The purpose of this embedded mixed methods collective case study was to explore eight kindergarten, first, and second grade teachers’ experiences partnering with families of their students who are at risk for emotional or behavioral disorders (EBDs). The teachers worked in two high-poverty, non-accredited Title-1 schools in an urban city. The study was part of a federally funded intervention called Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS- Elementary; BiC-E; Sutherland et al., 2017), which is targeted for students at risk for the development of EBDs. It uses evidence- based instructional practices to decrease students’ problem behaviors and increase their engagement. Teachers had BiC-E coaches help them implement a Home-School Partnership manual and process with 1 to 2 families of students at risk for EBDs. The teachers completed pretest measures, followed by a collection of weekly coaching reports for 15 weeks, then posttest measures and posttest interviews were conducted. The study intended to (a) learn more about teachers’ perspectives of partnering with families of their most challenging student and (b) help expand the literature about home-school partnership strategies for teachers to use with their families of students at risk for EBD. Mixed methods analyses revealed three keys to teachers’ successes in partnering with families: a) using the Home-School Partnership process with the CARES Framework encouraged more than just communication, it built empathy, cultural awareness, and effective communication strategies, b) presence of coaches promoted family- teacher partnerships, and c) encouragement of a partnership approach for teachers and families underscored the strengths both partners provided. A conceptual framework illustrated the complicated nature of these partnerships and underscored further study of this under-studied topic. Themes from the qualitative components shed light on the importance of congruence in the roles and expectations for both families and teachers in the partnership. Implications for policy and practice are discussed. Findings help inform the scant literature on targeted home- school partnership processes for teachers and families of students at risk for EBD.

The purpose of this study was to investigate teachers levels of training, perceptions of competence, and past and present practices regarding reading assessment for student with emotional and/or behavioural disorders (EBD). For the purpose of the study, EBD was defined as, a disability characterized by behavioural or emotional responses in school programs so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance, including academic, social, vocational or personal skills (Forness & Knitzer, 1992, p. 13). An adapted version of the survey entitled, A National Survey of the Training and Practice of School Psychologists in Reading Assessment and Intervention (Machek & Nelson, 2007) was distributed to approximately 200 teachers employed by a large urban school division in Western Canada. One hundred and seventy-five educators responded to a 24-question survey designed to explore teachers perceptions of reading instruction, intervention, and assessment for typically achieving students and students with EBD.<p> Descriptive analyses and analyses of variance (ANOVAs) were used to examine the mean responses of teachers levels or training, perceptions of competence, and past and present reading assessment practices. Teachers with varied levels of teaching experience and specialized training were found to have received little training (university and professional development) in the area of reading instruction and reading assessment for students with EBD. Furthermore, educators believed they have a low level of expertise and confidence in the area of reading assessment and instruction, and believed they would benefit from additional training.

The purpose of this study was to investigate teachers levels of training, perceptions of competence, and past and present practices regarding reading assessment for student with emotional and/or behavioural disorders (EBD). For the purpose of the study, EBD was defined as, a disability characterized by behavioural or emotional responses in school programs so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance, including academic, social, vocational or personal skills (Forness & Knitzer, 1992, p. 13). An adapted version of the survey entitled, A National Survey of the Training and Practice of School Psychologists in Reading Assessment and Intervention (Machek & Nelson, 2007) was distributed to approximately 200 teachers employed by a large urban school division in Western Canada. One hundred and seventy-five educators responded to a 24-question survey designed to explore teachers perceptions of reading instruction, intervention, and assessment for typically achieving students and students with EBD.<p> Descriptive analyses and analyses of variance (ANOVAs) were used to examine the mean responses of teachers levels or training, perceptions of competence, and past and present reading assessment practices. Teachers with varied levels of teaching experience and specialized training were found to have received little training (university and professional development) in the area of reading instruction and reading assessment for students with EBD. Furthermore, educators believed they have a low level of expertise and confidence in the area of reading assessment and instruction, and believed they would benefit from additional training.