools can reward, demand, nd prove oppor tunities for children to lear however Coleman ‘ws familie as providing the Bding blocks that Thue lemming poodble. Purlies provide dhe socal ‘apt needed by schools to optimize leamers Out "Coleman argues tha he socal capital im homes feshinkng in pat dito the edacedsealabiy af human capil fecaaae of single parenting and al ple demands on ad ives Ce, to working parent Fouseholds). Where ts oceur shoal acMevement ‘willnot be maintained or increase} without infin Ing home envionsvers. According to Coleman the the els tude toward learning is tence redominanuy by messages and experences ro ‘ded in the home soting, Teter, educators must ‘Support and suengthen pares (parents Used broadly {o include adus inthe hone) as they assume the ‘al role of partepant in thelr hdres eduetional Ties "Pilly, educators need to remember that parents 4 not wants hlrarchiel“professonalien rl onship with schools (Lndle, 60). Parents ina ‘ated gdsaistaction vith schooperonnel who are oo businesslike” or "patronage "who talk down to them. Parents ant (a) ration about {her cibds development and edtrational needs 0) ‘tates es partners, which meaas parents and eds ‘tors ae equal, sare information about te cls performance and development and share resources fo soe concerns; (6) prt network oF OP8 Best Practices Schoo! Pettagy portunity to leam fom and share with others; (8) aig, and (e)ivrmal contact with eduestrs ot 2 chance to build a trusting relationship Peterson & ‘Cooper, 198). Importance of perspective taking. The degree to which arenes and educators engage in perspective {ating and onblaming iluonees the effeveneas of the homeschool pararship. Parents and educators have mulpe demands n thelr Ives, are very Das, land ofen sre not avaiable to each oterat «conve ‘ent time or n'a convenient way (eg teepion). Swap (1057) has pointed out tat te oer ck of svalblty ts too often Interpreted as Inc of con: com for the stident. In addion. plea paren School contacts are rtualaed and infective ih schloving the goals sought in homeschool colors. or: meaningful dalogue and sharlg of resoures fnlance sade learn Parent elucatr contact at the Ibminte conference or backoechool night foes not permit the development of rlatorps ot ontrbute to effcuve probiem sling. Pally i ferences in perceptions, asa funcon of the unique spect of the parent or educator role interfere ith Communication and colaboraon but are tobe ee pected and need to be understood (endoss & ‘Cegea cied in Chicpels, 1057), Fr example. ed Uettots are expected to be fair to ll cilren, ‘whereas parents adopt an individualized perspective, ‘Wanting whats best for thelr eh. Educators be: ome “epectazed experi," noting ne aspect of = hls development, while parents edpt a more i {se onentaton, focusing an the cls ongoing de ‘velopment. Educators are expected tobe effectively ‘eu to be able to distance thanselves fom the ‘hl The paren roles the antithesis ofthe educator ‘oles emodenal iwotvemen ir expecta. Rather than Blamingeach other for ter perceptions, they need to ‘Complete picture ofthe childs perfommancebehator {bot hors and echool contexts Diferences tn ttibuted pats may account In dealing wit school problame,dlineaing parent teecher exponsbiles and ating st mutually fgrecable solutons. Guttman (108) found tha ‘echers atzibuted causes for probe betavor to {he ei st, the paren second, and rime or ‘Asrlssed an) reauas assorted with themactves. In contrast parents elibuted respon almost ‘ually fo the child, teacher, and themselves. Rich (GT) iteerpeied ie emphasis teachers pace on home fe as recngrton of the siguiance of the ‘ome at an educational environmen rather han 28 etc iw ofthe child or blag othe fal. Ts {5 mast encouraging. The key in callaboration to Shit om an emghsis on who is respond for the problem to whol sponse forthe sotson, This ‘rill oocu when paren and edvestors think about thelr relationship ferent, when they move frm the concep of relatonsins terms of sere del fy — of provider” and elon” of profesional? ha “target population? — tone of complementary ‘lors toward common goals Seeley (198) argues Farner may hlp one enter tn gee pe. eit tap fas ne lo lent bsoeae see intone te marl roars od canto ded ‘stone entra orm ng ports sar a ‘rpc, houpe hr maa dst mt gy ‘Srrepire opal sary. Poem te Sete porteraipe may br satay first, ‘eo cotrnting oe conn ori por Negative stereotypes abort parents are deste: tive. Somsinos edventors fave fed ideas abou what constitute «fod fara and proper cd rear. Ing Most often migoclas mee behaviors and sMtlaudes are prefered — edneators se teas ci Atenas coming to schol wth the rp ott” Often ‘tucatrs peresive parents who are low income ot onwhte 88 deficient Helen 196). 1 has been ‘shown tat working cas o oor parents wont ett ‘hen to be succes in shoal but often do noe understand school procedures, expectation, and tow tans ther caren, Consequently, ene pa fens walt to be guided by educators, Educators have [iuerpreted parent’ behavior from a defttortentd ‘Model und coined these parents a apthee o had {fo veach. "That parents see the school as hard 6 reach “How do you think about fies? Do you call tem dysfuncuonal, of do yor understand tha hey fe affect by adverse Wing conditions? Do you Fenty family dates or fan strength? Al faa. Tes have serge, however, amis dies i thelr ery tne, nowledg, and sls for aaating eu fren (Christenson es, 100) Satis tins for ‘ore to undertake tenemos vray ‘Radon performance and tthe soon for eel Succes dove not reside Ite mlcosjtem of the School perchologits wil refaing, deve ‘oping programs to reach out‘ all amin and i resingcoramuticaion and sotact between far ies and educators heli toss for addressing the ‘ed for perspective taking in he parser. Above Al they need to work actively stop stereotypes and ‘negative aebutons to home lie. Pose conor Should they exit suggest the neo for information| Siang and proiensabig Between home and ‘The Importance of shared language, The de. see to which the Ieguage of schooing i shared ‘ith parents rust be examired by educators. TheHoms-Scoo! Cotaborton 0 Ianguage of scacing includes grating practices, teecher expectations, curialum goals ahd home: (work poles. Jayee Epatein (1000), Coaector of The Cotter on Pumiies Communi, Schools, and (Giddens Learning, has advocated similar 8p roach. She suggests that paren vcivement ro, rams mt make a strong connection wih schooling wih the cid a 2 student Reus om a pot aren interview sadly sponsored bythe Natoal As- Eociaton of School Peyhologss indicated parents eeded information om specie ways (0 help thelr {hlden at home Gow to elp with Homework, ak Shout school monitor progress, on whats happen ing at school (echoo! activites chills progress, {elcher expectations), ot school polleles sex eee tlon testing, grading scpline),and on how tobe ‘otved a school (how to comomsicate with teachers nt hep sith specie problems, Christenson & Gar etison, 182) “Ao, the mean by which dhe language of school {Cineinstized th pres must cece by eden ors Exch we of printed materials mst be aban doned or equity beues iss educational outcomes Steric’ Even i parents ean rad, they often do ot Bow how to apply the iformation 0 tel st on The rsa tat parents ay now they shou ‘So something but not know how to do it Parents are Sten tld what to do eg, help your child with home Sort) but no oid how. Likewise. efucatos prove [arenes wh gre ie information about how rados ae detenmined, Is time to share tormation ‘out child and adolescent development school Practices, home influences om earn, and ways Promote chidrens progress and development wit Bren and educators fn mpe ways peace ma Renals (rewslewere, handouts, tending brary) ‘ssestrortshops, personal contact home vs, Shoal consultaon), echology Cal, vdeo cable ‘elephone, ad parent support groupe: Sharing of formation bei o create an inastracture fore Parents need to be soca Yor ther oe fe cities of tne ely school performance, Ames (dys researcher a the Univerty of ios with {he Center on Fumie, Consmurtes, Schools, and ‘Gitdren's Learning. has shown tat elementary Shoo! teachers who wore igh users of school Tome communicalion reported they more often felt they eould rect dif students and help all 3 ‘nis male progres. The schooltoshome com ‘ations neue straegis and practices inves cal- gore: information about casroom leering ati ‘ool, curcwtr, material), formation about thet cls progres (accorpihments, improve. iment efor nd dredon to enable parents fo help that ures on fearing activites at home. tnforma ton was communicated through newsleters, phone tals" pessonal nota, and work Tolders. Teachers ‘ommeation infvence parents’ feelings ofc fort with te schoo! whic then influenced parents Involvement in Oe cularons Teaming Asin eng found tht middle school edseatoré commune tion infltenced paren’ fecins of comfort with the ochool which then ilunced parents ivolve eesti thelr chldens leaning: dhe practices Rance the parent’ bel tatty could help thelr ‘foreach then ifoence thelr involvement {Ghasehaon etl, 190). “The foces of partnerships. Parents and educa: tors come tuner whens ld becores a student: ‘Rercfoe, efation and developnent are de natal ii ck (laa), Dieta a the Home and Schoo! that i Washington, DC, has shown “at parent Fantpaton & most widespread and sustained when fares iw thee participation a dee inked Ee achewement oftheir cde” (69). Numerous uerventioast and rssarchets ve found that pa fs are more interested and avoid when they {fam ways to incre thelr elds succes in schoo! nl hen contacts are personal. The focus of home ‘Shoot collaboration shoul, terfore, bet eso ‘Molbased concerns abou the educational fe of “eid: Parent, teachers, ander student can i la commnieauon and a problensolving dialogue Sotthe efucatonal cone. Bssed on systema ‘eadgaton of home-school cllboration, Chiisten- rc (100 found theif (0) parents TWrhatp solve a teacher's educational concen fr their ‘uta be tolerant of and nonpedgreealsbout the Stays parents indicts they can fel anid (©) provide ntormaton, ongoing suppor, an conaulation to rts they Teter our to eit thee cl sol frerforance. Ongolng communication between ome and school focused on he degre to which Fue and educators av facators of ehlaens frevfomancs are achieving dir guia goa: in Prong te childs schoo perfomance omer ater (089) work onthe Fame as _ics Project fs extromelyFlevant Preis of chi ‘Men tn emotional and etviraldsorders and ed UShteroricpsted ms member ot ain acces, Ur ot which emerged key elements of collaborative ‘Madionships: mutual respect for sks and ive ‘Sige ones and leer comemunteation, two way hat inf lnformation, mutially aed upon goals nd ‘Ned planing and decison malang. These ele ‘ents were most evidee when rablm SlNg Was ‘Reused on those links between parents and educa (Geveke cha and the gal o thelr efforts — a increoed the child's competen, ‘Options and flexibility Home cool collabo- ation works best wen mars for parents to get Involved exit and fell is encouraged. Epstein {i900 descibes skids of sctebes and uses {har porets can be invotved i thet cis education Stachool at homme and at home and schoo Beeause St te mile demands ‘on pens ives, home-schoo collaboration hasbeen more success by ne Gotlaing educational responaiiies wit parents Ghat canbe completed at home rather an expecting parents to paripte at schol (eee next secon) Free ies the probler: Educators tll que often ‘wantparens to come to schoo rather tha edict fing to te parents Best practices in home-school collaboration are asd onthe belt that parents and eats ehare {goa invormation directed to tang he goa de ‘lon making nd accounatity for outcomes THis teats educators need () to ask parents to become involved and share in the responsbiy fr thea et tens edcation, and () to admit parental ha ‘que to recive some educational concerns (eo ‘hoo lence destructive behavior I mea tl parents may need to understand why thir patina fon is encouraged by educators Bue not be ia how they mist help the schoo rater they should be of {ered several opons from which t elect In shor, bestpracens nome schoo colsboraton et an ex pewation that parener wil be involved, howeres, Shared desson malig wil ict how they are i volved Five variables —a belie in shared responsibility, a hig degre of pespecle taking, sharing the lan ‘bge of schooling, establishing che mut gol of ‘aden success in school, and opie for pace pa tidpation for iaming — exempy the aude ‘thick alt actin mat be deter. Inthe next Section, homeachoo! ollabortion sataie et Isa Content Knowledge: Home-Schoo! Collaboration Model and Strategies pstein’strpology. stain (1092) developed a wal researched mode of home-stoo! colisboreion Charateried by ax pes of stv Iie ely Inportant for schoo! pmyeholgis tn recognize that {haves acts, ial implemented, would cone {uira comprehensive home schoo calaboration pro (gam pata found that ipemnnting sch & pe {amincves panning and ongoing upon over 6S ‘S byear period. Careful attention must be pid tim Plementation at each grade level Tpially erent Pardelpaton decines dramatically ater ther chi fren pass hecugh the fourth grad, deme evidence that succesful parent palpation a secondary Ie ‘ds oceurs when schools reach ot to parents (Cains al, 1862). The following paragraphs bein with Ep Stns defitons verb (1002p 05-5, ne les). Then ways school psychologists could provide fngolng. support for home-school collaboration throug ther Aree or inde services sre ro. wed Type 1— Basic Obligations of Families refi to he responsibilities of fmilts Jor their chron’. ‘eal ad aft, parenting ane oh ronring Ss ‘at cach age lvl, and postive homs conditions fy earning at cach grade le Is exe for esi torn to be senate to fais! cussons andes fd provide information wih the undersanding tet Taree alfer tn thelr ene Une, oowiedge sat Sl level for apptig the sfrmation Indirect a ‘ie activites provided by shoo! pyehologit ony {elude: Help schools prove ivormaton on paren Ing sls, child development, gradelevel expects tons, homework plies, and wa to build poise home leaming condos Uiroug print materi videotapes, workshops, parent suppor progr, nd a lending trary Help echoots to crate par fnutamuly center olson, 108) Dre sevice tives pronded by school pepchologsts could ‘dude: Concul with parents about specific Ways to ‘suppor ‘studens"laring and bear in schol, ‘make home visto relserce hore based Iearing Drograia and conduct wodshops on ways to mai {in healthy ehild development and school succes scros rade levels “Given the diversity of Americas fries, schol ‘sgcholgists should not expect fais to aoa fly understand their baie obligations or the cur ‘cum of the how, To sstdink a shared repens Dity for learning outcomes for sdenssschols tut commaticat ths duct meage() chides chive more with home suppor: fot lsming home support for lean can be provided in a var ‘ey of way and these are some examples (eg the Festaurant men approach and =) we want to work ‘itn you to ines oar communication abot your lds school progress ard schoolwork Schou ‘ust allow parents to doctde how they can pare {pate — or what rte they ex play. Pally, educators ‘must remember hae some ales need ‘nly ior ‘maton, and others need information ad ongalng Suppor as they learn how’ to acume an acl ole it thelr cds schooling, For tome fans its esse {alte determine what esouces and spre the fam 1y willneed oll thea resporstoy (Chestenson sta poy Type 2 — Communications from the Serco refs the responses of sche fr comm ‘neatons from schol a home about schol Pre ‘rams ond cidren's progres tn forms and words Gl famiter con understand nd for options fOr Toye t-echooleommseneation. Indirect eerie ac UUites provided by school peyehoogte could clude: Help develop freuen, ole, and varied {om of all communion ft re understood bya Darents (memos, food ners. phate cal report ‘ards, conferences) Develo e structure freee Darereteacher conference, a route phone clk Ingfeontact systom, and a uructure for contacars Dafers atthe fst sign of aprosiem. Direct serve [ctides provided by schod psychos could ‘hue: Mes wth presto pian schoo progres————————————— ome- Scoot Coloration oa and children's progress. Develop unique comics se cg orton iterate peels and Ome, ‘Set arene irs language. Fcitate conferences ca aol metngs to develop nervetions sn fay ei seo success tn erades, 2nd ese ro rie telaonatipe been parents 28 FH ning effective lines of communication 8 tne one tale clement of supporing homeschool the meee aiowing Dot, which UNSC rary have changed thee practices, notice: a ho ear xiang Ne Poste 1 The welcome slg is ining 1 educators emphasize goals fr ot sills they wat Pace hd rer han the problems oF 1a the eid in he school contest Parents ae ied to ep solve the schoo sed Fare and parental input & actively e008" C) aged throughout the process. < Baucators do no tel parents what 1 40 (6 Help aac wih homework) ut re prepared 12 youn show parents (eg, Now fo SUK ‘ray ime st home). «ductors communiete atthe frst ig of 20 auc r and Canter (1001) prove a hel SE Gor levers wo use when contacting Pl ‘teh esgn ofa concer. The struc ena OS steps, tatemert of concer. dese Shoat ean existent of & fw 0 Tine foreanince «Ask teachers to provide four poiive contacts 19 ed arene comical good deed Cy Bibiepeomens ota ones Paces ae invest he asso «+ Bxablsh an ongoing contact syste fr al fami Peete he tnctade Homework hot ines, se Of wes one techoogy, such as the, Transact SES Mode ae, 1960); and schoot theme prowess ieere tat provi parents props reeon sbout the classroom acti “a re, ead ways prea can elo Tit Ri ler (is, 195, Sore soos ‘signet Asset The power ofthe notebook se 8 ‘ae send school wide. Provide ways forall parents to learn about school Tar eek expecsions. Stree i alice Ration nights ered at mallets, rrandbooks with desented polices, personal con. TES oe amiies whe dona attend and monly ectichope to danas he language of schooling Fer acing acces, dcipine, monitoring ‘Salen proses) Betcha ee concideredpotestal_ problems. Shee sr contct home Wt or make phone iy provide a sructre for teachers to use when ee rer farent hone ca sconsbereda Do one prem siden Teachers are encouraged ‘ie bet yar for Tor parent spat about ast bee Peretal np about is ear, expla yea Eeoppor valued ae cial: an express areenc iat working teint wil ip the ype 9 — Wontoore refers those who assist eae caministators, en dren in las teach pou oom, ater aves of th sch ‘a Be gait ot home and fo hase who come 1? and evens. ‘Sore wo remove the barier of ‘Tegaon for some parents "Polunerngty parents in acoolsigacraiondl ort parent everent an one which scholsa Best Pte in Shot Pachology home toward common gol are known to produce Uotar outcomes for students, schools ae sing Pa ents ae essential, not merely desrabe to promote Student succes. Therefore, when schools send home {he is of voluoeractiitie, «simple nrodacory Sentence ephastang the essen ole parents play In achuving postive outcomes tame the vane lst ino an example of partnership effort ‘Type 4 — Learning Activities Home ond Con neations to Curriculum refers to parene-ntinted, uld-sited, or tacheriiated eas to mont lor, discuss, of ants erent home om larg Actes that are coorinated wih cidren's ase ‘work Indirect service activites provided by schol patchalogits coud include: Provide inservice rn {gto teachers on home lesraing active and other ways to involve parents With children's class work Help schools provide information on how to monitor homework, gradedevel expectations and practice and ewichoent activites Teachers Involve Parents {n Schoolwork (IPS) le shelf resource Cpstln, Jrckson, Salinas, & Associate 1061). Dect service Activites provided by school paychologlts could i ‘lade: feat wih groupe or ndidl patent to share _Sratogs to lnrense student ccestin stool, Pan, coordinate and monitor Interventions inplmented by patents and teachers. Te pose evidence for ‘omedased learing programs (Gravee a, 108) t Song, and parenveduestor problem aovig meet. Ings (Ge next scedon tis chaptes) often serves an fence for ational coneutation and coe manage ‘ent by the school peychologee, Type 5 — Decision Making, Commits, Adv cacy nd Other Toles refers to parent participation im dsviions in PEADPTO, edeaory xincils ther comics oF groupe a school, {ndepentot advocacy groups Inet service at es provided by school payehoogists could nce Help schools ceate participatory roles for pares and conumunty members in PA/PTO, sey coun is, Chapter Lana committees Direct sence sti tes provided by school peyehologsts could ied: ‘Tain parent representatives in decton making sl, collaborator and ways to communicate wth ‘ther parents about School Improvement sctes Foctate development of basic poles on errew lun, homework and asresoment Success home school claboratve efforts olen use these action, Ina review of progr, Kagan (1968) noted thatthe ‘alzaton ty both parents and edators that heme: School elaboration must be «gal ofthe eft ‘other essential element for auecess. Schools have Implemented Homeschool teams to plan school rena, to develop plies tat require home and ‘School support or succesful implementation (hte ‘work, dstpline), and to resove school bad, sy {timed ences (eg, shoal Valence) For these teamsto be succesful e problem-solving oentation ‘snecesary. "vo examples llustate the power of & home School team f9 focus on edcatonal concerns Res ferred to asthe Comer Process, The Schol Develop. tment Program was develope tn 1088. by James Comer, «pajehate at Yale in collaboration with cotter colleagues at Tale and educators inthe New Haren Publie Schools (Conte, 108). Beeaure ofthe ramati succes of his project ters of ‘cade and socal oteomes for stent he pee iam tas heen replicated in re 100 ple school, Ettical components of the program incade School Planning and Management Team (SPM), Mental ‘Health Tern, Parent Paripton Progran, ad Cu reuhum and Development The SPMT i comprised of ‘vo teachers, te parents, and one metal health Specaot and rected by te print esta poly and strategie planning across the key stake Folders inthe school The sem coordinates schost Ainedons and mains the focus on partnership and problem solving. The Mental Healt Team i coms osed of schoo! paychologisy a social worker, and ‘gular and special educanen teacher This teamh meets to addres referrals and concems, and also Drovides systematic aig o parents od eachers Shout ways to promote soll und behavioral compe: {ence in students The Puent Parcpaton Program ‘offers any arly cool eves, employs parent ‘lassroom assists and help sabi school pol ‘cy by elecang thee representatives to he SPAT Ft nal, curculum and cd devolopment needs are ‘et hy providing monthly seminars in waye parents fd educators can emphasise the academic ad so inl ils wquistion a students, Parents and ede: tors engage in mutual lesning experiences om os project A true parsestip meine the paterson {o'each other, engage in ongong daloge shout im Drovng student success and development, nd real [ae tha probleme canbe ooledby worang aa team (On the Paraesip for Suoceas Pros (Chis: tenon al, 6) shone ead oa PATHS, Parent and Teachers Heading to Suess was developed for pares snd ed.stos to share infor ‘maton and perspectives, engage in ongoing dialogue bout ways for parents and educator to ast ech ‘ther, and to maintain a share agenda fr ther ef forts the sucess of cldren in school The team Nas developed a parent center and ectuugues oierease tnd improve home-school communication, developed fe implemented sex educa prog ando- ‘cussed homework plicis Alte? yeas sg offi ‘et poling beoween ome ard schoa teeporaily Srface when anew concer saddvesed. Wheto et ‘ouraging Is that team members eae mutual uy por sharing ofisformadon snd probem solving ot Dame, are the answer and with treatin, the ‘ger pointing easesHome Schoo! Cleoraton 23 Tipe 6 — Calaboration and Bxchonge with CComamtadty Organizations refers school actions and programe that provide or coordinate student Sd family acces to commana Support sr ‘toe Also, cllboraion seth bustnasss cleral rpaniaating, and other grou to improve school rograms for chide and sorts Jor fames to ‘iport ltr child rearing and guidancs of hléren ‘taut, and lo improve the ectivones of the ‘ther peso imstuement are include. Inst se ‘ce activites provided by school paychelogss coud Include Consus with teachers and administrators ‘bout forming business partnerships and comenity linkages to promote sudent succees in school and fanuly resource centers of school inked services to feet children's needs trough health and scl set ‘se agencies For example, Education Sunday refers to worlahope for parents, dlvred at church, about school inves. Direct service wctivies provided by School srtlogats cul node: Bevel re ‘ourees anda referal ‘C)reeworte Devlopeoordnate a fanly resource cen Tr to rove fay evaton, counseling turing, Toot ad lating, rouine medial eae: These se ‘oe are olfen provided ty comunity based profes ‘Sonal in collaboration wi schools ‘Trust building events. Because of barr that may exit for pares and educstors trust balding ‘ees may be eaenal before eter collaborative ‘Eons can Be succes. Trumbading aces ‘low parents snd educators to ind een faces ik fhe erowd and provide soctaliaing experiences for parents and educators, Weiss and Edwards (1002) tort dhte aces a clmate balding seis Eranples of actives include: gradelevel bagel breakfast, ties poluck dianers, and fa lps evenig out (movies, skating ym mig. There {Sh lini to he lands of aces (exopt for ak of ‘retviy!)thatallow edcatrs an parents to oto now etch other on an Information shai Droblenroented bai: Many ofthe communication {_ ) Bamtoges quay as rasta acces, to Parent-educator problem solving. Maintaining 1 problem solving, nonbamng tneractin ste wk ‘wont beaten arene and educators need © Ihet to sare information of common concer at 8 ‘pete level (eg schoo tence) and on an nd Ua level (ety ells academic or behavioral perfor- tance), btectve mecigs are based on nonblaing {iterations anda problscvig creation and rice 9 Kratochl, 1982, Wess & B- ‘Wards, 192). Te ertues provided by these Ind- “als have been used to develop a paren-ducator Droblemlving sequence that was implemented it Elementary and mia schools to desig collabora. tive interventions between hore and school THs Stricire can be used to address a myriad of school ‘ased concer (atiendance, academies, behavior), thereby moviag rom problem adniration to problem ‘olon Although te tap are soar delineated, Fecogize that problem solving a concept more ‘hana sructred sequence hat rast be adhered 035 fstineted. Schoo paychalogiss may wish to make Some modifealion Wile rlaang the escental ‘harctarts of iormation and resource sharing to achieve a goal The sages are + Introduction Stage 1, Ragport Busting. Tis step octal ard, ina ‘Seno, related to tnt uleng Know the ss ‘ent, now te concer anc know several pos. Ive ebats of the ten Welcome parents tothe school Mendon postive abate of the ‘student 2 Deserite the schoo based concerns. These con ‘com ean be teacher, pare, or student Sted however mont often ty ar teacher Aad. The concer is deseed ts spel, Be favor, cbonrvable language. This statement Fefeets the eld’ caren level of perfomance, ‘vhs usualy considered i be problema + Reframe the protlomatic behavior Rlran- Ingles help strategy for balding 2 art ‘etship with parents. We know at parers ‘rat tobe directed by schools and want to Snow how cohelp ther el be suse in ‘hoot By retraming probemati behavior to ‘Teaming goal the desire behavior fon the ‘hl hae been species At spot te panel aesotance, Edson nda ty Wil wort each the stolen (Toa) ese ‘demi, soca or behavioral six however, they balleve Tom wil lear se hls ater ifthe parens can Jon the tar of eduators to support Tom's erin, Parents cae ‘rete they want to be volved + Focus on solutions. The facta of the fresting” Gonly the schon parehologe) ‘anes tha the purpooe ofthis meeting v0 ‘ome up witha doable pa af action, som {hing al parcpans gre with and help to lusplemene The tone ir we arent ere to ‘iste aan or look for responsibilty for the problem. her, we are hero to dete mine reponsbites fox solutions” 10 the ‘school baved concen, + entitication Stage 1. ent al concerns and perceptions. Parent, ‘ade, and acer pereoons as ey relate {o the school based concer need to be cared ‘There meds tobe arealaon at perceptions tril afer or what Jim Madock, ix Pally 5o- SSu Science atthe Universiy of Mianests,a et Practice in Schoo Pechlogy refersto as “truth comes in versions” Invid ‘Ss observe the stdentin diferent etings TS posal tat ther concerns wil surface 2 Identify a mutual goal forthe student. Aer {he inermation sharing Sesion, several goals may be expresod Tes important to ative at ‘consents Which goal wil both paren and ed ‘Seators work on? There maybe foal that eer Daroer wl take sole respons for and ‘erly inform the other partner 3. Chock for understanding. Beease mary ists wrilbe decused ts inportant to reap the ‘Gscusnon by describing te discrepancy be {ean probematie behavior and desired bea {or forthe chil (Le, earring goa). Parent and ‘ucts efforts now focu'on ways to Work togedher to teach the dosed behav. + Sotution Stage 1 Possibilities for a solution. Because parents ‘generally wait tobe ude by educator, they {re usually releved when educator are pre pred to mention several posites fr sol fom These should include what can be done st ‘hood and homme ad shouldbe peseted 8 ‘estauantatje mena. Branstonming should be sed to expand this orginal ment. The keys {ind what parents and wachers en eaically Implement 2 Saletan (den. 1s important fr parents and ear to indiote what they want yt 6 Salve te concer. “ARer thelr selcion the ‘School peychologist should ack, “What te Sources or supper. would you IK to have as You ty this Wen?” Por xan, te schoo py. hologit should be prepared to oles conse. ton, reading materials, contact wih other par. ens and he le Ths question isnot be ‘aute normalizes the potion of parents need Ingelp around senting uc ey sewer Ing learing tine, supporting reading 2 hme) [eis an empowering statement because. the focus is on promoung opportuns for paresis to recognize thelr strength, ster own ager ‘dag and make consiactive changes In hel Ives + Implementation Stage 1. Desrite the doable plan. eis important to ‘cap the roles and responsi of ache, Dares students, the schoo! psychologist, ad others 2, Emplmontaion phase. Dring this tine, tt Important forthe schol payehlogist or a ‘other inivdual to systematically contact the parents to discuss any concerns ado provide ‘engotng suppor and consultation Bualuata the plan. The intervention pli is ue. czsful ithe dserepancy between problematic Sd dosed behavior icone or ifthe learning oa achieved. the foal i nt achieved, ne ‘One if lame simpy was a ois pan an the team needs to recorvene to mod the in {erveno. ithe foal was achlved, Gt away In summary, content inowledge for developing ettective home-school partnerships for learning ‘ues partnership variables, homeschool collaots ton and trust pulling activites, and parencedestor problem solving. Protiem solving Is the stomaic tool to alert interace between Note ad school In way to inerareconnectcnest and ie Process for Developing Home School Partwerohips ‘ine ie a factor when tnplementing a home school "collaboration interetion vei home. School collaboration progr Trang and leader. ‘hip ae required for both, However, fo develop ‘comprehensive home schoo! collaboration program {ales 5 to & years In contrast school pyehologat ‘working with inavidul pares could move sully ‘evelop homeschool collaboration intervetion, gan (108) reminds ur hve best pracies foe developing programs are charctenaed by sites: ‘fe dovelopmant and lendersp. Each school mst Ss wo questions: What formof parent prtspation ‘tre decal and feasible? and What ste Can be ‘employed to achieve then? Other quesions that ‘cools must conuderthrougow the development ‘Dba spear in the Iersture,Bramples include + What isthe schools defnton of parent involve: ment? + Ip this the same a parents and commusity profes: onal? + Do teachers recognize the family a «system for ‘aching sri losening? What are hgh peor problems inthe school cl mate, and how can paren snd tors adress them "as the schol ditrct made a feel commitment (itn existing resource) to develpiet of peo game? Does the majority ofthe sta believe in the bene ‘ts ofhomeschoo! collaboration? or which groups of parents would estore sa, "Tou wil never ge them involved"?oO ome Scoot Clsortion Bot practices suggst that schools need to create 8 team of parents ad edvalors who are interested in Swering these questions. am “Communication, 191) recom: mend a hei proces for developing homeschool Dartnership, Bes edeaar, with parental ipl Er encouraged to Men strong school practices ‘hac invotve parents teach grade level Secon et ‘ators are encouraged to specity the Kind of tvale ‘ene tha willbe developed in Yea 1,2, or (or or ithe process lengtnened) Throughout he deve fpment proces, educaore oust ask, “Tow Wig. ‘ore pares, dierent part oral parents Dei Toived or beter ivfamted?™ Eilecave home-school ‘olaboration id polices ae based on the ‘otion of shared responsiblity for edveaonal ou ‘Comer; therefor the role ofthe state department of ‘Gucon,schoch lett adralistadon, educators, tad stent are specified Te essential for Stool pyehologts who provide the necesy fa ‘rhip nls area to be ostedgeable about diler ‘Em ratepes. These srtegias need to be ered Lo the need of pirents and educators at each school She Furtiermore, according to Epstein (1092), ‘Shoot papchologsts would have to daw upon ‘rtvole and lll nctuding eythestzer of tsforma- fio aboot home-achool collaboration at each grade eve senator f good idea to assist the ea Improve peace, coordinator of pans for actin, i. Ring atayear pans fcltatealner o suppor ‘Siscrors implementation of new progras; demon ‘Stator of promising and successful practices com Frumicaoe with paves, and evaluator of programs ‘Throughout the process, parents and educators rust ‘alee that home-school cllaborason Is nota eed ‘at ears tothe end of promoting student success land poste aitudes towards leering Patino teasers and adnan prac tices that ese cut to al falls ts an eset pe- tnd.a abl role for seed! psychologst, ‘remaor ps tht or tore acoal partes leafership are required. Whe they donot happen tomatalyy tee fe rod leretare base and = ‘Shurces to provide the bas for succesful imge- Frentation of eh programs. closings aqueston must be addressed: Wat do school pyctiogits nest 10 support home-school ‘Scarattan? ho responses come to mind: ain ittrest The cone mreat and aupport of te building administration {Principat i event School psychologist would (Seis to infor principals are sdninstrators ofthe Innpurtance of developing meangfl parent vote: iment in edoration as 2 way to Inefease stents teaming es and progres. The eights Na onal Eduestnal Galt very school wil promote Dartnerhips tat wil inerease parental involvement ‘Rd parlpeion in promoting socal, erotonal, nd 5 scale growth of eildren. Taxefore, school psy Chologst dlscusrions with pencipals, would be tine and pertapsafrcllous way to expand one tole ne dares to whch the principal supportive ‘rl iatuenee both the teachers pereptons and tine ‘allay of te school peyetolog to thes efforts, ‘Second, personal terest neon bythe school poychologst ie integral ode eficary of Fomeschoo collaboration. To mae fom all to ae: tion ralres more an a knowledge base about in- Plementtion of programs. wil ata minima, re Tne administra suppor for and personal erst {Sp schoul peychologus for home-school collabors SUMMARY Aough home school paresis fo enhance sadent leaming are not the ncn, there fs much Thetore and inert in developing partners. 18 {his chops, the porive outcomes forall ey stake holders, persculaty stdent, were wsed to provide the radonale for eating Rome school partnerships forthe suoceas ofall students, eatures of bari {or and panciples of home-school coes were de ‘Stibed in terms of (a) concent Knowledge for gulde- {ine anpording home-school colaboraon were de- tered. Best pactnowiedge for guidelines suppor ing homeschootcallaborston and homeschool co Teorationsteepes, al (0) process knowedge OF ‘Geweoping proses Best prices are charsce {od by viewing parents as parucrs in — not prob- Tes for= the svecess of stents. To this end. ed ‘Siow are challenged in ths ehapee view parents ‘Sher ales, whch requires than to) a parents to become involved and shar responsi fo the ‘lens efueston (2) adt help is needed to re Soe some echoolbesedeancems, () change their bts abou parents desebed a atrisk of ui ‘ole (@) ovetome Darts tat maintain distance Sn Ge) eneage nsteacaes thaeach out fame. Homeschool parnersupe to enance stent lear ing mil become the norm when a concerted effort fs Inigo to engage parts and educators (0 sharing ious Iona, deckion making, resources, and ‘Seountbliy for aden educational progress REFERENCES: hes 6 (180) tow sche ommieions t ut ne pen Epil Cee BO). sian J) The Taner a Mode ow ch ft ren Bn rh, amar Cates, M00 Fron your side Sta Hom onan A 8, Ty yw ciaool” ‘cia itectmee oma aa ‘Sesion, 8 Homie T&F, MG. {erp i) iter emg: Noss Aco Sot yeh ema et. 8 ory (Pay es tht Peay Charen, 79), 13 ene, ho: Si Mri, 3) ee ame ma 8, geen Pern et iting 0.8 rm M Thr oe Shon dt tact orbapence Bacon aman (8! pu ipo fon tereton ‘rt NewYork Pe Pres veg D (10D, Seb ingot Ply sl an a "tty Grune fr uae mesos PA Bs ao, Bose For maeyrommioncriet Semone oi 83 (0, Sen opin nl ig Slaue shone ne Somenary Saat dow Bi), rg ce i. Aa (7s) autre a Cetra, Soo se ia ai, a are ‘ert intent hinge Atony he Ba ‘ou ee ee "Ye worn on arang Suan malas oa Fiscal eS ma J 2 Pp; ae ed pce en ts es rome new hd Sra of Spal ae. ‘ston 2 ema. yan on ei oma 50 Becca Rees Fa. CD ng to a pa A wg ola Syed Chat aA OST nies ot ro: ‘Sipe re sn Cn than FL (0, Ap Sonor: cargo ‘pes ong wi aren ap se Seeger Dt Re est Proce in School Pcl ening L000 Aug), Pars pes Reng ‘ns ship ones ar aneion Wee a" ‘i ade acon Hora 66 0 ne 4,0) Wat do peas wae Bm pp an test Sinaia andr ST) Th a B50 Arie ont eh ong per ee aa Eh Mad coca ee wee topue ener Poly Be ‘eure Guiton pare ean um ar 1) Pf Tana Imgon Sone, spc rei re Seal ch Bee Pen, & Comper, (0) Fae tn Seneca ead RSG Rees teal ‘aan Mw tate Asn Bo : "CH nt ner: me nant, Wa 1, Du. hashes nt paren a onc Watigon Neal Bava Aca 8, Baton pace ton cm a Stout ron So 00 Sel (8, atom ah peri. Mahim, 1 Anti tape osha Pac Po esos erin 6M, Ket" Reber pr ‘Sa (on, Haw gp er rc amiga Sle i) Almac adnan racy are osm wl reson (opis ey ek CP ee sng Ea pr res i ys nomena che Se ecaeratarenaneerm che ar ore HSS es qy—————————— ome- Scoot Clarion a ean, (1, Demtpng home itn pr Prom a a eet acs Ce ote (8, Fama ote ean > A St ppm: Por Pons KE sony Le Pan ares aos "i Pd a an 88. ganna perks oes Sn anh Homes t Bee Ey nai ene Eatin ee ANNOTATED BIBLIOGRAPHY nates 8. only (Ea, Home o co ee dren eo a sr Poe hsm Acai oS ee caters edn ce oo) Mitten gers eect a eC, ) ra rte amor Reg Ri erst cts soe roe ta fy Wh 3 (OE New resins tts a BE Rens Be ‘ae = Fo satcammen te tet mon 18 0 ei fig hel a i Gren entice Eton Oe oC Or ‘ris 1 gagy marae cee tir Bi a it wopamewow eae a aie cman, rp ‘a ere Ean geet ronan Sees come ied eg eg an ES ee Se tn a Fee On rae oat 1