Partnering with School/Family/Community at All

Three Tiers, Part 2

Kimberli BreenTechnical Assistance Director

IL-PBIS Network

Lynn Owens PBIS External Coach

Schaumburg School District 54

Jennifer PhillipsSocial Worker

Schaumburg School District 54

Session Description

• Describe strategies to support school, family, community partnerships

• Provide real-life school, district & state examples

• Introduce a self-assessment tool schools & districts can use to help them action plan and improve their partnerships

Lynn Owens PBIS External Coach

Schaumburg School District 54

So your building is implementing PBIS….what do your parents know??

• Getting the word out– Parent Handbooks/ Manuals (building, district or

PBIS)– Newsletter (district, building, classroom or PBIS)– Website– Tri-fold pamphlets– Postcards– Magnets– School/ Home Matrices– PTA / PTO meetings– Students

Parent Manuals/Handbooks-What to include???

• Introduction Letter or statement to inform parents about PBIS and how it will affect their child in and out of the classroom

• Name and/or pictures of mascot or tickets• 3-5 School Wide Expectations, Matrix, & Cool Tools• Introduction/overview of each tier being implemented

in your building• Example of School, Classroom, and/or Home Matrix• Example of Classroom Managed and Office Managed

Behavior Documentation Forms

Newsletters

Websites

http://campanelli.sd54.org/pbis/

http://link.sd54.org/pbis/

Postcards

School/ Home Matrices

School/ Home Matrices

School Matrix

MA

C’S

“B

ea

r” E

ss

en

tia

ls All Settings

Arrivals & Dismissals

Classrooms

Hallway

Bus/ Field Trips

Playground

Restrooms

Be

Re

sp

ec

tfu

l

- Use “School Language”

- Use appropriate body language.

- Be on time.

- Dress appropriately for school.

- Use kind words.

- Be on time.

- Use school language.

- Use appropriate voices.

- Remain silent.

- Close lockers appropriately and carefully.

- Use kind words.

- Listen to the driver/rider/adult.

- Follow bus rules.

- Use inside voices.

- Use “School Language”

- Use kind words.

- Play by the school rules.

- Remain silent.

- Remember to flush, wash hands, and use the trash.

- Respect other’s privacy.

Be

Re

sp

on

sib

le

- Follow directions given by ANY adult.

- Be prepared with materials and assignments.

- Accept responsibility for your behavior.

- Think “green.”

- Go to assigned area.

- Follow directions.

- Listen attentively.

- Be ready.

- Put forth your best effort.

- Follow computer rules.

- Ask for help when you need it

- Return promptly to class.

- Follow directions.

- Sit in your assigned seat.

- Follow directions.

- Include others.

- Share.

- Think “green.”

Be

Sa

fe

- Hands, feet, and objects to yourself.

- Use materials properly.

- Dress appropriately for the weather.

- Walk

- Stay in your assigned spot in line.

- Walk your bike.

- Hands, feet, and objects to yourself.

- Hands, feet, and objects to yourself.

- Use materials properly.

- Walk.

- Keep work area neat.

- Stay in your assigned spot in line.

- Walk and wait on the right in a straight line.

- Hands, feet, and objects to yourself.

- Enter and exit properly and in a single file line.

- Sit in your seat facing forward.

- Use quiet voices.

- Keep snacks and other materials in your backpack.

- Hands, feet, and objects to yourself.

- Stay with your group.

- Use all equipment properly.

- Hands, feet, and objects to yourself.

- Use facilities properly.

- Wash hands.

Home/Community Matrix

Strategies• Parent Representation on Universal

Teams– Who would be ideal?

• PTA / PTO Members• SLT (School Leadership Teams)• Lunch mothers/ fathers who are not full-time staff

members• Parents whose children benefit or receive

additional support through the three tiered system • Naysayers or those parents who question the PBIS

system as a whole

Strategies Continued…

• How do we recruit?

– Information posted in parent newsletters– Pamphlets distributed during beginning of the

year curriculum nights or open houses– Open applications throughout the school year– Teacher/ Parent Referral– Student requests for a particular parent

Strategies Continued…• How do we retain?

– Include parent team members in all trainings– Inform parents of changes within the team

and in the building and/or district– Treat parent as you would any team member– Listen to, consider and/or implement

requests, suggestions and ideas – Make sure the parent understands their role

on the team– Rotate parents on/off team as often as

faculty/staff team members

Training

-How should we train parent team members??

• Parent team members should attend U600/New Universal Team Member Training during their first year on the team

• Any initial and ongoing trainings that the Universal team attends

• Parent Members should be invited when providing boosters for staff and students

Experiences: Parent Interviews

How did they become members of the team???

•Members of team for at least 3 years (one parent serves on both an elementary and junior high team)•Invited to join the team, because they worked and/or had children in the building•Volunteered to join the team following an announcement during curriculum night•Chose to join the team, because they felt that a positive behavior system was needed in their child’s building

Experiences: Parent InterviewsPrevious knowledge, involvement, and

current role…•No prior knowledge or experience with PBIS, except that it was positive and would replace their current behavior system•Active on PTA (president and committee chair)•SLT and other building teams•Provide parent perspective to team and how PBIS can be reinforced at home•Plan and facilitate assemblies, purchase student incentives, and staff shirts

Perspectives: Parent Interviews• “My children understand the expectations for both

home and school”- Dawn D.• “Initially informed parents of PBIS at PTA meetings,

now I encourage parents in the community to become involved”-Dominice E.

• “The parent role is important and I want parents to increase their involvement. This helps carry over at home/community for students.”- Dawn D.

• “We do a good job with getting the word out to students and staff, but parents still need more information. The school added info about behavior in the newsletter which helps parents understand the needs”. –Dominice E.

Advice to teams seeking to add parents(Parent Interviews)

Clarify the parent’s role on the teamFind the right parents that will be a good fit

(someone who can be objective and discreet with data, as well as give parents a voice on the team)

Consider time of day for team meetingsKeep communication open and easy to

understand for all parentsWhen seeking parents make sure that all

parents are given opportunity

Types & Examples of Family/Community Data

1) Outcome data• # of families/community participated in

events• Scores on satisfaction surveys• # of positive post-cards sent home• # of businesses with expectations posted

2) Process data• # of surveys returned• Listing of all programs/interventions that

exist for family & community at all 3 tiers

Process Data is Used:• To determine if interventions are being

used, being used consistently and being used with fidelity

• To monitor the effectiveness of the intervention itself (in aggregate, what % of families/community members responded to the intervention)

• To make decisions regarding the continuum of interventions/supports (what to keep doing, stop doing, do more of)

“My son doesn’t behave at school…why would I bring him

back here at night?!”

Quote from a mother while participating in PBIS Statewide Family Networking Meeting

What are you doing to SUPPORT FAMILIES

in meaningful ways?

Surveying for Partnerships

What actions are being taken to increase partnerships?

Enhanced Phases of Implementation

See hand-out

Maximizing Your Session Participation

Work with your team

Consider 4 questions:

- What Implementation Phase?

- What do I hope to learn?

- What did I learn?

- What will I do with what I learned?

Where are you in the implementation process?

Adapted from Fixsen & Blase, 2005