Strength Based Ice Breaker

1. Bridging the Communication Gap School wide Positive Behavioral Interventions & Supports with the NNPS Model of Family and Community Partnership Programs

2. Strength Based Ice Breaker Partner with someone Each person tells the other person what positive qualities and/or skills they possess Take 2 minutes each Introduce your partner to the group

3. East Joe Otter (RPS) at Capital Region BOCES 518-464-3974 Laurie Shutts (PFC) at FTNYS 518-578-8814 Mid-West Andrea Jordan (RPS) at Genesee Valley BOCES 585-344-7574 Len Cherpak (PFC) at FTNYS 716-432-8784 Clinton West Ann Adams (RPS) at Erie I BOCES 716-630-4277 Len Cherpak (PFC) at FTNYS 716-432-8784 Franklin St. Lawrence Essex Jefferson Lewis Hamilton Warren Herk imer Oswego Washington Orleans Niagara Oneida Monroe Wayne Saratoga Fulton Genesee Onondaga Madison Montgomery Cayuga Ontario Schenectady Erie Wyoming Seneca Yates Schoharie Livingston Cortland Otsego Albany Rensselaer Chenango Hudson Valley Christine Downs (RPS) at Ulster BOCES 845-255-4874 (PFC) Tompkins Schuyler Greene Columbia Chautauqua Cattaraugus Allegany Steuben Chemung Tioga Broome Delaware Ulster Map: NYS PBIS Regional Technical Assistance Teams, and Contact information 5/05 Dutchess Central Linda Brown at Onondaga-Cortland-Madison BOCES 315-431-8586 Bob Ireland (PFC) at FTNYS 315-404-7085 Sullivan Putnam Orange Westchester Rockland Suffolk Nassau New York City Key: RPS: Regional PBIS Specialist PFC: PBIS Family Coordinator FTNYS: Families Together in NYS, Inc. New York City Margo Levy, Carolyn Buyse at NYC DOE 917-256-4272 or –4271 Long Island Karen Chung (RPS) at Western Suffolk BOCES 631-242-1128 Cheryl Williams (PFC) at FTNYS 631-761-3181

4. Objectives of Today’s Session • Understand NYS PBIS expectations for developing partnership programs; provide an overview of partnership model • Building on NYC’s strengths and resources, set a clear goal for partnership planning for NYC schools implementing PBIS • Learn one approach to designing a comprehensive district program to meet specific goals • Dialog and create action plan for implementation in NYC for next academic year 2005/2006

5. Families Together in NYS is the statewide chapter for the national organization, Federation of Families for Children’s Mental Health and an organizational member of the National Network of Partnership Schools. Our Mission In NYS PBIS Initiative: To ensure that every family has access to information, support, and services to be able to guide their children toward academic and behavioral success.

6. PBIS Collaboration • New York State Education Department - Office of Vocational and Educational Services for Individuals with Disabilities Office of Elementary, Middle, Secondary, and Continuing Education • New York State Office of Mental Health • Families Together in New York State, Inc. NYS VESID Topical Training, 2/18/04

7. PARTNERSHIPS:THEN andNOW

8. DEFINITION THEN Parent, family involvement NOW School, family, and community partnerships Epstein, J. L. (2004). Partnerships Then and Now. Presentation at the National Network of Partnership Schools Leadership Development Conference. Baltimore: Johns Hopkins University, March 12.

9. RESPONSIBILITY THEN Up to parents Organized by one person or just a few NOW Part of school and classroom organization Organized by PBIS Universal teams linked to school improvement goals Epstein, J. L. (2004). Partnerships Then and Now. Presentation at the National Network of Partnership Schools Leadership Development Conference. Baltimore: Johns Hopkins University, March 12.

10. PROGRAM DESIGN THEN Incidental or accidental Off to the side NOW School Wide-PBIS plus the NNPS framework of 6 types of involvement Goal-oriented Part of comprehensive school improvement plan and linked to school mission Epstein, J. L. (2004). Partnerships Then and Now. Presentation at the National Network of Partnership Schools Leadership Development Conference. Baltimore: Johns Hopkins University, March 12.

11. IMPLEMENTATION THEN Pre-K, K, or elementary NOW All grade levels through high school Epstein, J. L. (2004). Partnerships Then and Now. Presentation at the National Network of Partnership Schools Leadership Development Conference. Baltimore: Johns Hopkins University, March 12.

12. RESULTS NOW Student achievement & success in school Link practices to results for all students, parents, teachers, community THEN Parent outcomes Public relations Focus on a few parent leaders Epstein, J. L. (2004). Partnerships Then and Now. Presentation at the National Network of Partnership Schools Leadership Development Conference. Baltimore: Johns Hopkins University, March 12.

13. RESULTS NOW Success stories shared nationally to benefit all THEN Success stories shared locally, if at all Epstein, J. L. (2004). Partnerships Then and Now. Presentation at the National Network of Partnership Schools Leadership Development Conference. Baltimore: Johns Hopkins University, March 12.

14. LOOK TO THE FUTURE Our Work Is Crucial in our Schools We Can Develop High Quality and Goal-Oriented Partnership Programs in Schools Implementing SW-PBIS All Focused On Student Success Adapted from Epstein, J. L. (2004). Partnerships Then and Now. Presentation at the National Network of Partnership Schools Leadership Development Conference. Baltimore: Johns Hopkins University, March 12.

15. What Do We Know? • Parents vary in how much they presently are involved. • Parents are most concerned about their children’s success in school. • Students need multiple sources of support to succeed in school and in their communities. • Teachers and administrators are initially hesitant to increasing family involvement. • Teachers and administrators need inservice, preservice, and advanced education on partnerships. • Schools must reach out in order to involve allfamilies. Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.

16. What does NNPS research say about PARTNERSHIP PROGRAM DEVELOPMENT? • Programs and practices of partnership make a difference. • Subject-specific practices assist students’ learning. • Teachers who use practices of partnership are more likely to report that all parents can help their children. • Programs will be most useful to schools and to families if they are customized, comprehensive, and continually improved to help meet important goals forstudents. Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.

17. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Support Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

18. Focus on Results: Connecting school, family, and community partnership activities to student outcomes • Attendance • Math Achievement • Student Behavior • Reading and Languages Arts Achievement

19. Theoretical Model OVERLAPPING SPHERES OF INFLUENCE OF FAMILY, SCHOOL, AND COMMUNITY ON CHILDREN’S LEARNING Force C Experience, Philosophy, Practices of School Force B Experience, Philosophy, Practices of Family Force D Experience, Philosophy, Practices of Community Force A Time/Age/Grade Level Reprinted with permission: Epstein, J. L., Coates, L., Salinas, K.C., Sanders, M. G., & Simon, B. S. (1997). School, Family, and Community Partnerships: Your Handbook for Action. Thousand Oaks, CA: Corwin Press. See Handbook, page 73, for the internal structure of this model.

20. Goal-Oriented Partnerships School-Wide PBIS Universal Team School Improvement Plan and School Mission Creates an action plan for for School, Family, and Community Partnerships and SW-PBIS Goal 2 Academic Goal 4 Climate Goal 3 Behavioral Goal 1 Academic Family & Community Involvement Activities 1. 2. 3. 4. Family & Community Involvement Activities 1. 2. 3. 4. Family & Community Involvement Activities 1. 2. 3. 4. Family & Community Involvement Activities 1. 2. 3. 4.

21. Three Components of PBIS Supporting Decision Making SYSTEMS DATA Supporting Staff Behavior PRACTICES Supporting Student Behavior

22. Six Components of PBIS • Select and define behavioral expectations • Teach behaviors directly (in all settings) • Actively monitor behavior • Acknowledge appropriate behavior • Use data to make decisions • Correct behavioral errors

23. Type 1 Type 2 Type 3 Type 4 Type 5 Type 6 SCHOOL-FAMILY-COMMUNITY PARTNERSHIPS SIX TYPES OF Practices PARENTING COMMUNICATING VOLUNTEERING LEARNING AT HOME DECISION MAKING COLLABORATING WITH COMMUNITY

24. Type 1 PARENTING Assist families with parenting and child-rearing skills, understanding child and adolescent development, and setting home conditions that support children as students at each age and grade level. Assist schools in understanding families, family resiliency and family development. Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.

25. Type 2 COMMUNICATING Communicate with families about PBIS kick offs, training events, team meetings, activities and individual student progress through effective school-to-home and home-to-school communications. Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.

26. Type 3 VOLUNTEERING Improve recruitment, training, work, and schedules to involve families and community members as volunteers and audiences at school or in other locations to support students and school wide PBIS programs at all levels. Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.

27. Type 4 LEARNING AT HOME Involve families with their children in learning activities at home, including homework and other curriculum-related activities and decisions. Family liasons creating PBIS home matrix using school wide expectations. Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.

28. Type 5 DECISION MAKING Include families and community members as participants in school wide PBIS teams in decision making, planning, implementation and evaluation processes. This can include PTA/PTO, school councils, committees, action teams, and other family support resources and family liasons. Must be reflective of school’s ethnicity and culture. Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.

29. Type 6 COLLABORATING WITH COMMUNITY Coordinate resources and services for students, families, and the school with businesses, agencies, and other groups, and provide services to the community. Invite college interns and art community to be on PBIS planning teams. Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.

30. Group Activity Goal: to identify strengths, to ensure inclusion of the current NYC partnership programs and activities across the PBIS continuum and the 6 types of partnership activities

31. Questions and Answers

32. Evaluation