Teachers should examine existing TIPS manuals and prototype activities to see how the program works. Teachers must decide which of the available assignments are useful to them, or whether to design new interactive homework to match their own curriculum. Teachers must explain the TIPS process and purposes to students and to their parents. This may be done in letters to parents, discussions with students in class, presentations at parent meetings, and in other ways. Special attention is needed to inform and involve parents with limited English or reading proficiency.
Teachers assign the activities to students weekly or every other week.
Students follow directions in sharing their skills and activities with their parents or another family member. Teachers respond to any questions or concerns. Teachers evaluate their children s work and family comments, and design new activities as needed. TIPS was developed by Dr. Joyce L. Epstein with colleagues at the Center on School, Family, and Community Partnerships at Johns Hopkins University, and with collaborating educators in elementary, middle, and high schools. Teachers and district and state curricular leaders also may attend an annual workshop to learn more about how to develop a TIPS program for any grade level and for any subject.