The Family-School-Community Alliance was formed in spring 2017 and originated from the development of the e-book published by the PBIS TA center. The PBIS TA center increased emphasis on family engagement because the uptake and implementation of evidence-based interventions is limited (Dishion, 2011) and research developing and testing family-school partnership interventions must be improved. For example, studies examining intervention efficacy must embed implementation studies to understand how to refine the intervention for authentic education settings (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005). The development of the ebook continued discussions among leaders, experts and interested professionals regarding the importance of family engagement culminating in a face-to-face meeting in September 2017. It was during this meeting the FSCA members established consensus and commitment for maintaining the FSCA as a network of committed individuals with a vested interest in supporting family engagement in education and related contexts.
Promote family, youth, and community engaged partnerships in research, practice, and policy to improve prevention and intervention in the systems and practices of positive behavioral interventions and supports and related multitiered systems of support toward improvement in valued outcomes
Four core values drive the Family-School-Community Alliance’s vision (Dishion, 2011; Garbacz et al., 2016; Smolkowski et al., 2017). First, schools, facilities, and programs proactively reach out to families to establish family-school partnerships (Mapp & Hong, 2010). Second, schools, facilities, and programs empower families to reach out to professionals to engage with them in partnership (Christenson & Sheridan, 2001). Third, families, youth, community members, educators and related personnel engage together at Tier I, Tier II, and Tier III to co-identify priorities, co-create plans, carry-out their shared plans within and across settings, and share in decision-making and evaluation in alignment with the functional properties and core features of specific programs (Dishion, 2011; Garbacz, Hirano, et al., in press; Horner et al., 2009; Sugai & Horner, 2002). Fourth, interactions between families, youth, community members, educators and related personnel are multi-directional (Sheridan, Rispoli, & Holmes, 2013). As interactions evolve, partners are responsive to changes and adapt accordingly.