Family Involvement and PBIS

Susan Barrettsbarrett@pbismaryland.org

Sheppard Pratt Health SystemImplementer Partner

Center on PBIS

Schools Implementing School-wide Positive Behavior SupportSeptember 2009: 10,487

www.pbis.org

www.pbismaryland.org

Overview

• Basic Logic of School-wide PBS

• Connect points between school systems and families

• Including Families throughout the process

An important feature of SWPBIS is the practice of engaging families

as partners in schools (Muscott, 2008).

• Families become recognized as important members of the school community, increasing the outcomes for all children.

Italian Proverb“Between saying and doing is the sea”

Points to Remember aboutEngaging Families

Apply PBIS logic to Family Engagement: don’t keep doing what hasn’t worked up (data?)

If engagement didn’t happen, how would you change your approach to effectively engage?

professionals don’t get to choose or judge how families raise their kids.

Always start with a conversation ( not a meeting) with the family, getting their trust and permission before talking with others.

SW-PBS

• but IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

Applying the Logic to Families

80-90%

5-10%

1-5%

Tier 1: Universal InterventionsSelf Assessments: Family Engagement Checklist, Surveys

Skill Building Series Guest Speaker (Topics Vary- Survey Families)

Newsletter, Resource Library , “Shout Outs”- Mickey Mouse PB

Volunteer Opportunities (DOGS- Dads of Great Students)

Teacher Conferences- Goal Setting, Family Vision, Strengths Discovery

Family Fun Nights throughout the year

School Handbook (Description, Teaching Matrix – promote common language between school and home)

Tier 2: Targeted Group InterventionsSupport Groups (Military Families, Newcomer Group)

Skill Building Sessions (Academic and Behavior)

Tier 3: Intensive, Individual InterventionsFamily Liaison-matched with family, needs matched with community resources

Individual Skill Building Sessions-

Lake Ridge Elementary School Interventions for Parents

80-90% 80-90%

5-10% 5-10%

1-5% 1-5%

Tier 1

Universal InterventionsSTEP Classes (Systematic Training for Effective Parenting)

Guest Speaker (Helping Kids with Anger: Childhood Anxiety)

Tier 1

Universal InterventionsFamily Nights for Math and Reading

Parent Pride Book Club (Helping Your Child with Homework)

Tier 2

Targeted Group Interventions PEP Class (ESOL) - Parents As

Educational Partners

Tier 2

Targeted Group InterventionsSupport Group (Military Families)

Tier 3

Intensive, Individual InterventionsChild Study Meetings

Provide Resources for Parents

Tier 3

Intensive, Individual InterventionsChild Study Meeting (FBA & BIP)

Guidance Library

Academic Systems Behavioral Systems

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

Families,Communities

SupportingDecisionMaking

SupportingStudent Behavior

SW-PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement ٭

Overlapping Spheres of Influence

FAMILY SCHOOL

COMMUNITY

OUTCOMES

1. Common purpose & approach to discipline2. Clear set of positive expectations & behaviors3. Procedures for teaching expected behavior4. Continuum of procedures for encouraging

expected behavior5. Continuum of procedures for discouraging

inappropriate behavior6. Procedures for on-going monitoring & evaluation

School-wide

• Continuum of positive behavior support for all families

• Frequent, regular positive contacts, communications, & acknowledgements

• Formal & active participation & involvement as equal partner

• Access to system of integrated school & community resources

Family

Family Partnerships: Families and Shared decision-making

Families and Shared decision-making:• Families are equal partners in school decisions

• Include families in school decisions, developing leaders and representatives

• Recruit multiple family members for PBIS teams (who are not employees or educators)

• Alternate meeting times: morning, afternoon and evening

• Pair new families with veteran families (parent mentors)

• Offer ‘short term participation on the PBIS team, with option to renew

• Plan for care of children during meetings

• Involve families in identifying incentives and celebrations

Universals: Connect Points To Families

• Primary Focus = Awareness– Information, Information, Information (2-way)

• Educators and parents sharing information across multiple venues• Involvement

– Parent team member– Specific activities to partner with families at school

• Clear timelines, what is expected, outcomes• Support

– Information regarding range of services & supports– Referral Points– Strategies for home use

Teaching Matrix

SETTING

All Settings

Hallways Playgrounds CafeteriaLibrary/

Computer Lab

Assembly Bus

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet

to self.Help/share

with others.

Use normal voice

volume.Walk to

right.

Play safe.Include others.Share

equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils.Clean up

eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs appropriately

.

Wipe your feet.Sit

appropriately.

Expe

ctati

ons 1. SOCIAL SKILL

2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Getting up in

the mornin

g

Getting to school

Clean-up time

Time to relax

Homework time

Mealtime Getting ready for

bed

HHELP OUT

OOWN YOUR BEHAVIOR

MMANNERS

COUNT

E V E R Y D A Y

PBIS Matrix for Home

• .

I am respectful Listen to my parentsBe truthful to my parentsPlay cooperativelySpeak nicely to others

I am responsible Put away my toys, bike, and equipmentHelp with jobs at homeFollow my parents’ directionsShare Thursday folder with parents

I am safe Play safely with othersStay in designated areasStay away from strangersWear bike helmet and equipment

I am prepared Finish homework and share with parentPack backpack at night for school the next dayGo to bed on timeGet up and get ready for school when called

Few positive SW expectations defined, taught, & encouraged

Involvement

Two Examples

Michigan project(Ballard-Krishan, McClure, Schmatz, Travnikar, Friedrich, & Nolan, 2003)

• Training teams comprised of educators and parents to train school teams in school-wide PBS– Demonstrate respect for each training team member’s

knowledge– Identifying strengths of each trainer– Encourage and offer financial resources for training

teams to attend professional development– Offer on-going mentoring– Provide all trainers with skills and resources to train – Clear operational policies

Increasing Family Involvement

Benton ElementaryLewis

Background

• Title school (high rates of poverty)• Small population, transient • Low attendance at school functions, conferences,

volunteering “reluctant families”• Very small PTA• Informed about PBS activities weekly through

newsletters

Applying the logic of PBS

• Family Buzz Passport

• Combine family activities with school activities

• Reward: Kids spend time with parents – parents involved with school – Family enjoys a pizza!

Outcomes

• Approximately 70 passports validated• Noted increased attendance at conferences, PTA, Chili Fun Night, Sock Hop,

assemblies, Family nights, “McTeachers Night,” lunch at school with kids, volunteering, school zoo trip

Connecting to the Community Through Family Involvement

OMMS Business Partner Ticket

6 7 8 Date: ________________Student Name __________________________________

For Demonstrating: Safety Ethics Respect (Circle the trait you observed)

Comments: ___________________________________________

Authorized Signature: ____________________________________

Business Name: ________________________________________

Grand Junction CO 5/06

PBIS.org Educator Resources To Increase

Involvement

• New Hampshire - Family Engagement Checklist

• New York PBS Matrix for Family Involvement

• Tips for Educators to incorporate PBS into the IEP

Small Group/Targeted: Connect Points To Families

• Primary Focus = Involvement– Parent consent/ information meeting– Parent part of planning– Follow-up meetings and outcome sharing

• Awareness– Continuum of supports explained– Referral points defined

• Support– Partnership to explore school / home strategies– Quick easy “generalization strategies” for home use

Individual Intervention more effective within “host environments” that supports PBS

“Research on parents of children with and without disabilities repeatedly shows that parents who benefit the least from parent training... struggle with one or more of the following issues: poverty, low SES, social isolation, single parenthood, marital discord, and depression or other mental illness” (Singer, Goldberg-Hamblin, Peckham-Hardin, Barry & Santarelli, 2002, p. 159).

Individual/Intensive: Connect Points To Families

• Primary Focus = Support– Partner planning – strengths-based focus using functional behavioral

assessment– Facilitating interagency programs– Targeted training/supports for families

• Awareness– Information (e.g., IDEA, ADA, Mental Health, District Services)– Accessible referral point (special education / non-special education)– Teacher education RE impact on family– “Science” of behavior for both educators and family

• Involvement– Family advocacy groups on school/district team– Parents of children with disabilities on school/district team

12 Key Connections Between Individual/Intensive & Families

1. Build collaborative partnerships with families and other professionals who serve the child or youth with a disability.

2. Adhere to family-centered principles and practices throughout assessment, support plan development, and implementation support activities.

3. Help families identify and achieve meaningful lifestyle outcomes for their child with a disability and the family as a whole.

4. Recognize that problem behaviors are primarily problems of learning.

5. Understand that communication is the foundation of positive behavior.

6. Conduct functional assessments to understand the functions of problem behavior and the variables that influence behavior and to improve the effectiveness and efficiency of behavior support plans.

12 Key Connections Between Individual/Intensive & Families

7. Develop individualized, multi-component support plans that help families create effective family contexts in which problem behaviors are irrelevant, ineffective, and inefficient at achieving their purpose.

8. Ensure that PBS plans are a good contextual fit with family life.9. Utilize the family activity setting as a unit of analysis and

intervention that can help families embed interventions into family life.

10. Provide implementation support that is tailored to family needs and preferences.

11. Engage in a process of continuous evaluation of child and family outcomes.

12. Offer support to families, professionals, and other members of a support team in a spirit of sincerity and humility.

(Lucyshyn, Horner, Dunlap, Albin, & Ben, 2002, p. 13)

A Working Definition of “Family Involvement”

• Awareness, Involvement & Support mapped to continuum of supports and defined locally

• Two way street - educators understand needs of families, families understand realities of the school day

• Goal = “Partnerships” that lead to outcomes for children and youth

Data

The Conversation: Data-based Decision-Making Tools

• Student Disposition Tool (SD-T)

• Home/School/Community Tool (HSC-T)

• Education Information Tool (EI-T)

“Mary Ellen’s Wrap”Using Data to get to Family Voice

Home, School, Community Tool

“Mary Ellen”Home, School, Community Tool

Remember what the research says…

A family’s income level does not affect the family’s level of involvement. Low-income families are as likely to be involved in their student’s learning as higher-income families.

Ideas…1. Develop a survey for families about behavioral needs or

behavioral expectations in the school. 2. Develop a survey for families to determine what they know or

want/need to know about PBIS. (See sample survey) 3. Develop information for families about PBIS at your school. 4. Help plan and implement school wide celebrations. 5. Evaluate your school to determine if it is family friendly. 6. Write a piece for your school newsletter about PBIS. 7. Help plan a PBIS family night at your school. 8. Contact community businesses to share information about PBIS in

the schools. 9. Talk with teachers and staff about what they think parents need

to know about PBIS and ways families can support PBS in their school.

10. Create a home PBIS contract with families.

More to do….11. Send regular notes home about PBIS developed by parents for parents. 12. Send home thank you notes for supporting PBIS in schools. (These can be

sent to parents and/or staff and teachers.) 13. 13. Hold a PBIS day at your school that is planned and coordinated by

parents. 14. Recruit parents to develop displays around the school related to PBIS.

(e.g. PBIS student of the week, month etc). 15. Set up a PBIS table during parent-teacher conferences. 16. Create PBIS parent resources. (These could include things such as

behavior management “Tip of the Month” or “Five Ways a Day” to reinforce good behavior in the home).

17. Develop a PBIS Family Calendar. 18. Family/parent rep. recognizes students, staff, and teachers for reinforcing

behavioral expectations. (At team meetings individuals can be identified who are exhibiting the behaviors that support PBIS in your school)

19. Skits at half-time of sporting events about PBIS.