1. Welcome to Partnering with Families in a Culturally Responsive Multi Level System of Support Please register at this link:

2. Family Engagement Webinar Series Session 1

3. If you are having audio difficulty switch to telephone here to dial in.
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4. Putting It All Together In Wisconsin…
Culturally Responsive
Multi-level System of Support
Systematically providing equitable services, practices, and resources to ALL students based upon their responsiveness to effective instruction and intervention.
This is the vision where we want to schools to be to reach CR MLSS
At the RtI Center and PBIS Network, we support schools in putting all those potentially siloed and segregated efforts together – integrate the core components of these frameworks called RtI in reading and math and Positive behavior Intervention Supports with CR prioritized throughout, in effort to reach the vision we call a culturally responsive multi level system of support. See definition here of a CR MLSS
If your building is already implementing RtI in mathematics, we encourage your system to continue to transition the core components of that implementation into other content areas such as behavior and reading. If you are already implementing PBIS we encourage the same – don’t stop there – transfer the principals of PBIS to other content areas. And for all the work you do, CR is prioritized throughout.
Based on Audience Knowledge- Verbally take a minute to define equity here so everyone knows what is meant by equity. Be sure to cut and paste the most recent agreed upon definition of equity as defined by DPI and DTAN and center collaborative work (ask Ryder or Andreal for final consistent definition of equity)
Take a few minutes to table talk to unpack that and process with your own terminology. Where are you in the journey to a implementing a culturally responsive multi level system of support – equitable practices to all students?
RtI
(reading/math)
+ CRP
+ PBIS
(behavior)

5. Put Wisconsin’s Vision of College and Career Readiness into Action by Implementing a Culturally Responsive Multi-Level System of Support
KNOWLEDGE: Students receive equitable access to the academic content
SKILLS: School- and classroom-wide behavioral expectations promote the application of these skills
HABITS: Positive behavioral habits lead to responsibility, perseverance, adaptability, and leadership
Connects our center CR MLSS vision to the state vision of college and career readiness.
More specifically, this is an attempt to connect behavior (PBIS) to college and career readiness. Often some assume that college and career readiness is about academics only; however, our state’s vision makes it clear it’s also about social/emotional/behavior.
Within a Culturally Responsive Multi-level System of Support ALL students:
Experience culturally responsive instruction and high expectations for behavior and academic content.
Develop self-efficacy and apply social emotional, behavioral, and academic skills.
Cultivate these life-long habits through racial and cultural identities.
Based on Audience knowledge- may need to point out
college and career requires attention to all three (knowledge, skills and habits) throughout every year of a child’s public school experience. They take all the years that a child is in public school to develop these fully.

6. Conceptual and Empirical Foundation for Family Engagement
Andy Garbacz, PhD Assistant Professor, School Psychology Department of Educational Psychology University of Wisconsin – Madison
University of Wisconsin–Madison

7. Rationale for Family Engagement
“… parents take their child home after professionals complete their services and parents continue providing the care for the larger portion of the child’s waking hours… No matter how skilled professionals are, or how loving parents are, each cannot achieve alone what the two parties, working hand-in-hand, can accomplish together”
(Peterson & Cooper, 1989; pp. 229, 2008)

8. School Conditions to Support Family Engagement
Approach
Actions
Outcomes
Atmosphere
Attitude
Communicating a tone of partnership through bidirectional home-school communication and fostering family involvement in learning at home
Successful learning opportunities and outcomes for children
Christenson & Sheridan (2001)

9. Empirical Basis for Family Engagement
Student academic performance (Fan & Chen, 2001; Jeynes, 2005; Stormshak, Connell, & Dishion, 2009)
Student behavior at home (Sheridan Ryoo, Garbacz, Kunz, & Chumney, 2013; Stormshak, Bierman, McMahon, Lengua, 2000)
Student behavior at school (Fantuzzo, McWayne, Perry, & Childs, 2004; Sheridan, Bovarid, Glover, Garbacz, Witte, & Kwon, 2012)
Student substance use (Van Ryzin, Stormshak, & Dishion, 2012)
Student self-regulation (Stormshak, Fosco, & Dishion, 2010)
School drop-out (Barnard, 2004)
Parents: efficacy, communication practices, and educational supportive behaviors at home (Becher, 1984, Davies, 1993; Phillips, Smith, & Witted, 1985; Walker, Wilkins, Dallaire, Sandler, & Hoover-Dempsey, 2005)
Teachers: improved job satisfaction, fewer transfer requests, higher principal ratings (Christenson, 1995)
Parent-teacher relationships (Garbacz, Sheridan, Koziol, Kwon, & Holmes, 2015; Sheridan et al., 2012)

10. Summary
Family engagement is an important component of educational, social, and behavior programs for children and adolescents.
When families are engaged, there are benefits for children and adolescents, family members, teachers, and the parent-teacher relationship.
There are several important elements to consider when supporting family engagement, like a school’s approach to family engagement and school atmosphere.

11. Family Engagement in Wisconsin is at Initial Implementation based on SIR results

12. 3E’s Embrace Engage Empower
Dan Seaman, Wisconsin RtI Center Technical Assistance Coordinator Jennifer Grenke, Wisconsin RtI Center Technical Assistance Coordinator

13. Embrace Engage Empower
Approach
Actions
Outcomes
Atmosphere
Attitude

14. Partnering with Families
Within a Culturally Responsive Multi-Level System of Support
Lower Impact Higher Impact
Feature photos that represent families in your school
Family resource room
Positive phone call
Share academic and behavioral expectations
P-T conferences to set goals
Celebrations
Parent representative(s) on PBIS/RtI universal team
Monthly positive phone calls/contacts
Back to school nights
Potlucks
Strategies highlighted in
Communications done In home language
Modeling learning support strategies
Class parties
Acknowledgement system
Home visits
Bolded boxes = strategies that are specifically mentioned in Promoting Excellence for All.
Ask if there is clarification needed for each item in a square; such as Feature Photos that represent families in your school. Do the families see pictures in the schools that resemble themselves.
Highlight in Green Those that are systemic throughout the school, an ongoing process
Highlight in Pink those that are done randomly
Add the things that you do regularly and are higher impact:
Shareout what it is that you do and how it is a higher impact activity
Performances
Literacy/math nights
Read with child at home
Regular, personalized communication
PBIS/RtI family brochures, website
Fundraisers
Using family surveys and feedback
Data sharing folders
Embrace
Engage
Empower
Adapted from the Class-wide Family Engagement Rubric created by Flamboyan Foundation.

15. Examples of How to Embrace, Engage, Empower!
How do you honor family cultures, values, and beliefs?
Do your staff consider families and community as experts on their children?
How do you know this?
How does the school intentionally and authentically include families during decision making for the school and their child?
How do you create a welcoming and engaging environment?
How do you foster strong relationships between families and school staff?
How does the school enable ongoing authentic two way communication and participation?
How does family engagement connect to better learning outcomes?
What does your staff do to model lifelong learning to families and community?
How does family engagement connect to the child’s academic and social emotional learning?
Empower!
Engage!
Embrace!
Embrace/Engage/Empower are not linear, but cyclical and ongoing
Embrace
Then another screen pops up with these discussion questions:
How do you honor family cultures, values and beliefs?
- Can family members see, feel and hear themselves inside your building?
- What is the evidence of this?
Do your staff consider families and community as experts on their children?
How do you know this?
(Talking point in notes)…if you have positive family contacts. Do the teachers see this as a checklist or do they actually see this as way to build relationships that benefit the student, family and the teacher themselves?)
How does the school intentionally and authentically include families during decision making for the school and their child?
Having a family and community subcommittee on the universal team, not just creating the celebrations and working at them, but participating in the discussion when looking at schoolwide data to help determine what the outcomes for the children, school and community may be.
Sharing information back and forth around student progress.
Engage
How do you create a welcoming and engaging environment?
How do you know if ALL parents/visitors feel welcomed and they belong in the school?
( Franklin elementary, Appleton has bilingual secretaries and all of the Menasha schools have all of their signs in English and Spanish.)
What are staff reactions (body language and verbal) to ALL families that come into our building?
(Micro aggression example of principal offering chairs to one family and not another)
How do you foster strong relationships between families and school staff?
- so what is your systemic and systematic procedure/practice to foster those relationships? How do expectations of the administration foster these practices? (Is this a one time contact or is it to build a relationship and learn about the student)
- What professional development is offered to foster relationships?
How does the school enable ongoing authentic two way communication and participation?
How does administration provide guidance and support around these?
Does the school share information with community members? How? How often? (some schools have connected with local businesses, community libraries, boys and girls clubs having the expectations posted in their businesses?) (Polices officers with “caught you being good tickets”) Having the businesses and local agencies create/adapt matrices within their building. If your in the city park, what does it look like to be safe/responsible/respectful)
Empower
How does family engagement connect to better learning outcomes?
What are the markers that the school shares resources that parents can put in place at home to support learning at school. Every child, every day…linked to lifelong learning (Jen look this up)
Has administration reviewed the research with staff on the benefits of engaging families in students learning?
What does your staff do to model lifelong learning to families and community?
Does your administration encourage staff to empower parents to use instructional materials? If so, what examples of this can you share?
What is the evidence that your school values the knowledge and experience/expertise parents can bring to the learning environment?
How does family engagement connect to the child’s academic and social emotional learning?
Do you share cool tools for getting ready in the morning, bedtime, school work?
Do you ask parents about what the parents feel is the best way to help their child be organized, healthy, balanced emotionally? To help design supports that consider learning styles, interest, etc.
Academic and career planning connections (new initiative from DPI) -

16. Family Engagement Continuum of Supports
Remember, your universal level should serve ALL families. As the needs of a family increase, it’s important that a school’s involvement with the family also increases.
A culturally responsive multi-level system of support should have access and equity for all families.
How are academic and behavioral expectations shared with families?
Are expectations shared in the family’s native language?
How do families learn about their child’s progress towards academic and behavioral expectations?
How welcomed are family members to school? (office area, friendly support staff, cultural imaging)
Are events offered at convenient times? (transportation, childcare available?)
If there are family members on teams, do they match the student demographics?
Needs of family
Increased support
This slide is CUSTOMIZABLE depending on the content/components of the training. Important questions to have teams consider:
Embrace!
How does our school(s) honor family values, culture and beliefs?
Do we consider families and communities as Experts on their Children?
Are our families intentionally and authentically included in culturally responsive decision making at the school and individual level?
Engage!
How do we create a welcoming and engaging environment?
How does our school foster strong relationships and communications between families and school staff?
Does our school enable ongoing authentic and meaningful participation, professional learning and two-way communication with families and community members and agencies?
Empower!
Does our school encourage families to champion improved learning opportunities for their children, schools, and community?
Does our staff model lifelong learning?
Do we ensure that Family Engagement connects to students’ academic/social emotional learning?

17. Where Does Family Engagement Fit in the Wisconsin Model?
Culturally Responsive Practices
Universal/Tier 1:
Believe that families and communities are experts on their children
Home visits – know families
Have students welcome families to school
Feature family photos in the building
Meet families in the community
Share expectations in home languages
Share information about health services/other community agencies
Selected/Tier 2:
Share strategies for learning that can be supported at home
Gain family perspectives
Family education classes (i.e. English, behavior management)
Intensive/Tier 3:
Wraparound supports
Strategic Use of Data & Family Engagement:
Universal/Tier 1:
Parent representatives on universal team – examine aggregate assessment results
Survey families
Sharing of screening results
Weekly data folders
Grade level parent meetings
Selected/Tier 2:
Solution seeking team participation for development of intervention
Sharing of progress monitoring results
Home-school behavior plans/CICO
Intensive/Tier 3:
Wrap-around supports
Solution seeking team monitoring
Collaboration & Family Engagement:
Universal/Tier 1:
Parent representatives on universal team
Grade level parent meetings
Positive phone calls
Selected/Tier 2:
Solution seeking team participation for development of intervention
Home-school behavior plans/CICO
Intensive/Tier 3:
Solution seeking team monitoring
Family voice and choice
Parenting support sessions
High Quality Instruction & Family Engagement:
Universal/Tier 1:
Parent representatives on universal team – Share and develop expectations
Grade level parent meetings
Cool Tools for families
Home/family matrices
Selected/Tier 2:
Solution seeking team participation
Home-school behavior plans/CICO
Family education classes (i.e. English, behavior management)
Intensive/Tier 3:
Wraparound supports
Solution seeking team monitoring
Structures for collaboration
Strategic use of data
Main Idea: Show how family engagement operates in the essential element of Collaboration within the WI RtI Framework. Emphasize the importance of having family members (non-school employed) on Universal PBIS/RtI Leadership team, As the student needs more intensive support, the school should make more of an effort to partner with their family.
Collaboration
Show how the focus of the collaboration between families and the school at the Universal Level is centered around ALL students (aggregate data). Note that at the Selected Level collaboration is centered around that family’s child and at the Intensive Level, collaboration is more frequent AND can include outside agencies the family can connect to.
How do you ensure that families can set realistic goals for their child. (so how do we use the families knowledge to help set a class goal as a group and then individual goals for their student)
What is the evidence that staff are sensitive to a parents knowledge and at the same time trying to build understanding with the parents.
What is your belief/practice around trusting and using family voice and choice developing interventions, how do you get their input and maintain the quick turn around time in getting a child the support they need?
Balanced Assessment
-What are your current practices in getting family/community input? Is it to Survey families and then analzying the data, making changes based upon their input and sharing the outcomes with family/community.
-when Sharing screening results with families, and how do you ensure families understand the results? Can they explain it to you? Having students lead setting goals with you, while parents are there to support their child, while learning by watching their child.
Are families involved with analyzing schoolwide data? Making this in understandable terms for families.
HQI
How does your school share and develop behavior and academic expectations, goal setting with families?
What are your practices/beliefs around Empowering parents that they are their child’s first teacher and they spend more time with the child than anyone else…so they have the most influence over their child’s learning.
How does your school Gain family perspective on developing and selecting interventions?.
Do you ask families how they could use a home/school matrix within the culture of their home.?
Do families understand appropriate book levels for their child and how to know what an appropriate book is while at “Barnes and Nobles”
CRP
-What is your practice for Building rapport with the family as soon as their child enters school?
-Do your Staff welcome the students' family and make every effort to include the family in the education process?.
- How do you show appreciation for the skills, knowledge and expertise among families? Does Staff action communicate that the family's language and culture are valued, the educational goals for their child are important and educators are committed to working within the family's comfort zone. (Can you say all students names the same way that their families pronounce it?)
- How do you Provide families with information about how to contact the school? Does it Include names, phone numbers, addresses, best method and time to contact the school.
- Do you Honor the family's preference for communication (eg. best method, frequency, most comfortable place for them to meet)
-are activities built into lesson plans that allow you to get to know the student's family (cultural identity poem,student relationship sheet(Angel List)
– what is the practice for Gaining family perspective for interventions?
Is information shared in their home language? (knowing how to say a child’s name correctly versus stumbling through it or giving them a nickname.)
If you do a few things, these are 3 things for families that can have an impact on their child’s academic and social emotional success:
- show interest in your child engage/monitoring/positive support for when your child does well
Help with homework a place/time to do it
Keep us informed, how are things going, reach out to us for how we can support you
Strategies you use are equitable to ALL families
Culturally responsive practices
High quality instruction for academics and behavior

18. Family Engagement on PBIS and RtI Self-Assessments
Family Engagement items are on all PBIS and RtI self-assessment tools.
TIC: 3 items (3, 8, 11)
SAS: 1 item (13)
SAS Individual Student: 2 items (6, 7)
BAT: 6 items (12, 24, 26, 33, 41, 46)
BOQ: 2 items (34, 41)
TFI: 11 items (1.1, 1.11, 1.15, 2.3, 2.4, 3.3, 3.4, 3.6, 3.8, 3.12, 3.17)
SIR: 5 items (7, 25, 34, 43, 49)
SIR All Staff: 5 items (6, 12, 18, 23, 38)
Resources available at:
Items (feel free to paste in the slide as it relates to your training)
PBIS Assessment Items:
TIC:
3. Team established (representative) - Includes grade level teachers, specialists, paraprofessionals, parents, special educators, counselors. Team has established clear mission/purpose.
8. Team uses self-assessment information to build implementation Action Plan - Includes "Plans for involving families & community developed"
11. Teaching plans for school-wide expectations are developed - Includes "Strategies for use by families/community are developed"
SAS:
13. School has formal strategies for informing families about expected student behaviors at school.
SAS-Individual Student Systems subscale:
6. Significant family &/or community members are involved when appropriate & possible.
7. School includes formal opportunities for families to receive training on behavioral support/positive parenting strategies.
BAT:
12. The primary family members of students receiving Tier 2 and 3 supports are notified about impact and changes to strategies. (Descriptor for maximum points: Family members are notified about changes to strategies immediately and the impact, weekly.)
24. The Tier 2 strategy includes frequent communication with the family. (Descriptor for maximum points: The strategy includes weekly communication with the family)
26. The Tier 2 strategy includes orientation material and procedures for the staff, substitutes, families, and volunteers. (Descriptor for maximum points: Orientation materials and procedures exist for the staff, substitutes, families and volunteers.)
33. The Tier 3 support team includes individuals with knowledge about the school systems, the student, and behavioral theory (e.g., student, teacher, family member, administrator, behavior specialist, advocates). (Descriptor for maximum points: Support team includes members that represent expertise in all 3 areas: school systems, student, and behavioral theory.)
41. The school facilitates involvement of family members of students receiving Tier 3 supports. (Descriptor for maximum points: The school makes considerable efforts to encourage family participation in assessment, intervention development and implementation, and progress monitoring.)
46. Behavior intervention plans are developed by a team of individuals with documented knowledge about (a) the school context, (b) the student, and (c) behavioral theory. (Descriptor for maximum points: All BIPs are developed by teams with expertise in all 3 areas: school systems, student, and behavioral theory.)
BoQ:
34. Strategies to share key features of SWPBS program with families/community are developed and implemented. (Descriptor for maximum points: The PBIS Plan includes strategies to reinforce lessons with families and the community (i.e., after-school programs teach expectations, newsletters with tips for meeting expectations at home)
41. Plans for involving families/community are developed and implemented (Descriptor for maximum points: Team has planned for the introduction and on-going involvement of school-wide PBIS to families/community (i.e., newsletter, brochure, PTA, open-house, team member, etc.)
Academic Assessment Items:
SIR
7. Use a process to inform parents/guardians of our grade-level/course benchmarks
25. Use formal strategies parents/guardians know and understand universal screening results
34. Use a process to regularly inform parents/guardians of ongoing student progress in response to interventions/challenges
43. Use a process to collaborate with and engage parents/guardians of students receiving support at the selected level.
49. Engage parents/guardians as active team participants at each step of the problem-solving process for students receiving support at the intensive level
School RtI All Staff Perception Survey:
High Quality Instruction Universal Level:
6. (Our High Quality Instruction at the Universal Level is…) Furthered through engagement with parents/guardians
5. (Our delivery of interventions for students is…) Furthered through engagement with parents/guardians
Balanced Assessment System:
6. (A formal universal screening process (i.e. assessment at the universal level) is…) Supported through engagement with parents/guardians
4. (A formal progress monitoring process at the selected and intensive levels is…) Supported through engagement with parents/guardians
Leadership and Organizational Structures:
8. (The RtI implementation for our school is…) Supported through engagement with parents/guardians
This topic will be covered in more detail in webinar 3

20. WI RtI Center/WI PBIS Network Family Engagement Team
Partnering with Families in a Culturally Responsive Multi Level System of Support…More to Come
Webinar # 2 School Showcase – February 7, 2017
Webinar #3 Creating an Action Plan – April 28, 2017
Contact Information for the
WI RtI Center/WI PBIS Network
Family Engagement Team
Dan Seaman –
Jennifer Grenke –
Michelle Belnavis -
Sara Summ -