1.  This is a presentation of the IL PBIS Network. All rights reserved. E6 - Integrating Community Partners in High School Systems of Support Michele Capio, Illinois PBIS Network, Pam Horn, Elgin School District U-46 (IL)

2. Objectives Discuss one model of a school and community partnership and the impact on one local high school Describe how to scale up Tier 2 interventions in a high school through partnerships with community agencies Identify how to integrate systems, data, and practices between community and school personnel

3. MISSION The mission of the U-46 School and Community Alliance is to create, integrate and leverage existing and new school/community partnerships that develop a full continuum of systematic interventions based on data. It encompasses three intervention tiers: Systems for promoting healthy development and preventing problems Systems for responding to problems as soon after onset as is feasible Systems for providing intensive care

4. U-46 School District Profile 40,744 Students 3,772 Personnel 57 Schools COMMUNITIES SERVED School District U-46 serves children in Bartlett (9) and portions of Carol Stream (1), Elgin (23), Hanover Park (4), Hoffman Estates (2), Schaumburg, South Elgin (5), St. Charles, Streamwood (9), Wayne (1) and West Chicago

5. 20 Community Partners 57 providers trained in PBIS/SAIG Boys and Girls Club of Elgin*Centro de Informacion* Community Crisis Center*Crossroads Kids Club* Easter Seals*Elgin Police Department* Family Service Association of Greater Elgin Area*Fox Valley Pregnancy Center*Fox Valley Volunteer Hospice*Girl Scouts of Northern Illinois*Hanover Township Youth and Family Services*Kenneth Young*Renz Center*Streamwood Behavioral Healthcare System*Taylor Family YMCA*The Y*WAYS*West Ridge Community Church*Youth Leadership Academy

6. U-46 School and Community Alliance Work Groups 2009-2012 OperationsTier 2/3High School Violence Prevention

7. U-46 School and Community Alliance Work Groups 2012-2013 OperationsTier 2 InterventionsTier 3 Interventions

8. Tier 2/3 Work Group Outcomes  Creation of Guidelines for Schools and Agencies Working Together  Agency Partners are active members of Secondary Systems Teams (9)  Trained Agency Partners in Social Academic Instructional Groups/DPR Data  25 partners are sitting on teams and/or providing SAIG in schools  Use of the DPR (Daily Progress Report) for progress-monitoring

9. 3-Tiered System of Support Necessary Conversations (Teams) CICO SAIG Group w. individual feature Complex FBA/BIP Problem Solving Team Tertiary Systems Team Brief FBA/ BIP Brief FBA/BIP WRAP Secondary Systems Team Plans SW & Class-wide supports Uses Process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one youth at a time Uses Process data; determines overall intervention effectiveness Universal Team Universal Support

10. Elgin High School (2,378)  PBIS Universal Implementation FY10  PBIS Tier 2/3 Implementation FY11  Added PBIS Counselor position FY12  Community Partnerships with Streamwood Behavioral Health and Hanover Township Youth and Family Services connected to PBIS

11. Hanover Township Youth and Family Services Our Mission The mission of Hanover Township Youth and Family Services is the prevention of juvenile delinquency and the promotion of positive development in young people. This is accomplished by providing services which help to strengthen families, to provide outreach to children and teens at risk of school failure and delinquency, and to contribute to the building up of a healthier community for all Township youth

12. Hanover Township Youth and Family Services  Funding: Property Taxes, Two Small Grants  Has had a collaborative relationship with U-46 for over 15 years  More collaboration between Clinical and Outreach  Shift in focus two years ago to get into the community

13. PBIS + Positive Youth Development Key elements to the Youth Development approach are the following:  Youth are viewed as a valued and respected asset to society;  Policies and programs focus on the evolving developmental needs and tasks of adolescents, and involve youth as partners rather than clients;  Families, schools and communities are engaged in developing environments that support youth;  Adolescents are involved in activities that enhance their competence, connections, character, confidence and contribution to society;  Adolescents are provided an opportunity to experiment in a safe environment and to develop positive social values and norms; and  Adolescents are engaged in activities that promote self- understanding, self-worth, and a sense of belonging and resiliency.

14. Social Academic Instruction Groups (SAIG)  Coordinated by EHS Counselor  Facilitated by Community Partner  Data: Feedback from Teachers and Students  Groups 6-8 weeks  Students grouped based on teacher feedback and lack of response to CICO  Agency partner is active member of secondary systems team

15. Elgin High School Weekly Progress Report Students NameNS=No SchoolA=Absent all day NP=No show in class M=Missing data from teachers Period 1Period 2 Date Earn & Give Respect Goal (Stop, think and act before reacting to something) Hold Yourself Responsible (Stop, think and act before reacting to something) Safety First Goal (Stop, think and act before reacting to something) Earn & Give Respect Goal (Stop, think and act before reacting to something) Hold Yourself Responsible (Stop, think and act before reacting to something) Safety First Goal (Stop, think and act before reacting to something) 2/6/2012 2/7/2012 2/8/2012 2/9/2012 2/10/2012

16. Weekly Progress Report: Earn and Give Respect (student will not talk back to staff) Hold Yourself Responsible (Student will be on time to class) Safety First (Student will wear ID around neck)

17. 1. I attend school regularly 2. I skip ___# of classes each week 3. I receive all A’s, B’s, and C’s for grades 4. I receive _____# of disciplinary referrals per week 5. I feel connected to my school 6. I feel respected and important while at school 7. I can count on friends for support 8. I can count on my family members for support Pre-test/Post-test

18. I feel connected to my school

19. I feel respected and important while at school

20. Next Steps at EHS…  Move from instructional short-term groups to long-term group mentoring with skill instruction embedded in the mentoring  Increase communication (between deans/facilitators of interventions) and align initiatives  Explore more intensive interventions for students with unmet mental health needs

21. Next Steps for Alliance…  Include community agency partners in more training (RENEW/wraparound)  Directory of partners/agencies  Blend initiatives/coordinate across the district  Alternative to suspension expansion  Utilize exemplars in district as examples for other schools  Increase communication/visibility of Alliance

22. Questions