By Melissa Stormont, Wendy M. Reinke, Keith C. Herman, Erica S. Lembke
This booklet is within the Guilford sensible Intervention within the colleges Series.
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Extra resources for Academic and Behavior Supports for At-Risk Students: Tier 2 Interventions
Current behavior plan, need for more math practice at home) and good times to return calls (with the desired phone number listed) may also help support communication. • Explore solutions to involvement barriers for specific groups of parents and work to overcome these barriers and increase involvement. , CD-ROM, video) and make sure that they have the required technology. • Be a good problem solver. The first thing that is important for problem solving and addressing issues is to define the problem.
Decision making should also include • Set a follow-up date for determining or a commitment to honoring family preferences and should be conducted reviewing decisions (depending on prefin an atmosphere that supports erences and whether an initial decision parity in relationships with families. was made). , 2006). , 2007). 1 lists potential community resources. 1. , 2002). Prior to the implementation of specific strategies, it is vital that professionals think about where they are currently and what their vision is for increasing family involvement (Epstein, 1995).
1. , 2002). Prior to the implementation of specific strategies, it is vital that professionals think about where they are currently and what their vision is for increasing family involvement (Epstein, 1995). 4 illustrates a process for increasing family involvement in a systematic fashion. Districts, individual schools, a team of educators within a school, or individual teachers can use this framework. 1. Determine a vision for increasing family involvement, including types of families that may be specifically targeted.