Positive Family Support: A tiered model for
evidenced-based parental engagement
National PBIS Leadership ForumOctober 11, 2013
Kevin J. MooreChild & Family Center
Illinois Jennifer Phillips, LCSW PBIS External Coach
and Meghan McCarthy, LCSW Family Support
Facilitator
2
MontanaCarol Ewin, MA RtI Specialist
Tammy Tolleson-Knee, LSW School Counselor
Maximizing Your Session Participation
Work with your team
Consider 4 questions:
–Where are we in our implementation?
–What do I hope to learn?
–What did I learn?
–What will I do with what I learned?
Where are you in implementation process?
Adapted from Fixsen & Blase, 2005
Leadership Team Action Planning Worksheets: Steps
Self-Assessment: Accomplishments & Priorities
Leadership Team Action Planning Worksheet
Session Assignments & Notes: High Priorities
Team Member Note-Taking Worksheet
Action Planning: Enhancements & Improvements
Leadership Team Action Planning Worksheet
Two objectives of this talk:
To demonstrate that effectively engaging and collaborating with families in the public school context can make a difference in the success and well-being of students.
To discuss specific strategies that can be used within the PBIS structure to constructively engage parents to collaborate with educators.
Apparent in national initiatives
General and special education legislation
Statements and goals of countless education related professional organizations
Critical aspects of many comprehensive school reform efforts
(Henderson & Mapp, 2002; Lewis and Henderson, 1997; Reschly & Christenson, In press) 7
Family Engagement and Involvement In Student Learning and Schools
1. A clear and shared focus 2. High standards and expectations for all students 3. Effective school leadership 4. High levels of collaboration and communication 5. Curriculum, instruction, and assessments aligned
with state and national core standards 6. Frequent monitoring of teaching and learning 7. Focused professional development 8. A supportive learning environment 9. High levels of parent and community involvement
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So what do we know about high performing schools?
Family involvement helps student achievement Henderson & Berla, 1994; Henderson & Mapp 2004;
Stormshak et al., 2011 Teacher collaborative outreach to families related to
strong and consistent gains in achievement in both reading and math
Effective outreach practices included: Face to face Sending materials home Keeping touch about progress (joint monitoring)
Workshops for families on helping their children at home linked to higher reading and math scores
Schools with higher rated partnership programs greater gains on state tests than lower rated programs9
30 Years of Evidence: Family Involvement
Higher grade point averages and scores on standardized tests
Enrollment in more challenging academic programs
More classes passed and credits earned Better attendance Improved behavior at home and at school Better social skills and adaptation to school
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Additional Benefits of Family Engagement for Students
Effective Family
ManagementInterventions
Reduce….
Effective Family
ManagementInterventions
Reduce….
Early ChildhoodProblem Behavior
Early ChildhoodProblem Behavior
Middle ChildhoodProblem Behavior
Middle ChildhoodProblem Behavior
AdolescentProblem Behavior
AdolescentProblem Behavior
30 Years of Evidence for Improved
Parent Management on Youth Outcomes
School grades and attendance Anxiety and Depression Disruptive Disorders including arrest rates ADHD Health risking behaviors
Drug and alcohol use and abuse High risk sexual Young Adult Obesity
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Improved Problem Behaviors Include
Unique Vulnerabilities of Secondary School Students:
Decreased parent involvement
Increased problem behavior
Increased peer group influence
Decreased attendance
Decreased academic performance
Two Adult Sytems Concerned About Students Outcomes
School Awareness
ParentAwareness
SchoolHome
Expectations
MonitoringSupport
Expectations
MonitoringSupport
Teacher-Parent Contact
Behavior Expectations
Homework Patterns
Parent-Teacher Contact
Tracking Grades, Beh, Attendance
Student
What is going on at
school?
What is going on at
home?
Synergy of Family Engagement Coupled with
Family Management Support in Educational Settings
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2
Prevention Research in Public Middle Schools (Project Alliance 1 and 2: Dishion & Stormshak)
RandomlyAssigned
7th 7th ---> 11th Grade
6th GradeMiddle School
Students: Portland Public
Schools
Control:Middleschool as usual.
Family Resource
Room
Offered Family
Check-up &FU support
FCU Intervention Outcome on Self Reported Substance Use for High Risk Students
(adapted from Dishion, Kavanagh et al, 2002)
Sel
f R
epo
rted
Su
bst
ance
Use
in t
he
Las
t M
on
th
21
PERCENTAGE ARRESTED BY AGE 16-17
Connell Dishion et al 2007
Effects on Academic and Attendance Effects on Academic and Attendance OutcomesOutcomes
Grade Point Average School Absences
FCU Prevents GPA Decline FCU Reduces School Absences
Control
FCUControl
FCU
Challenges to Using Parenting Programs in
Schools : Respectfully identifying and engaging parents of
students who most need the services and support;
Parents are often unable to participate in parenting ‘programs’ because they are delivered in groups and/or scheduling problems
Schools don’t have resources to pay for personnel engage and work with parents in these interventions:
There are often no formal strategies for linking work of parenting interventions with school based strategies;
An adapted and tailored intervention model that is intentionally designed to be a collaboration with any particular school (i.e., based on a schools needs and goals regarding their students and families).
Structures program around evidenced-based intervention constructs and intervention targets.
Focused on reducing the response costs for schools to do effective family engagement using evidenced-based methods.
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Positive Family Support
Follows a Response to Intervention RtI approach Note: Family involvement considered one of the Three Essential
Components of RtI along with Tiered instruction/intervention and Ongoing Student Assessment
Designed to integrate into PBIS structures
Adapted to the unique ecology of each school
Partnership model: intervention team and school’s key personnel collaborate to learn the model
Key Features of this Model
Integration into PBIS & RTIIntegration into PBIS & RTI
Indicated
Selected
Universal
•Family Check-Up •Parenting Support Sessions•Parent Management Training•Community Referrals•Parent Integration CICO•Attendance & Homework Support•Home-School Beh Change Plans•Email and Text messages•Family Resource Center
•Parenting Materials (Brochures/Videos/Handouts)•Positive Family Outreach•Student Needs Parent Screening
•Individualized Supports•Functional Behavioral Assessments
•Specialized Supports•Check-In/Check-Out
• School Rules & Expectations• Positive Reinforcement• Student Needs Screening
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Preliminary Fam-Set Effects Sizes for PFS Model Implementation Across the
Three Tiers
Talk Talk Talk…When Do We Eat?
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Proactive Screening that is “Respectful to Parents”Revised Multiple Gating Approach
Parent ReadinessScreener(school entry)
Parent ReadinessScreener(school entry)
Teacher &StaffScreening*(fall-spring)
Teacher &StaffScreening*(fall-spring)
Family Check UpFamily Check Up
School-ParentPBS plan
School-ParentPBS plan
TailoredStudent &Family Support
TailoredStudent &Family Support
* Behavior (e.g., SWIS); Homework Completion/Grades; Attendance
The Parent Readiness Screen for Positive Family Support.Begin the School Year with Parents Expressing
THEIR Needs
• Use Parent Readiness Screen to place students in the
triangle • Use their data to guide your
approach to contact parents
• Use data to inform your practices (e.g., targeted parent nights)
Positive Family Support Readiness Screener A pragmatic screening tool that:
Uses 14 questions to ask caretakers at beginning of the school year to express THEIR concerns and support needs about their child in regards to school
Asks parents if they need support for any of the questions Asks parents if they would like school contact Easily sorted into a triaged proactive parent contact
strategy Use caretaker data to guide parent contact by grade level
teams, counselors, and/or administration
33
Readiness Screening as a Proactive Caring and
Collaborative “Joining Process”
34
Behavior
Self-regulation
Peers
Affective/Mood
Attendance
Academics
35
School-wide needs assessment from parent perspective.
Increase teacher and administrative knowledge of what, if any, concerns caretakers have about their student.
Creates opportunities for proactive reach-out to caretakers.
Can inform teacher and administrator about caretaker knowledge or concern about a student’s problems before making an achievement or behavior related contact.
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Multiple Uses of Parent Screener
Sixth Grade Parent Responses to the School Readiness Screener (N=3
schools)
Item Description
Doing Great
Some Concern
SeriousConcern
Asking for Support
CompletingHomework assignments
59% 30% 8.9% 11%
Needing Structure and Supervision
65% 28% 6% 9%
Getting easily distracted by other kids
51% 40% 10% 11%
Focusing and staying on task at school
60% 33% 7% 9%
Depressed or anxious
69% 25% 6% 7%
41
Parent Scaffolding for Homework Support
43
For teachers & family resource specialists
For parents and students (with teacher & family
resource specialist help)
For teachers and parents
Selected-Level: Selected-Level: Behavior Change PlansBehavior Change Plans
Get to Know You Interview
Get to Know You Interview
FamilyQuestionnai
re
FamilyQuestionnai
re
Collaborative
Feedback &
Motivation
Collaborative
Feedback &
Motivation
Parent Materials
and Support
Parent Materials
and Support
Parent Topic
Events/Groups
Parent Topic
Events/Groups
Student Intervention
Support
Student Intervention
Support
CommunityResourcesCommunityResources
An Overview of the Family Check-Up and Follow-Up Services
The Family Check-Up
Case
Example
47
FCU CASE STUDY
34
Previous year: Threatened with
expulsion unless referred out
for individual therapy-- parents
not invited to be involved with
therapy—After 8 Sessions
therapist thought youth was
“fine”
In-school and out-school suspension
48
49
50
MDM/D
D
D
M
M
M
DM
M
M
D
D
D
M/D
M/D
M/D
M/D
M/DT
T
T
M
Parenting Resources: BrochuresParenting Resources: Brochures
52
54
Video Support for Families
57
FCU CASE STUDY
FCU plus 2 follow-up sessionson home incentives for CICO and increased encouragementat home 1 session re-visit home and school
CICO Plan-- found normal drift in both settings to lower rates of R+ increased adult attention and R+ at home and school back to levels of October plan
34
11
Finds out Adopted
Previous year: Threatened with
expulsion unless referred out
for individual therapy-- parents
not invited to be involved with
therapy—After 8 Sessions
therapist thought youth was
“fine”
In-school and out-school suspension
Summary and Conclusions
Effectively and respectfully engaging parents in school contexts with empirically validated interventions can increase student success.
PBIS provides an excellent infrastructure and behavior management structure for embedding parenting interventions into universal, selected and individualized intervention services.
We need to create an integrated system that includes parent engagement, so that there is ‘value added’, and we help school staff be more efficient and effective at what they are doing already.
Where we are at
Things we are learning
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Current First Year Implementers
PFS Acknowledgements
Intervention Developers and Consultation TeamKimbree BrownTom DishionRosemarie DowneyCorrina FalkensteinGreg FoscoKate KavanaghKevin MooreBeth Stormshak
PFS Research Evaluation Research TeamCarey BlackJeff GauJohn SeeleyKeith Smolkowski
Thank you for your attention
For more information on Positive Family SupportPlease contact Dr. Kevin Moore at [email protected]
And visit the FCU and PFS website:
(http://fcu.cfc.uoregon.edu/)