Bridging The Communication Gap

Bridging the Communication GapBridging the Communication Gap

School wide Positive Behavioral

Interventions & Supports with the

NNPS Model of Family and

Community Partnership Programs

Strength Based Ice Breaker

1. Partner with someone

2. Each person tells the other person what positive qualities and/or skills they possess

3. Take 2 minutes each

4. Introduce your partner to the group

Map: NYS PBIS Regional Technical Assistance Teams, and Contact information 5/05

Chautauqua Cattaraugus

Oneida

Allegany

Niagara

Erie

Steuben

WayneMonroeGenesee

Orleans

Chemung

Yates

Ontario

Livingston

Wyoming

TompkinsSchuyler

DelawareBroomeTioga

Cortland

Franklin

St. Lawrence

Lewis

Madison

Jefferson

Oswego

OnondagaSeneca

Cayuga

Clinton

Essex

Chenango

Otsego

Herk imer

Rensselaer

Washington

Warren

Hamilton

SchenectadyMontgomery

Fulton Saratoga

ColumbiaGreene

AlbanySchoharie

New York City

Dutchess

Sullivan

Ulster

Rockland

PutnamOrange

Suffolk

Westchester

Nassau

WestAnn Adams (RPS) at Erie I BOCES716-630-4277Len Cherpak (PFC) at FTNYS716-432-8784

Mid-WestAndrea Jordan (RPS) at Genesee Valley BOCES585-344-7574Len Cherpak (PFC) atFTNYS716-432-8784

EastJoe Otter (RPS) at Capital Region BOCES518-464-3974Laurie Shutts (PFC) at FTNYS518-578-8814

Hudson ValleyChristine Downs (RPS) at Ulster BOCES845-255-4874(PFC)Central

Linda Brown at Onondaga-Cortland-Madison BOCES315-431-8586Bob Ireland (PFC) at FTNYS

315-404-7085

New York CityMargo Levy, Carolyn Buyse at NYC DOE917-256-4272 or –4271

Long IslandKaren Chung (RPS) at WesternSuffolk BOCES 631-242-1128Cheryl Williams (PFC) at FTNYS 631-761-3181

Key:

RPS: Regional PBIS Specialist

PFC: PBIS Family Coordinator

FTNYS: Families Together in NYS, Inc.

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

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.

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

PARTNERSHIPS:THEN and NOW

THEN

Parent, family

involvement

NOW

School, family, and community

partnerships

DEFINITION

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.

THEN

Up to parents

Organized by one person or

just a few

NOW

Part of school and classroom organization

Organized byPBIS Universal teams

linked to school improvement goals

RESPONSIBILITY


THEN

Incidental or accidental

Off to the side

NOW

School Wide-PBIS plus the NNPS framework of 6 types of involvement

Goal-orientedPart of comprehensive

school improvement plan and linked to school

mission

PROGRAM DESIGN


THEN

Pre-K, K, or elementary

NOW

All grade levels through high

school

IMPLEMENTATION

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.

THEN

Parent outcomes

Public relations

Focus on a few parent leaders

NOW

Student achievement &

success in school

Link practices to results for all

students, parents, teachers,

community

RESULTS



THEN

Success stories shared locally,

if at all

NOW

Success stories shared nationally

to benefit all

RESULTS



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


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 all

families.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.

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 for students.

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.

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

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

Connecting school, family, and community partnership activities to student outcomes

• AttendanceAttendance• Math AchievementMath Achievement• Student BehaviorStudent Behavior• Reading and Reading and

Languages Arts Languages Arts AchievementAchievement

• AttendanceAttendance• Math AchievementMath Achievement• Student BehaviorStudent Behavior• Reading and Reading and

Languages Arts Languages Arts AchievementAchievement

Theoretical ModelOVERLAPPING SPHERES OF INFLUENCE OF FAMILY, SCHOOL, AND

COMMUNITY ON CHILDREN’S LEARNING

Force BExperience,Philosophy,Practices of Family

Force CExperience,Philosophy,Practices of School

Force DExperience,Philosophy,Practices of Community

Force ATime/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.

Goal-Oriented PartnershipsGoal-Oriented Partnerships

School-Wide PBIS Universal TeamSchool Improvement Plan and School Mission

Goal 1 Bóklegur

Goal 2 Bóklegur

Goal 3 Hegðunar-

Goal 4 Climate

Family & Community Involvement Activities1.2.3.4.




Creates an action plan for for School, Family, and Community

Partnerships and SW-PBIS

SYSTEMS

PRACTICES

DATA

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

Three Components of PBIS

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

SCHOOL-FAMILY-COMMUNITY PARTNERSHIPS

SIX TYPES OF Practices

PARENTINGCOMMUNICATINGVOLUNTEERINGLEARNING AT HOMEDECISION MAKINGCOLLABORATINGWITH COMMUNITY

Type 1

Type 2

Type 6

Type 5

Type 4

Type 3

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.

PARENTINGType 1


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.

COMMUNICATINGType 2


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.

VOLUNTEERINGType 3


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.

LEARNING AT HOMEType 4


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.

DECISION MAKINGType 5


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.

COLLABORATING WITH COMMUNITY

Type 6


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

Group Activity

Questions and Answers

Evaluation

Economy & Finance

Bridging The Communication Gap