ABSTRACT
This chapter describes the application of the core universal processes and practices to the targeted-intensive tiers of family-school partnering (FSP). The core universal processes—building relationships, creating welcoming settings, using two-way communication, and educating all partners—play a more explicit role in the upper tiers. An additional FSP process that is required as a part of the targeted-intensive tiers team interventions. Time and sensitivity are required in targeted-intensive partnering relationships. Building trusting relationships can be difficult because of emotional risk and lack of dedicated time. A process for identifying and resolving conflict is needed in the teaming process. When a child is diagnosed with a disability or a mental illness, a family often experiences stages of grieving and emotional learning. Connecting families with community resources is often a practice that occurs as a result of ongoing interventions at school when there is the realization that supplementary support is indicated or because of a family request.
