Partnering with School/Family/Community at All
Three Tiers, Part 2
Kimberli BreenTechnical Assistance Director
IL-PBIS Network
Lynn Owens PBIS External Coach
Schaumburg School District 54
Jennifer PhillipsSocial Worker
Schaumburg School District 54
Session Description
• Describe strategies to support school, family, community partnerships
• Provide real-life school, district & state examples
• Introduce a self-assessment tool schools & districts can use to help them action plan and improve their partnerships
Lynn Owens PBIS External Coach
Schaumburg School District 54
So your building is implementing PBIS….what do your parents know??
• Getting the word out– Parent Handbooks/ Manuals (building, district or
PBIS)– Newsletter (district, building, classroom or PBIS)– Website– Tri-fold pamphlets– Postcards– Magnets– School/ Home Matrices– PTA / PTO meetings– Students
Parent Manuals/Handbooks-What to include???
• Introduction Letter or statement to inform parents about PBIS and how it will affect their child in and out of the classroom
• Name and/or pictures of mascot or tickets• 3-5 School Wide Expectations, Matrix, & Cool Tools• Introduction/overview of each tier being implemented
in your building• Example of School, Classroom, and/or Home Matrix• Example of Classroom Managed and Office Managed
Behavior Documentation Forms
Newsletters
Websites
http://campanelli.sd54.org/pbis/
http://link.sd54.org/pbis/
Postcards
School/ Home Matrices
School/ Home Matrices
School Matrix
MA
C’S
“B
ea
r” E
ss
en
tia
ls All Settings
Arrivals & Dismissals
Classrooms
Hallway
Bus/ Field Trips
Playground
Restrooms
Be
Re
sp
ec
tfu
l
- Use “School Language”
- Use appropriate body language.
- Be on time.
- Dress appropriately for school.
- Use kind words.
- Be on time.
- Use school language.
- Use appropriate voices.
- Remain silent.
- Close lockers appropriately and carefully.
- Use kind words.
- Listen to the driver/rider/adult.
- Follow bus rules.
- Use inside voices.
- Use “School Language”
- Use kind words.
- Play by the school rules.
- Remain silent.
- Remember to flush, wash hands, and use the trash.
- Respect other’s privacy.
Be
Re
sp
on
sib
le
- Follow directions given by ANY adult.
- Be prepared with materials and assignments.
- Accept responsibility for your behavior.
- Think “green.”
- Go to assigned area.
- Follow directions.
- Listen attentively.
- Be ready.
- Put forth your best effort.
- Follow computer rules.
- Ask for help when you need it
- Return promptly to class.
- Follow directions.
- Sit in your assigned seat.
- Follow directions.
- Include others.
- Share.
- Think “green.”
Be
Sa
fe
- Hands, feet, and objects to yourself.
- Use materials properly.
- Dress appropriately for the weather.
- Walk
- Stay in your assigned spot in line.
- Walk your bike.
- Hands, feet, and objects to yourself.
- Hands, feet, and objects to yourself.
- Use materials properly.
- Walk.
- Keep work area neat.
- Stay in your assigned spot in line.
- Walk and wait on the right in a straight line.
- Hands, feet, and objects to yourself.
- Enter and exit properly and in a single file line.
- Sit in your seat facing forward.
- Use quiet voices.
- Keep snacks and other materials in your backpack.
- Hands, feet, and objects to yourself.
- Stay with your group.
- Use all equipment properly.
- Hands, feet, and objects to yourself.
- Use facilities properly.
- Wash hands.
Home/Community Matrix
Strategies• Parent Representation on Universal
Teams– Who would be ideal?
• PTA / PTO Members• SLT (School Leadership Teams)• Lunch mothers/ fathers who are not full-time staff
members• Parents whose children benefit or receive
additional support through the three tiered system • Naysayers or those parents who question the PBIS
system as a whole
Strategies Continued…
• How do we recruit?
– Information posted in parent newsletters– Pamphlets distributed during beginning of the
year curriculum nights or open houses– Open applications throughout the school year– Teacher/ Parent Referral– Student requests for a particular parent
Strategies Continued…• How do we retain?
– Include parent team members in all trainings– Inform parents of changes within the team
and in the building and/or district– Treat parent as you would any team member– Listen to, consider and/or implement
requests, suggestions and ideas – Make sure the parent understands their role
on the team– Rotate parents on/off team as often as
faculty/staff team members
Training
-How should we train parent team members??
• Parent team members should attend U600/New Universal Team Member Training during their first year on the team
• Any initial and ongoing trainings that the Universal team attends
• Parent Members should be invited when providing boosters for staff and students
Experiences: Parent Interviews
How did they become members of the team???
•Members of team for at least 3 years (one parent serves on both an elementary and junior high team)•Invited to join the team, because they worked and/or had children in the building•Volunteered to join the team following an announcement during curriculum night•Chose to join the team, because they felt that a positive behavior system was needed in their child’s building
Experiences: Parent InterviewsPrevious knowledge, involvement, and
current role…•No prior knowledge or experience with PBIS, except that it was positive and would replace their current behavior system•Active on PTA (president and committee chair)•SLT and other building teams•Provide parent perspective to team and how PBIS can be reinforced at home•Plan and facilitate assemblies, purchase student incentives, and staff shirts
Perspectives: Parent Interviews• “My children understand the expectations for both
home and school”- Dawn D.• “Initially informed parents of PBIS at PTA meetings,
now I encourage parents in the community to become involved”-Dominice E.
• “The parent role is important and I want parents to increase their involvement. This helps carry over at home/community for students.”- Dawn D.
• “We do a good job with getting the word out to students and staff, but parents still need more information. The school added info about behavior in the newsletter which helps parents understand the needs”. –Dominice E.
Advice to teams seeking to add parents(Parent Interviews)
Clarify the parent’s role on the teamFind the right parents that will be a good fit
(someone who can be objective and discreet with data, as well as give parents a voice on the team)
Consider time of day for team meetingsKeep communication open and easy to
understand for all parentsWhen seeking parents make sure that all
parents are given opportunity
Types & Examples of Family/Community Data
1) Outcome data• # of families/community participated in
events• Scores on satisfaction surveys• # of positive post-cards sent home• # of businesses with expectations posted
2) Process data• # of surveys returned• Listing of all programs/interventions that
exist for family & community at all 3 tiers
Process Data is Used:• To determine if interventions are being
used, being used consistently and being used with fidelity
• To monitor the effectiveness of the intervention itself (in aggregate, what % of families/community members responded to the intervention)
• To make decisions regarding the continuum of interventions/supports (what to keep doing, stop doing, do more of)
“My son doesn’t behave at school…why would I bring him
back here at night?!”
Quote from a mother while participating in PBIS Statewide Family Networking Meeting
What are you doing to SUPPORT FAMILIES
in meaningful ways?
Surveying for Partnerships
What actions are being taken to increase partnerships?
Enhanced Phases of Implementation
See hand-out
Maximizing Your Session Participation
Work with your team
Consider 4 questions:
- What Implementation Phase?
- What do I hope to learn?
- What did I learn?
- What will I do with what I learned?
Where are you in the implementation process?
Adapted from Fixsen & Blase, 2005
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