Family/Community Partnerships & PBIS

Kimberli Breen, IL-PBIS NetworkTechnical Assistance Director

Joane Scholefield, IL-PBIS NetworkFamily Support Facilitator

Overlapping Spheres of Influence

FAMILY SCHOOL

COMMUNITY

OUTCOMES

Guiding Principles

1) Human Behavior is functional, understandable, and predictable

2) Human Behavior is malleable (can change)

3) Human behavior occurs within an environmental context, not in a vacuum

4) Human behavior is learned and can be taught/affected by changing aspects of the environmental context

Objectives of Presentation

• Provide opportunity to reflect on current status of school/family/community partnerships

• Discuss the larger systems context for this work from the state and district levels, focusing on training and technical assistance models

• Review of systems, data and practices which enhance these valuable partnerships between school, family and community

Reflect, Assess & Plan

Example:

Reflection:

What do you see as the benefits of School, Family & Community

Partnerships (or Family Involvement)

Benefits of Family Involvement: Parents (PTA)

• Communication/relations with children and teachers improves

• Self-esteem goes up

• Education level/skills increase

• Decision-making skills become stronger

• Attitude toward school and school personnel improves

Benefits of Family Involvement: Students (PTA)

• Higher grades, test scores, and graduation rates

• Better school attendance • Increased motivation, better self-esteem• Lower rates of suspension • Decreased use of drugs and alcohol• Fewer instances of violent behavior• Greater enrollment in postsecondary

education

Benefits of Family Involvement: Teachers (PTA)

• Greater morale (and self-esteem)

• Teaching effectiveness (proficiency) increases

• Job satisfaction goes up

• Communication/relations with students, parents, families, and communities improves

• Community support of schools increases

Example:

Reflection:

What do you see as the costs ofschools not partnering with

Family & Community

S/F/C Partnerships Action Plan

• Strengths, Needs, Challenges & Opportunities

– School Building– School District– Family Partnerships– Community Partnerships – County, Regional &/or State Partnerships

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement ٭

Systems to Support School, Family, Community PartnershipsState, District & Building levels

• Training – Who trains, who’s invited to attend, when are

trainings/meetings offered, are costs waived??

• Provision of Technical Assistance– Who provides TA, what’s the content/focus of TA,

how often (dosage) ??

• Resource allocation– How is money spent, how are people used, who has

access to materials??

• Data: Collection, Use, Priority?

Data to Support School, Family, Community PartnershipsState, District & Building levels

• Collection– What is collected, when and why??

• Use– Is this data useful, is it accurate, who sees it

(when and how often)??

• Prioritization– Is data on partnerships valued, is it collected

and used in same way as other data??

State X: Family Involvement Data Source • Percent of students whose parents had personal contact with students' teachers.

–Teachers include: all certified staff, such as student counselors and administrators.

• Exclude form letters or notices; parental letters/calls relating to student absences; regular notification of grades; student progress report cards; school report cards; attendance at school athletic, music, drama events, and other co-curricular activities.

•Reported on State X “School Report Card Data Collection Form”

Assess:

What does your data say about how well you involve families?

Is the data useful/accurate?

Do you review this data in Universal team & staff meetings?

What are some other indicators?

Practices to Support School, Family, Community PartnershipsState, District & Building levels

• Creativity– Use of community partners & places in non-traditional

ways, meeting at unique times of day/locations, providing tutoring as “child care”

• Perseverance– Application of RtI model for family & community

involvement

• Flexibility– Who’s on teams, how are roadblocks addressed,

when do teams meet??

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions• Few families• Family voice• High Intensity

Tertiary Interventions• Few families• Family voice• Intense, durable procedures

Secondary Interventions• Some families (at-risk)• High efficiency• Rapid response• Planned Interventions• Some Individualizing

Secondary Interventions• Some families (at-risk)• High efficiency• Rapid response• Planned Interventions• Some Individualizing

Universal Interventions• All families• Preventive, proactive

Universal Interventions• All families• Preventive, proactive

Designing School-Wide Systems for Student Success through Family Involvement

Academic Systems Behavioral Systems

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90%

80-90 -%

Tertiary Supports__________________________________________________________________

Secondary Supports__________________________________________________________________

Universal Supports

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What’s currently in place (for students, staff , families, & communities)?

Tertiary Supports

_________________

_________________

_________________

Secondary Supports

_______________________

_______________________

_______________________

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Universal Supports

___________________________

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Behavioral Expectations and Matrix…each family can align school

expectations with family expectations…

Mealtimes Bathroom TV Time

Respect Self Make healthyFood choices

Maintain privacy Leave TV behind at agreed time

Respect Others

Share treats Flush Share the clicker

Respect the Environment

Put dirty dishes in sink

Pick up wet towels

Pick up after yourself before leaving the TV area

Increase Buy-in: Apply PBIS to Adults

1) Set & define clear expectations – Let staff/families/communities know your

expectations of them (their role, what they may be asked to do, etc)

– Make sure your PBIS team’s objectives are clear so partners have clear expectations of your team

2) Teach expectations to S/F/C– If want teachers to contact families etc.,

team should model for staff, teach how & hand out materials to use, etc

Increase Buy-in: Apply PBIS to Adults

3) For effective teaching, you should allow adults to practice new behaviors (make it fun, use small work groups, individually, etc.)

4) PBIS should reinforce adults for support adults offers to PBIS:– Group or individual reinforcers– Social reinforcers (thank you)– Tangible (gift certificates, candy, parkin)– Public (newspaper,radio..)

Teach Behavioral Expectations

1) State behavioral expectations (O-A-T)

2) Specify observable adult behaviors

3) Model appropriate behaviors

4) Adults practice appropriate behaviors

5) Reinforce appropriate behaviors

Suggestions for Implementers• Find your local family/community agencies• Focus on building S/F/C leaders/coaches• Include info on S/F/C partnerships in all

PBIS trainings/TA• Make S/F/C partnering an expectation of

all schools/agencies• Invite all groups to all trainings (waive

fees)• Provide skill training & incentives for

partnering• Arrange for joint action planning meetings

S/F/C Partnerships Action Plan

• Strengths, Needs, Challenges & Opportunities

– School Building– School District– Family Partnerships– Community Partnerships – County, Regional &/or State Partnerships