S. Andrew Garbacz, PhD, is Associate Professor in the Department of Educational Psychology at the University of Wisconsin–Madison. His work focuses on developing, testing, and scaling family–school–community partnership interventions in school and community settings to promote youth mental and behavioral health.Devon R. Minch, PhD, is Implementation Specialist at the Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill. She has served in various roles supporting the implementation of best practices for students and families, including as a school psychologist, professional learning specialist, and technical assistance provider. Dr. Minch’s research focuses on the intersection of family–school collaboration and tiered systems of supports.Mark D. Weist, PhD, is Professor of Clinical–Community and School Psychology at the University of South Carolina. His work focuses on advancing research, practice, and policy on effective school behavioral health programs involving mental health–education system partnerships.

• Foreword, Kelly Henderson1. Core Features of Family–School Collaboration and Multi-Tiered Systems of Support2. Equity in Family–School Collaboration3. Fostering Equity-Oriented Family–School Collaboration toward Culturally Responsive MTSS, Aydin Bal, Dian Mawene, Dosun Ko, Aaron Bird Bear, Linda Orie, and Sophia Candida Ferreira Dodge4. Assessment in Family–School Collaboration5. Building Family–School–Community Partnerships within Tier 1 of Schools’ MTSS6. Embedding Family–School Collaboration in Tier 2 Systems and Practices, Sarah Fefer, Zack Santana, and Kimberli Breen7. Family–School Partnerships at Tier 38. Overcoming Challenges to Family Engagement and Leadership in Schools’ MTSS9. District Considerations for Building Capacity to Increase Family–School Collaboration, Lindsay Fallon, Adam Feinberg, Katherine Meyer, and Phylitia Jamerson10. From Theory to Practice: Successful Family–School Collaboration in Schools, Shelby Cook, Imad Zaheer, Julie Fogt, Laura Casey, and Misty LewisReferencesIndex

"Authentic, equity-centered family engagement is essential to fully realize the potential of schools to promote student well-being. Garbacz, Minch, and Weist equip school K-12 administrators and educators with an understanding of the value of and evidence for meaningful partnerships between schools and families. Importantly, readers will walk away with practical school–family partnership strategies at each tier of student support. This book is essential reading for those committed to achieving positive mental health and academic outcomes for their students."--Sharon A. Hoover, PhD, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine; Co-Director, National Center for School Mental Health"This book stands out as a vital resource for educators, practitioners, and administrators. Its unique approach integrates family engagement into the MTSS framework, offering practical strategies for addressing academic, behavioral, and social–emotional needs at every tier. The case studies and reproducible forms will help educators apply the book's data-based strategies in their classrooms or professional development sessions. The book provides practical insights to foster authentic collaboration between schools and historically marginalized families, making it an indispensable tool for cultivating inclusive educational environments.”--Janine Jones, PhD, NCSP, College of Education, University of Washington-

S. Andrew Garbacz, PhD, is Associate Professor in the Department of Educational Psychology at the University of Wisconsin–Madison. His work focuses on developing, testing, and scaling family–school–community partnership interventions in school and community settings to promote youth mental and behavioral health.Devon R. Minch, PhD, is Implementation Specialist at the Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill. She has served in various roles supporting the implementation of best practices for students and families, including as a school psychologist, professional learning specialist, and technical assistance provider. Dr. Minch’s research focuses on the intersection of family–school collaboration and tiered systems of supports.Mark D. Weist, PhD, is Professor of Clinical–Community and School Psychology at the University of South Carolina. His work focuses on advancing research, practice, and policy on effective school behavioral health programs involving mental health–education system partnerships.

• Foreword, Kelly Henderson1. Core Features of Family–School Collaboration and Multi-Tiered Systems of Support2. Equity in Family–School Collaboration3. Fostering Equity-Oriented Family–School Collaboration toward Culturally Responsive MTSS, Aydin Bal, Dian Mawene, Dosun Ko, Aaron Bird Bear, Linda Orie, and Sophia Candida Ferreira Dodge4. Assessment in Family–School Collaboration5. Building Family–School–Community Partnerships within Tier 1 of Schools’ MTSS6. Embedding Family–School Collaboration in Tier 2 Systems and Practices, Sarah Fefer, Zack Santana, and Kimberli Breen7. Family–School Partnerships at Tier 38. Overcoming Challenges to Family Engagement and Leadership in Schools’ MTSS9. District Considerations for Building Capacity to Increase Family–School Collaboration, Lindsay Fallon, Adam Feinberg, Katherine Meyer, and Phylitia Jamerson10. From Theory to Practice: Successful Family–School Collaboration in Schools, Shelby Cook, Imad Zaheer, Julie Fogt, Laura Casey, and Misty LewisReferencesIndex

"Authentic, equity-centered family engagement is essential to fully realize the potential of schools to promote student well-being. Garbacz, Minch, and Weist equip school K-12 administrators and educators with an understanding of the value of and evidence for meaningful partnerships between schools and families. Importantly, readers will walk away with practical school–family partnership strategies at each tier of student support. This book is essential reading for those committed to achieving positive mental health and academic outcomes for their students."--Sharon A. Hoover, PhD, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine; Co-Director, National Center for School Mental Health"This book stands out as a vital resource for educators, practitioners, and administrators. Its unique approach integrates family engagement into the MTSS framework, offering practical strategies for addressing academic, behavioral, and social–emotional needs at every tier. The case studies and reproducible forms will help educators apply the book's data-based strategies in their classrooms or professional development sessions. The book provides practical insights to foster authentic collaboration between schools and historically marginalized families, making it an indispensable tool for cultivating inclusive educational environments.”--Janine Jones, PhD, NCSP, College of Education, University of Washington-

S. Andrew Garbacz, PhD, is Associate Professor in the Department of Educational Psychology at the University of Wisconsin–Madison. His work focuses on developing, testing, and scaling family–school–community partnership interventions in school and community settings to promote youth mental and behavioral health.Devon R. Minch, PhD, is Implementation Specialist at the Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill. She has served in various roles supporting the implementation of best practices for students and families, including as a school psychologist, professional learning specialist, and technical assistance provider. Dr. Minch’s research focuses on the intersection of family–school collaboration and tiered systems of supports.Mark D. Weist, PhD, is Professor of Clinical–Community and School Psychology at the University of South Carolina. His work focuses on advancing research, practice, and policy on effective school behavioral health programs involving mental health–education system partnerships.

• Foreword, Kelly Henderson1. Core Features of Family–School Collaboration and Multi-Tiered Systems of Support2. Equity in Family–School Collaboration3. Fostering Equity-Oriented Family–School Collaboration toward Culturally Responsive MTSS, Aydin Bal, Dian Mawene, Dosun Ko, Aaron Bird Bear, Linda Orie, and Sophia Candida Ferreira Dodge4. Assessment in Family–School Collaboration5. Building Family–School–Community Partnerships within Tier 1 of Schools’ MTSS6. Embedding Family–School Collaboration in Tier 2 Systems and Practices, Sarah Fefer, Zack Santana, and Kimberli Breen7. Family–School Partnerships at Tier 38. Overcoming Challenges to Family Engagement and Leadership in Schools’ MTSS9. District Considerations for Building Capacity to Increase Family–School Collaboration, Lindsay Fallon, Adam Feinberg, Katherine Meyer, and Phylitia Jamerson10. From Theory to Practice: Successful Family–School Collaboration in Schools, Shelby Cook, Imad Zaheer, Julie Fogt, Laura Casey, and Misty LewisReferencesIndex

"Authentic, equity-centered family engagement is essential to fully realize the potential of schools to promote student well-being. Garbacz, Minch, and Weist equip school K-12 administrators and educators with an understanding of the value of and evidence for meaningful partnerships between schools and families. Importantly, readers will walk away with practical school–family partnership strategies at each tier of student support. This book is essential reading for those committed to achieving positive mental health and academic outcomes for their students."--Sharon A. Hoover, PhD, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine; Co-Director, National Center for School Mental Health"This book stands out as a vital resource for educators, practitioners, and administrators. Its unique approach integrates family engagement into the MTSS framework, offering practical strategies for addressing academic, behavioral, and social–emotional needs at every tier. The case studies and reproducible forms will help educators apply the book's data-based strategies in their classrooms or professional development sessions. The book provides practical insights to foster authentic collaboration between schools and historically marginalized families, making it an indispensable tool for cultivating inclusive educational environments.”--Janine Jones, PhD, NCSP, College of Education, University of Washington-