1. Family/Community Partnerships & PBIS Kimberli Breen, IL-PBIS Network Technical Assistance Director Joane Scholefield, IL-PBIS Network Family Support Facilitator

2. Overlapping Spheres of Influence FAMILY SCHOOL COMMUNITY OUTCOMES

3. 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

4. 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

5. Reflect, Assess & Plan

6. Example: Reflection: What do you see as the benefits of School, Family & Community Partnerships (or Family Involvement)

7. 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

8. 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

9. 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

10. Example: Reflection: What do you see as the costs of schools not partnering with Family & Community

11. S/F/C Partnerships Action Plan Strengths, Needs, Challenges & Opportunities –School Building –School District –Family Partnerships –Community Partnerships –County, Regional &/or State Partnerships

12. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement ٭

13. Systems to Support School, Family, Community Partnerships State, 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?

14. Data to Support School, Family, Community Partnerships State, 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??

15. 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”

16. 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?

17. Practices to Support School, Family, Community Partnerships State, 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??

18. 1-5% 5-10% 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 SystemsBehavioral Systems

20. Behavioral Expectations and Matrix… each family can align school expectations with family expectations… MealtimesBathroomTV Time Respect Self Make healthy Food choices Maintain privacyLeave TV behind at agreed time Respect Others Share treatsFlushShare the clicker Respect the Environment Put dirty dishes in sink Pick up wet towelsPick up after yourself before leaving the TV area

21. 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

22. 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..)

23. 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

24. 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

25. S/F/C Partnerships Action Plan Strengths, Needs, Challenges & Opportunities –School Building –School District –Family Partnerships –Community Partnerships –County, Regional &/or State Partnerships