School-to-Home Connections in Foster Families

Abstract

This dissertation contributes to the school and family relations discussion by describing school-to-home interactions in foster care families. This study extends current literature to examine, define and characterize the relationship between elementary school teachers and foster families, who serve as volunteer, stand-in parents for some of the most vulnerable, at-risk and disadvantaged youth in the American education system. Using qualitative research methods with in-depth interviews from a purposeful sample, the study examines the perceptions and characteristics of participants in school and foster family relationships. Specifically, the study explores the following: How do elementary teachers describe their experiences working with foster families? How do foster parents describe their experiences working with elementary teachers? What are some of the strategies that appear to improve the interactions of teachers and foster families? What are some of the remaining challenges? Foster families, teachers, school leaders and other stakeholders communicate to make decisions together based on multi-tiered systems of support (MTSS) and positive behavior instructional models (PBIS). Due to a high number of foster students in special education, individual education plans (IEPs) are an added area of collaboration for schools and foster families. Together, teachers and foster parents analyze a full scope of data and solve problems to close the achievement gap of students in foster care.