Partnering with School/Family/Community at All Three Tiers, Part 2

1. Partnering with School/Family/Community at All Three Tiers, Part 2 Kimberli Breen Technical Assistance Director IL-PBIS Network Lynn Owens PBIS External Coach Schaumburg School District 54 Jennifer Phillips Social Worker Schaumburg School District 54

2. 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

3. Lynn Owens PBIS External Coach Schaumburg School District 54

4. 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

5. 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

6. Newsletters

7. Websites http://campanelli.sd54.org/pbis/ http://link.sd54.org/pbis/

8. Postcards

11. School/ Home Matrices

12. School/ Home Matrices

13. School Matrix

14. Home/Community Matrix

15. 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

16. 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

17. 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

18. 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

19. 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

20. Experiences: Parent Interviews Previous knowledge, involvement, andcurrent 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

21. 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.

22. Advice to teams seeking to add parents(Parent Interviews) • Clarify the parent’s role on the team • Find 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 meetings • Keep communication open and easy to understand for all parents • When seeking parents make sure that all parents are given opportunity

23. Types & Examples of Family/Community Data • Outcome data • # of families/community participated in events • Scores on satisfaction surveys • # of positive post-cards sent home • # of businesses with expectations posted • Process data • # of surveys returned • Listing of all programs/interventions that exist for family & community at all 3 tiers

24. 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)

25. “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?

26. Surveying for Partnerships

27. What actions are being taken to increase partnerships?Enhanced Phases of Implementation See hand-out

29. 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?

30. Where are you in the implementation process?Adapted from Fixsen & Blase, 2005