Meghan F. McCarthy, MSW, LCSW Sheri L. Luecking, Midwest PBIS Network

1. A1 Using a Positive Family Support Screener to Inform Tiered Supports Strand: Applied Evaluation Recommended Experience: Some Experience with PBISKey Words: Family, Evaluation Meghan F. McCarthy, MSW, LCSW Sheri L. Luecking, Midwest PBIS Network

2. Maximizing Your Session Participation • When Working In Your Team • Consider 4 questions: • Where are we in our implementation? • What do I hope to learn? • What did I learn? • What will I do with what I learned?

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

4. Leadership Team Action Planning Worksheets: Steps • Self-Assessment: Accomplishments & Priorities • Leadership Team Action Planning Worksheet • Session Assignments & Notes: High Priorities • Team Member Note-Taking Worksheet • Action Planning: Enhancements & Improvements • Leadership Team Action Planning Worksheet

5. Become familiar with a family screening process and tool • Learn decision rules for identifying students for interventions, progress monitoring, and determining when to exit or provide more intensive interventions • Develop action steps for how to use a family screening process Outcomes

6. The Importance of Family Engagement

7. Why Engage Families and Communities? It makes sense…. • 70% of students’ time is spent outside of school (Clarke, 1990) • Generalization of skills (Sheridan, 1997) • “Every $1 invested in parental participation characterized by high-quality, long-lasting family-school relationships offers a possible $7 return to society” (Reynolds & Clements, 2005) It’s best practice… (Research-based federal, state and local educational expectations for practice) • Core component to evidence-based practice • Successful school reform and improvement efforts engage families in the process (Kellaghan, Sloane, Alvarez, & Bloom, 1993). It improves student outcomes • Research shows family engagement has positive impact on all stakeholders involved (students, families, educators; Henderson & Mapp, 2002; Christenson & Reschly, 2010)

8. Family engagement is associated with improved student outcomes • Family engagement training and implementation efforts lead to improvements in (Renee, M., & McAlister, S., 2011): • School climate • Social capital • Teacher-parent ties • Student performance • Bring knowledge of community context that allows for work that is more responsive to family needs (Warren, 2005;Warren & Mapp, 2011) • Allow for efforts that are responsive to community needs and fully enable community assets

9. Connections.. • PFS Training with Tom Dishion in

10. About me • Worked at Churchville Middle School in Elmhurst, IL as social worker from Aug. 2008-May 2018 • The student data in this presentation represents work done while at Churchville • Began building and implementing classroom and schoolwide behavioral systems in spring of 2010 • Began building and implementing Positive Family Support Program in 2013 after being trained • Currently the school social worker at Avery Coonley School located in Downers Grove, IL Meghan McCarthy BA, Social Work, St. Thomas University MSW, Social Work, Loyola University Chicago LCSW

11. Defining Positive Family Support • Engaging Families in All Three Tiers • Measuring Family Engagement What I’ll cover

12. Defining Positive Family Support

13. Goals of the program: • Prevent and reduce problem behavior • Lower the risk for substance abuse, depression, and anxiety • Improve family management practices and family engagement in their child’s education PFS targets developing and enhancing communication skills across all stakeholders, as well as child and adolescents' self-regulation skills and prosocial behaviors. What is Positive Family Support (PFS)? A family-based, 3-tiered intervention that targets child and adolescent problembehavior through a tiered approach. Developed from the work of Tom Dishion

14. Why we chose PFS • Fits within the existing PBS structure • Offers a systematized approach for partnering with families • Aligns with current research that shows an increase in student outcomes by strengthening home-school partnerships

15. Timeline 2015-16 2016-17 2017-18 Spring 2013 2013-14 Aug 2013 Summer 2013 2014-15 Granted an additional .5 social worker to serve as the family support facilitator of PFS and support of external coach Two-day training Implementing with support from the external coach Select training for universal screener and tiered systems Continued program implementation and embedding Monthly webinars with PFS Center

16. Engaging Families in All Three Tiers

17. Parent Readiness Check-In(Universal Screener) • Adapted the screener to fit the needs of school • Completed online survey through registration process for 6th/7th graders • Now just 6th graders and new students • Developed process for implementing screener in a multi-tiered approach • 99% return rate

18. Screener results Looked at data through the lens of 80%, 15%, and 5% (approx.)

19. Screener Results Looking at data from a multi-tiered approach • Parent events by topic and targeted invitations • Linking concern to support: CICO and following classroom rules

20. Linking identified needs into existing PBIS interventions

21. How do you support students and engage families throughout the Tiered Model of Services and Support? Supporting Student Behavior Engaging Families Engaging Families at Tier 3: Tier 3 Supports for Students: Tier 2 Supports for Students: Engaging Families at Tier 2: Tier 1 Supports for Students: Engaging Families at Tier 1:

22. Goals of Tier 1 Family Supports Helps families…● Feel connected with their student’s school● Be more aware of the school’s expectations for positive behavior● Gain information about parenting strategies for middle school students● Feel invited to participate in and be informed about how to promote positive student behavior Gives families…● Research-based information about parenting teenagers● Specific regular feedback regarding their student’s attendance, behavior, and completion of school tasks Slide from: Kevin Moore, Ph.D., Corrina Falkenstein, Ph.D., Kimbree brown, M.s., Thomas J. Dishion, Ph.D. & Elizabeth Stormshak, Ph.D.

23. Engaging Families at Tier 1 Engaging Families at Tier 1

24. Tier 1 supports • Family Resource Center • In the building • Online (2014-15) • http://churchville.elmhurst205.org/FRC • Teacher Contact Documentation Process • Family Education events with use of screener data • Table at Locker Night • BE VISIBLE

25. Goals of Tier 2 Family Supports Purpose and benefits • Early identification of students with difficulties to prevent more serious concerns • When they are not successful, students progress to more intensive, indicated interventions • Addresses problem behaviors early • Provides an opportunity to involve families early • Saves school staff time Family involvement • Promotes a collaborative approach • Parents are more receptive when they hear about “concerns” early • Builds on existing PBIS selected-level student supports to promote family involvement Slide from: Kevin Moore, Ph.D., Corrina Falkenstein, Ph.D., Kimbree brown, M.s., Thomas J. Dishion, Ph.D. & Elizabeth Stormshak, Ph.D.

26. Engaging Families at Tier 2

27. Engaging Families at Tier 2 Engaging Families at Tier 2

28. Tier 2 Supports: Home-based Incentive Plan Linked to first tiered intervention: CICO • Families set a goal and reinforcer • Engages them in behavior support process • Provided to all families with a student in CICO and then again in IND. CICO • Personal contact is then made to all families with a student in Mentor or SAIG

29. Tier 2 Supports: Tardy Intervention Linked to families with attendance concerns • Getting to school on time • Getting to bed on time • Completion of worksheet is a pass out of detention • Targeted invitation to parent event that focused on School anxiety and School refusal

30. Goals of Tier 3 Family Supports Purpose and Benefits • Collaborative approach to solving challenging problem behaviors • Establish unified front between home and school to support behavior change • Provides an opportunity to solve a problem, instead of constantly reacting to a problem • Increases family involvement in solving problem behaviors • Increases communication between home and school Family Involvement • Promotes a collaborative approach • Establishes strong parent-school partnerships • Builds on existing PBIS indicated-level supports to promote family involvement Slide from: Kevin Moore, Ph.D., Corrina Falkenstein, Ph.D., Kimbree brown, M.s., Thomas J. Dishion, Ph.D. & Elizabeth Stormshak, Ph.D.

31. Engaging Families at Tier 3

32. The Family Check-Up

33. Sample family and student feedback

34. Measuring Family Engagement

35. Measuring Family Engagement at Tier 1

36. Measuring Family Engagement at Tier 2

37. Measuring Family Engagement at Tier 3

38. Measuring Family Engagement: A Case Study

39. Case Study Referral Data: Family Check-Up and Individual Problem-Solving

40. Tier 3 Supports: Family Check-Up Case Study FCU Meeting and Building Rapport PFS coordinator communicated with the family (mostly mom) all year as the student cycled through our interventions. She was monitoring his behavior at home and working to set up a behavior system, but struggled with consistency as he was very bright and found every loophole in our plans. Mom met with PFS coordinator • Getting to know you Interview • Getting to know your family • Family & Student Feedback • Menu of Options • Explained IPS process and the plan for the meetings that she was unable to attend due to work. Her goals were almost identical to the goals his teachers set for him.

41. Tier 3 Supports: Family Check-Up Case Study School Action Plan Teachers will provide student 2 redirections in each class period in order to decrease disruptive behavior in the classroom. After 2 re-directions, teachers will contact the office and have the student removed for the remainder of the class. 3 redirections for Be Engaged • Verbal or non-verbal redirection • Contact home (email mom) • Removal from class for the remainder of the class. He will return to class The student and teachers identified the following Incentives when he has 5 days without being removed from the class: Joke of the Day (screen it), 2 minute music performance (teacher approved), doorway greeter, 3 minutes on Google Chromebook. The incentive he wants to redeem after 5 days can be agreed upon between teacher and student.

42. Tier 3 Supports: Family Check-Up Case Study Home Action Plan PFS coordinator called mom and she is on board with the 1-2-3 strike plan generated at the IPS meeting. Mom asked that all emails be sent by 3:30, so that she knows what kind of day he had. He will earn rewards or consequences immediately that night based on the emails she receives that day. This way he has the option to start fresh everyday and hopefully modify his behavior now that the line is clear and consistent in each class. To make it easier for teachers, the email said 1 of the 2 messages below: • He required 2 redirections to get back on task when being disruptive today in _______ class. After the 2nd redirection, he was no longer disruptive to those around him. • He required 3 redirections to get back on task and was removed from ______ class as a result.

43. Tier 3 Supports: Family Check-Up Case Study Measuring Progress After 5 weeks Student’s CICO average was less than 10% when we started IPS. His CICO average was 58% after 5 weeks on his School/Home support plan. Mom reported positive behavior at home and that he earned 6 rewards and 1 negative consequence the day he was removed from class. Feedback from teachers: • Science: removed once and increase in work completion • PE: had to modify the plan a bit to meet their needs, but behavior had dramatically improved • Guidance: has DPR everyday and is participating in class • English: teacher wrote mom 2 positive emails with student • Social Studies: student earned 2 positives for expected class participation

44. So what difference did PFS make? • This family wasn’t new to PFS as I worked with mom with her older 2 sons. We had already built a strong rapport and she knew the value in what we could accomplish working together. • The student’s IPS school support plan was directly linked to his home support plan. It was a tightly created plan that worked well on a very bright middle schooler who was used to finding the holes in every plan. • The school and home had the same goals, and as a result were reinforcing the same behaviors. These goals and desired outcomes were discovered through the Family Check-Up. • Reinforcements and rewards were highly personalized and MATTERED to the student.

45. How do you support students and engage families throughout the Tiered Model of Services and Support? Supporting Student Behavior Engaging Families Engaging Families at Tier 3: Tier 3 Supports for Students: Tier 2 Supports for Students: Engaging Families at Tier 2: Tier 1 Supports for Students: Engaging Families at Tier 1:

46. Meghan F. McCarthy, MSW, LCSWmfmccarthy24@gmail.com Sheri Luecking Midwest PBIS Network Sheri.luecking@midwestpbis.org Thanks! Want to stay in touch?

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