MTSS FSCP Implementation Guide 1
July 2016
Step Two: USE DATA TO CREATE MULTI-TIERED FSCP
ACTION PLANS (More About How)
Information
Annotated List: Slide Presentation with Notes, Articles, and Data Sources
Thesematerialsareintendedtoprovideasharedbaseofpartneringunderstandingand
information,bothfromtheresearchandthefield.Thedocumentspurposelyincludedifferent
formatssoastoprovidetheinformationinvariouswaystomeetacontinuumofneedsin
diversesitesorsituations.Theyareintendedtobepractical,useable,andshareable.Someare
summariesorhandouts,somearticles,andsomecanbeconsideredspecifictoolsormeasures.
Articlesorsummarydocumentsarelistedinalphabeticalorderbytitle,withcitationslisted
belowannotation.Toolsordatasourcesarecategorizedbyuseand/orprimarysupporttier.
Slide Presentation with Notes
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StepTwo:USEDATATOCREATEMULTI-TIEREDFSCPACTIONPLANS(MoreAboutHow)
Includesslidesandnotesreadytobesharedwithothers;canbeabbreviatedoradapted
foraspecificsiteorsituation;presentsanoverviewandisreferenced.
Articles
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AConversationwithMeghanDunne,KindergartenTeacheratAnneBeersElementary
School
Summarizesateacher’sfield-baseddataaboutwhatfamiliesneedtosupportstudents’
learningathomeanddemonstrateshowtoadjustpracticesaccordingtodata.
FlamboyanFoundation.(2013)Aconversationwithmeghandunne,kindergartenteacheratannebeers
elementaryschool.WashingtonD.C.:Author.Retrievedfrom
http://flamboyanfoundation.org/2013/05/08/a-conversation-with-meghan-dunne-kindergarten-teacher-atanne-beers-elementary-school/
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CasualButRegularTeacher-Parent,Teacher-StudentCommunicationCanIncreaseBoth
EngagementandPerformance
Reportsonrecentresearchstudyfindingssupportingthevalueofteacher,family,and
studenttwo-waycommunicationinincreasinghomeworkcompletionandpositive
behavior.
Boynton,C.W.(2013).Casualbutregularteacher-parent,teacher-studentcommunicationscanincrease
bothengagementandperformance.Storrs,CT:UniversityofConnecticut,NeagSchoolofEducation.
Retrievedfromhttp://spotlight.education.uconn.edu/2013/casual-but-regular-teacher-parent-teacherstudent-communications-can-increase-both-engagement-and-performance/
Response to Intervention (RtI) is incorporated within a Multi-Tiered System of Supports (MTSS)
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MTSS FSCP Implementation Guide 2
July 2016
DifferentiatingFamilySupports
Highlightstheimportanceofindividualizingfamilypartnershipsinordertobesuccessful,
similarlytothedifferentiationofinstructiontomeetstudentneeds;alignswithmultitieredpartneringorlayersofsupport.
Edwards,P.A.(2011).Differentiatingfamilysupports.InRedding,S.,Murphy,M.&Sheley,P.(Eds.)
Handbookonfamilyandcommunityengagement(pp.113-116).Lincoln,IL:AcademicDevelopment
Institute/CenteronInnovationandImprovement.Retrievedfrom
http://www.schoolcommunitynetwork.org/downloads/FACEHandbook.pdf
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MeasuringWhatMatters:UsingDatatoSupportFamilyProgress
Describesacyclicalframeworkforusingdatatocontinuallyimprovepartnering.
Highlightsimportantcomponentsofeffectivedatacollectionanduse,stressing
sensitivitytofamilies.
NationalCenteronParents,Family,andCommunityEngagement(n.d.).Measuringwhatmatters:Using
datatosupportfamilyprogress.Retrievedfrom
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family/docs/measuring-what-matters.pdf
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Self-Efficacy:UptotheChallenge
Sharesresearchabouthowteachersandfamilymembersmustfeelconfidentand
valuedforpartnershipstobeeffective;focusesonthefeelingsandthoughtsinfluencing
adultbehaviorsastheyworktogetherforstudentsandwhyitisimportantto
systematicallyseekrelateddatainplanningeffectivepartneringwork.
Hoover-Dempsey,K.(2011).Self-efficacy:Uptothechallenge.InRedding,S.,Murphy,M.&Sheley,P.(Eds.)
Handbookonfamilyandcommunityengagement(pp.61-17).Lincoln,IL:AcademicDevelopmentInstitute.
Retrievedfromhttp://www.schoolcommunitynetwork.org/downloads/FACEHandbook.pdf
Research Brief
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StepTwoResearchtoPracticeBrief:USEDATATOCREATEMULTI-TIEREDFSCPACTION
PLANS(MoreAboutHow)
Summarizesinformationfromtheliteratureonhowtoapplydata-basedproblem
solvingtofamily,school,andcommunitypartneringasacomponentofsystemreform;
includesinformationontheimportanceofidentifying“hurdles”orchallenges.
ColoradoDepartmentofEducation.(2011).Effectivefamily-schoolpartneringforstudentswithdisabilities:
Researchreview.Denver,CO:Author.
Response to Intervention (RtI) is incorporated within a Multi-Tiered System of Supports (MTSS)
Data Sources
MTSS FSCP Implementation Guide 3
July 2016
Stakeholderscanusethesedatatoolstoassesscurrentfamily,schoolandcommunity
partneringeffortsandtocontinuallyguideactionplanning,improvement.Theintentisthat
theycanbereviewedbrieflytoseewhichonesmightbeofmostrelevanceforasiteorsituation,
thenfurtherstudyandapplicationcanensueforthosethoughttobemosthelpful.Thefirst
three,underKeyMeasures,aresuggestedaspossiblybeinghelpfultohelpcreateamultifacetedsnapshotofvariousaspectsofpartneringinanysiteorsituation-individualbeliefs,
practices,andneeds;multi-tieredsupportsinpractice;andidentifiedchallengeswithsuggested
solutions.Eachofthesemeasurescanbeusedforindividualorgroupactionplanning.Theycan
betabulatedanddisaggregatedsoastoguidespecificanalysesandgoalsetting.Theremaining
AdditionalInstrumentsareorganizedbytiersandpurpose,soastobeeasilyaccessedtobest
serveasiteorsituation’sneedforcertainkindsofdata.
KeyMeasures
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ChallengesandSolutions
Comparesidentifyingchallengesandsolutionstoahurdlerplanningasuccessfulrace;
asksforprioritizationofissuesforfamiliesandeducators,inconjunctionwithpossible
solutions.
PartneringBeliefs,Practices,andNeedsAssessment
Providesquestionsforfamilymembers,educators,andcommunitycollaboratorsabout
theirpersonalbeliefs,practices,andneedsasrelatestofamily,school,andcommunity
partnering;allowsforpractice-beliefcomparisonsandidentifyingpossibleneedsfor
trainingandsupport.
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Multi-TieredFamily,School,andCommunityPartnering(FSCP)SupportsChecklist
Integratesobservableactionsidentifiedintheresearch,NationalStandardsforFamilySchoolPartnerships,andtheDualCapacity-Buildingframeworkintotierstohelpidentify
areasoffocusandthemosteffectiveallocationofresources,training,andsupport.
AdditionalInstruments
UniversalTier(SchoolandClassroom)
• FeedbackandSurveys
o ColoradoDepartmentofEducationParentandTeacherSurveys
http://www.cde.state.co.us/uip/school_family_community_partnership_survey
IncorporatestheNationalStandardsforFamily-SchoolPartnershipGoals
andIndicatorsintoquestionsforteachersandfamiliestoassess
Response to Intervention (RtI) is incorporated within a Multi-Tiered System of Supports (MTSS)
MTSS FSCP Implementation Guide 4
July 2016
partnershipefforts;developedbytheColoradoDepartmentof
Educationwithexpertandstakeholderinput.
o
EventFeedback
Includesspecificqueriesabouttheeffectivenessofaschooleventsuch
asaconference;isdesignedtobeadaptabletovariouseventsandmore
siteorsituation-specificquestionscanbeinserted.
GuestResponseCard
Askssomeconcretequestionsaboutschoolorclassroomvisits;couldbe
adaptedtowebsiteorothervenues;hopestoemphasizethatfamilies
areconsumersandthattheirinputisvalued.
o MTSSParentSurvey(Spanish)
TapsvariouscomponentsofpartneringpracticeswithinanMTSSorRtI
framework,Includingbothacademicandbehaviorlearning;designed
forfamilyfeedbackandtohelpidentifystrengthsandconcerns.
o StudentViewpoint
Attemptstoaccessthestudents’perspectiveinhowtheyseetheir
homeandschoolworkingtogether.
PlanningandTracking
o DisaggregatedParticipationPercentages
Allowsforanalyzingpartnershipdatabydifferentgroupsinorderto
assesseffectivenessandidentifypossibleneedsforoutreachor
encouragement.
o DocumentChecklist
Organizesawaytosystematicallyassessdocuments,communication,
andwebsitesforinclusionofpartneringlanguage;suggeststhatfamily
membersorcommunityresourcesreviewforclarityandhelpfulness.
o NationalStandardsforFamily-SchoolPartnerships:TieredReflectionand
PlanningTool
o
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Seekstohelprespondentsidentifyandprioritizeimplementationofthe
NationalStandardsforFamily-SchoolPartnershipsacrosstiers;canbe
usedbyindividuals(I)orgroups(we)andisopen-endedtoallow
specificapplicationforsitesorsituations.
Response to Intervention (RtI) is incorporated within a Multi-Tiered System of Supports (MTSS)
MTSS FSCP Implementation Guide 5
July 2016
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PartneringContinuum
Appliesametrictothepartneringcontinuumandallowscomparisonof
educator,family,communityandindividualperspectives;canbeusedto
measurechanges.
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o
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PositiveBehaviorInterventionsandSupports(PBIS)BenchmarksofQuality-
FamilyPartneringAdditions
Outlinesandassessesspecificaction,whichdescribefamilybenchmarks
of“strategiestosharekeyfeaturesofPBISprogramwith
families/communitiesaredevelopedandimplemented”and“plansto
involvefamilies/communitiesaredevelopedandimplemented”.
StaffSelf-ReflectionTool
Providesself-assessmentguidanceintheimplementationofevidencebasedpracticesforstaffreachingouttopartnerwithfamilies.
StrengthandResourceMap
Providesawaytoassesspossiblepartneringresourcesinaschoolor
classroomcommunity.
o TeamDataTracker
Describeshowtoassessifestablishedschoolteams,groups,
departments,andorganizationsareincludingpartneringwithfamilies
andcommunityresourcesintheirwork.
o Two-WayCommunicationCheckPoints
Allowsstakeholderstotracktwo-waycommunicationwithpartners
overtime.
TargetedandIntensiveTiers
o PlanningTeamFeedback
Providesasimple,brieffeedbackmeasureforplanningteam
participants;canbesharedelectronically.
o TeamingRolesandResponsibilitiesChecklists
Helpsdefineeducatorandfamily“jobs”inteamingforstudentsuccess:
allowsfordiscussionandattemptstoguideeffectivecollaborativework.
Response to Intervention (RtI) is incorporated within a Multi-Tiered System of Supports (MTSS)