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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
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
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
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
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
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
Success stories shared locally,
if at all
NOW
Success stories shared nationally
to benefit all
RESULTS
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.
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
Leadership Development Conference. Baltimore: Johns Hopkins University, March 12.
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.
Family & Community Involvement Activities1.2.3.4.
Family & Community Involvement Activities1.2.3.4.
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
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.
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
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.
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
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.
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
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.
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
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.
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
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.
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