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Stewart Ehly
Email: stewart-ehly@uiowa.edu

Tarrell Awe Agahe Portman
Email: tarrell-portman@uiowa.edu

College of Education
The University of Iowa

Overview of the Course

The purpose of this course is to provide the student with information on a broad array of issues relating to school and community collaboration with families. Systems interventions within the home, school, and community contexts will be considered. Emphasis is placed on system-level consultation theories, research, and practice. The course prepares school professionals to function as consultants in school and community settings. Activities include skill building in needs assessment, theory and practice of in-service training, and evaluation of interventions.

Class sessions address system intervention options in working with families. Attention is given to strategies and tactics used by school districts, community groups, and private sector organizations to support academic, health, and social goals for children and their families.

A quick note: While the course refers to “home” in its title, consideration within the course is not limited to biological and adoptive parents who have custody of children. Discussion is directed towards all forms of adult custodial care of children and the interactions that occur among parents, educators, and community agency staff members.

Nature of Instruction

The teaching methodology employed in this course seminar is a hybrid distance learning approach. The hybrid distance learning approach combines both face-to-face classroom experiences (reading, lectures, scholarly discussions, group exercises, writing, and role-play) and technological learning experiences (synchronous and asynchronous) through the use of WebCT tools and the Internet. The seminar will meet in both venues according to the schedule of activities.

Learning Format:
Didactic. In class – Face-to-face dialogue and discussion

Technology/WebCT (synchronous & asynchronous)
Access: courses.uiowa.edu
1. At the top of the page click “My WebCT.”
2. Enter your WebCT ID (same as your HawkID) and password (initially your student ID).

Experimental (synchronous & asynchronous)
Individual Project & Group Presentation Project

Required Texts (available through Iowa Book and Supply) are:

Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press.

Schein, E. H. (1999). Process consultation revisited. Building the helping relationship. Reading, MA: Addison-Wesley.

Other readings and handouts will be distributed in hard copy or electronically to students. Students are responsible for all readings. Recommended readings will be accessible through WebCT are listed under References in this syllabus.

Portfolio Evaluation

Each student will be evaluated based on the contents of the personal portfolio. The portfolio will be submitted at midpoint during the course and as a final project. The core of your portfolio will consist of five required submissions, but you may also submit other written materials to demonstrate your growth and achievement. Your portfolio should consist of what you think is your best work. You might, for example, include drafts of a particular project to demonstrate how your revision process grew during the course of the project. You might also include a few email messages that you believe demonstrate your ability to master consultation with peers. This portfolio will be used to assess the best of what you have to offer on completion of this course. You may choose to do an electronic portfolio if you have the prerequisite technological skills.

Required Submissions

1. Self-evaluation essay (50 points): This essay will demonstrate your ability to reflect on and assess your growth and achievement as a result of this course. This will be your opportunity to make a case for a grade using the evidence from your portfolio. In some ways, it is the most real and important piece of writing you may do this semester. A well-written and developed case in support of your grade must be based in self-reflection and self-awareness. This essay should not be longer than four pages double-spaced, using Times New Roman 12 pt font.

2. Class participation (25 points): Strong evidence that you attended regularly and participated in class and WebCT activities. Portfolio evidence might include reflection on class or copies of postings on WebCT. The instructors have the capability of tracking the number of times you have posted or read postings on WebCT.

3. Individual project – paper (100 points) : One brief (15–20 pages) publishable paper on a subject of interest to the student related to Home/School/Community Systems Interventions. The student meets with the instructor to agree on a theme and emphasis. You are free to draw on ideas discussed in class or covered in outside readings. The student may develop:

• A synthesis of existing research
• Offer a proposal for research on a specific set of questions.
• Produce a system intervention proposal.
• Critique an existing or prior intervention.
• Create training materials for a system-level intervention.
• Any other project emphasis on which the student and instructor agree

The instructors will provide additional guidance on the paper. All papers must be typewritten and double-spaced in accordance with the APA Style Manual 5th Edition.

• Idea due 2/14/01.
• Rough draft due 4/4/01 (may turn it in earlier).
• Final draft due 4/25/01 (Required Portfolio evidence but may include first two items in addition).

4. Group Project Presentation (100 points): Students, with approval from the instructors, will form groups of 2–4 persons to complete and present one of the following : (1) investigate and critique a current example of a home/school/community partnership, (2) investigate and critique the available literature on a specific issue or strategy related to system interventions, (3) create and pilot test a design for a system intervention that targets a priority for home/school/community collaboration, (4) develop and beta test a website devoted to family-school-community relations, or (5) other options proposed in writing by students and approved by instructors. Portfolio evidence might include copies of presentation materials and a write up of the project.

5. Knowledge and Analysis (50 points): Students will respond in essay format. This portfolio component is structured to require three essay-length responses. Three clusters of questions containing two choices will be provided for the student's selection.

The instructors expect the following elements within a response:

• Every section of the question is answered. While obvious, on occasion a student will forget to answer every part of the question.
• The answer reflects content from the readings, class lectures and discussion, and personal experience (if appropriate).
• The answer demonstrates the student's understanding of the issues raised within the question.
• The student successfully synthesizes content from relevant sources and clearly states his or her argument.
• The answer contains discussion that offers support for the student's arguments. The student provides a rationale or defense for the response given.
• Answers that contain analysis of issues within a question, offer an assessment of cited research and applications, and evaluate the readings are preferred over responses that are limited to summarization of points made by others.

Supportive evidence that might be included in a portfolio:

• Reflection and responses to the readings
• Peer critiques
• Drafts

Evaluation Contract: The portfolio will be evaluated by the instructors using the following rubric. We are interested in finding out how you make sense of the content of this course. The portfolio is our best means of determining how well you have grasped issues relating to systems interventions.

Portfolio Assessment

Class Participation

__ Strong evidence that you attended regularly and participated in activities.

__ Some evidence that you attended regularly and participated in activities.

__ Little/No evidence that you attended regularly and participated in activities.

WebCT Participation

__ Strong evidence that you regularly participated in WebCT activities related to the content of this course.

__ Some evidence that you regularly participated in WebCT activities related to the content of this course.

__ Little/No evidence that you regularly participated in WebCT activities related to the content of this course.

Self-Evaluation Essay

__ Strong evidence that a synthesis of learning has taken place through outside reading, the texts, class discussions, required assignments, and WebCT interactions.

__ Some evidence that a synthesis of learning has taken place through outside reading, the texts, class discussions, required assignments, and WebCT interactions.

__ Little/No evidence that a synthesis of learning has taken place through outside reading, the texts, class discussions, required assignments, and WebCT interactions.

Required Assignments

Individual Project – Paper

__ Strong evidence that assignment demonstrates the graduate-level performance and quality expected on the specified criteria for each assignment.

__ Some evidence that assignment demonstrate the graduate-level performance and quality expected on the specified criteria for each assignment.

__ Little/No evidence that assignment demonstrate the graduate-level performance and quality expected on the specified criteria for each assignment.

Group Presentation

__ Strong evidence that assignment demonstrates the graduate-level performance and quality expected on the specified criteria for each assignment.

__ Some evidence that assignment demonstrate the graduate-level performance and quality expected on the specified criteria for each assignment.

__ Little/No evidence that assignment demonstrate the graduate-level performance and quality expected on the specified criteria for each assignment.

Take Home Exam

__ Strong evidence that exam demonstrates the graduate-level knowledge base expected as measured by the examination.

__ Some evidence that exam demonstrates the graduate-level knowledge base expected as measured by the examination.

__ Little/No evidence that exam demonstrates the graduate-level knowledge base expected as measured by the examination.

Structure of Portfolio

__ Strong evidence of organization.

__ Some evidence of organization.

__ Little/No evidence of organization.

Completed Portfolio: 350 points

A+ = 343–350
A = 322–342
A- = 315–321
B+ = 308–314
B = 287–307
B- = 280–286
C+ = 273–279
C = 252–272
C- = 245–251
D+ = 238–244
D = 217–237
D- = 210–216

Total Points Possible: 350

Important Announcements

You are strongly encouraged to contact your instructors if you need assistance. Office hours are listed. Appointments may be scheduled at other times.

If for some reason modification of the seating or other class requirements are necessary, please contact the instructor so appropriate arrangements may be made.

If you have a grievance about any aspect of the course, you are strongly encouraged to talk to the instructors. You may also contact the appropriate departmental executive officers in the instructors' home divisions.

The University of Iowa policy on academic misconduct as it appears in the Policies and Regulations Affecting Students will guide instructor behavior.

Course Schedule of Activities

January 24 – Introduction and overview of course, System thinking
Post get-acquainted message to peers on WebCT.

January 31 – Process consultation
Read Schein (ch. 1–4, 11)

February 7 – Communication skills, Mediation strategies
Read handouts

February 14 – Problem identification
Read Schein (ch. 5–6)
Idea for Individual Project due

February 21 – Problem analysis/Management strategies
Read Schein (ch. 7–10)

February 28 – Influences on family functioning, Economic influences on families and neighborhoods
Read Epstein (ch. 1–2)

March 7 – Conducting a needs assessment
Read handouts
Group configuration and idea for project due

March 14 – Home/School/Community Panel
Preliminary Submission of Portfolios

March 21 – Spring Vacation

March 28 – Determining community needs, The politics of advocacy and community organizing
Read Epstein (ch. 3)
Read handouts

April 4 – System interventions in the community, Community involvement strategies
Read Epstein (ch. 4–5)
Read handouts 4/4
Rough Draft for Individual Project due (may be turned in earlier)

April 11 – Implementing system change, Delivering staff in-service
Read Epstein (ch. 6–7)
Read handouts

April 18 – Group exercise: Macro- and micro-design of staff in-service

April 25 – Evaluation of interventions/in-service, Ethical concerns in system intervention
Read handouts
Final Individual Project Due

May 2 – Group Presentations
Knowledge and Analysis Component distributed

May 9 – Portfolio Completion

May 13 – 16 Portfolio Completion – Final Exam Week
Portfolios are due no later than 5pm

References

Brack, G., Jones, F. S., Smith, R. M., White, J., & Brack, C. J. (1993). A primer on consultation theory: Building a flexible worldview. Journal of Counseling and Development, 71, 619–626.

Gutkin, T. B., Clark, J. H., & Ajchenbaum, M. (1985). Impact of organizational variables on the delivery of school-based consultation services: A comparative case study approach. School Psychology Review, 14(2), 230–235.

Hartley, M. P. (1979). Consulting for change: Anatomy of an effort that failed. Personnel and Guidance Journal, 50–53.

Jackson, D. N., & Hayes, D. H. (1993). Multicultural issues in consultation. Journal of Counseling and Development, 72, 144–147.

Knoff, H. M., McKenna, A. F., & Riser, K. (1991). Toward a consultant effectiveness scale: Investigating characteristics of effective consultants. School Psychology Review, 20(1), 81–94.

Martens, B. K., Lewandowski, L. J., & Houk, J. L. (1989). The effects of entry level information on the consultation process. School Psychology Review, 18(2), 225–233.

McCarthy, M. M., & Sorenson, G. P. (1993). School counselors and consultants: Legal duties and liabilities. Journal of Counseling and Development, 72, 159–166.

Mendoza, D. W. (1993). A review of Gerald Caplan's theory and practice of mental health consultation. Journal of Counseling and Development, 71, 629–635.

Newman, J. L. (1993). Ethical issues in consultation. Journal of Counseling and Development, 72, 148–156.

Ponti, C. R., Zins, J. E., & Graden, J. L. (1988). Implementing a consultation-based service delivery system to decrease referrals for special education: A case study of organizational considerations. School Psychology Review, 17(1), 89–99.

Sheridan, S. M., Kratochwill, T. R., & Elliott, S. N. (1990). Behavioral consultation with parents and teachers: Delivering treatment for socially withdrawn children at home and school. School Psychology Review, 19(1), 33–50.

Witt, J. C., & Martens, B. K. (1988). Problems with problem-solving consultation: A reanalysis of assumptions, methods and goals. School Psychology Review, 71(2), 211–225.