Y

OU HAVE A PARENT ON THE

PBIS

TEAM

,

NOW WHAT

?

P

REPARE

S

TAFF TO WORK WITH

M

EMBERS ON THE

T

EAM

F

AMILY    Discuss hypothetical cases from different family members’ points of view to understand different perspectives on situations.

Ask staff to evaluate their own assumptions and beliefs about the families with whom they work.

Develop staff communication skills.

  Provide staff time to process with others difficult conversations or situations that may arise with family members on the team.

Finally, explain the purpose of the family member on the team.

W

HAT IS THE

P

URPOSE FOR THE FAMILY MEMBER ON YOUR TEAM

?

    Advisory Leadership Planning Evaluation     Practice Knowledge Community Partnership

A

DVISORY

R

OLE

:

        Help the school to understand family’s values, beliefs and practices Help school staff to develop and implement “targeted” interventions relative to the community culture Share your current community’s strengths and needs in order to develop a PBIS framework Help the team to understand strategies that are most acceptable to the culture of the community Advocate for families Provide necessary information regarding community’s cultural values, beliefs and practices with classroom teacher Participate in the development and implementation of targeted interventions within classroom Support targeted efforts of classroom teacher with students in classroom

L

EADERSHIP ROLE

:

 Learn about PBIS  Read materials offered by your child’s school related to PBIS       Learn about the school’s PBIS model Present to other parent groups what the PBIS framework is in your child’s school Present to community organizations on how they can participate in PBIS Initiate awareness of an emerging or systemic issue Plan and implement strategies for making change or meeting a need Collective voice on an emerging issue * Online Resources and Examples

P

LANNING

R

OLE

:

 Participate in PBIS planning         Read materials offered by your child’s school related to PBIS Learn about the school’s PBIS model Go through PBIS Tier I Training with the team Maintain a resource library and sponsor a booth at a parent event Help the school understand community cultural values, beliefs and practices Participate in discussions to build family and school agreement on school-wide expectations for behavior Serve as a channel for communication and feedback between stakeholders Plan opportunities for families to connect, network, mentor and have fun

E

VALUATION

R

OLE

:

    Conduct the *Mini Schoolwide Evaluation for the Universal Team to Action Plan from Conduct *surveys with families to guide action planning of increased family knowledge of PBIS implementation in the school Collecting, analyzing, action planning and displaying data for stakeholders Focused monitoring of family’s perception of the school’s efforts of Family Engagement/Partnership * Online Resources and Examples

P

RACTICE

R

OLE

:

     Use and reinforce PBIS strategies in home and community environments Help children understand that situational appropriateness transfers from one setting to another Teach behavior expectations to all children Enhance participation and connections Seek and exchange information and solutions

K

NOWLEDGE

R

OLE

:

  Share ideas and resources during the implementation of the schools PBIS framework Help build parent participation in school-wide PBIS   Help other families understand PBIS Link with and support other school families Parents of children with behavior challenges are important in a system of school-wide positive behavior interventions and supports because they already know that punishment does not teach skills. Parents already know what individual strategies may work with their own child. Parents are important contributors in developing PBIS in their child’s school, because parents have a great deal at stake – the lives and futures of their children. By becoming involved, parents can have a vital role in improving school climate, safety, and instructional time. Most important, parents can have a role in helping their child to develop the positive behavior skills that are the foundations for a successful future.

K

NOWLEDGE ROLE

…

CONTINUED

:

 Parents of children with behavior challenges are important in a system of school-wide positive behavior interventions and supports because they already know that punishment does not teach skills. Parents already know what individual strategies may work with their own child. Parents are important contributors in developing PBIS in their child’s school, because parents have a great deal at stake – the lives and futures of their children. By becoming involved, parents can have a vital role in improving school climate, safety, and instructional time. Most important, parents can have a role in helping their child to develop the positive behavior skills that are the foundations for a successful future.

C

OMMUNITY

R

OLE

:

 Help get community involved     Present to community organizations on how they can participate in PBIS Link with community resources and actively engage community supports for the school’s efforts. (i.e. Search for donations and free resources in the community for PBIS reinforcement programs.) Help match community contributions to school goals; align child and family services with learning standards.

Invite alumni to participate in supporting your PBIS efforts, have the students give tours of the school and explain the PBIS expectations in your school.

P

ARTNERSHIP

R

OLE

:

       Learn about PBIS Read materials offered by school related to PBIS Attend presentations offered by school to learn about school’s PBIS model Participate in PBIS planning Provide information on family priorities and issues and necessary information regarding the communities cultural values, beliefs and practices with school Participate in discussions to establish congruence between family expectations and school-wide expectations for behavior Carry over PBIS initiatives into home and community environments

P

ARTNERSHIP ROLE

…

CONTINUED          Learn how to teach your children the importance of PBIS behavior expectations at home and in the community. Some SW-PBIS programs design a teaching matrix for the home as well as the school environment. See the example in figure 4 Discuss and teach PBIS behavior expectations to your children Implement PBIS strategies at home and in the community Reinforce PBIS strategies in the home and community setting Help ensure parent participation in PBIS Help other families understand PBIS Develop parent initiatives Establish ongoing linkages & supports with other school families Help get community involved

W

HAT CAN

T

HE FAMILY

R

EPRESENTATIVE ON THE TEAM DO TO

I

NVOLVE

PBIS?

A

LL

F

AMILIES WITH

    Provide resources so they can learn about PBIS at your school and provide feedback about the process.

Invite them to participate on the state, district, or school PBIS Leadership team.

Design Family Engagement activities in PBIS.

Involve families on Targeted or Intensive level teams as they relate to your child. *Online Link

H ERE ARE SOME QUESTIONS TO HELP GUIDE CREATION OF A RESOURCE FOR PARENTS …     What is in place at the Universal level of PBIS in the classroom and school-wide?

What are the school-wide and classroom behavior expectations?

How will the school communicate with me if my child needs extra help with behavior?

If my child is having behavior problems, what evidence-based interventions will be used to help my child?

M

ORE QUESTIONS

…

     What assessments will be used to develop a behavior plan for my child?

How will the school inform me about the results of collecting information on my child?

How will I be notified and involved if my child needs Targeted or Intensive supports?

What resources are available in the school and community to help with improving my child’s behavior How can I work with the school to promote PBIS at home?

H OW CAN F AMILIES BE INVOLVED IF CHILD NEEDS I NTENSIVE LEVEL S T HEIR UPPORTS ?

 Invite them to be with their child’s evaluation, education, and behavior plan.  The knowledge families bring to the table about their child’s development, medical history, strengths, interests, and needs is an important resource to the team in creating an effective Behavior Support Plan (BSP)

H OW CAN FAMILIES BE INVOLVED IF CHILD NEEDS T HEIR I NTENSIVE LEVEL SUPPORTS C ONTINUED ?

   A strong partnership between the family and the school helps to create consistency across home and school settings and to improve results for children.

Local community mental health agencies often provide services that schools cannot to offer, such as mental health counseling, intensive family-based services, or wraparound services. When a child needs services from multiple agencies, he or she may benefit from a Coordinated Service Plan.

 The information above is taken from PACER site and is adapted from the Matrix for Family Involvement; New Hampshire Center for Effective Behavioral Interventions and Support (NH-CEBIS); and the New York State Positive Behavioral Interventions and Support Initiative; Team Implementation Checklist. All can be found on PBIS.org

W

ABENO

E

LEMENTARY

S

CHOOL

M

ARINETTE

M

IDDLE

S

CHOOL

A

PPLETON

S

CHOOL

D

ISTRICT Sheree Garvey Coordinator of School Improvement for PBIS and Parent Partnerships [email protected]

Dr. Carrie Willer Franklin Elementary School Principal [email protected]

Tara Kraft AASD Parent and Staff Member [email protected]

The more parents participate in schooling, in a sustained way, at every level -- in

advocacy, decision-making

and

oversight roles

, as

fund-raisers

and

boosters

, as

volunteers

and

para professionals

, and as

home teachers

-- the better for student achievement.

O UTDATED T HINKING ON P ARENT I NVOLVEMENT :     Parents should come to school only when invited

Stay-at-home mothers serve as “homeroom

mothers” Parents visit school mainly for children’s performances and open houses Parents help raise money for school.

E PSTEIN ' S S IX T YPES OF I NVOLVEMENT P ARENT

Joyce Epstein of Johns Hopkins University has developed a framework for defining parent involvement:   

Parenting Communicating Volunteering

  

Learning at Home Decision Making Collaborating with the Community

C REATING STRONG PARTNERSHIPS BETWEEN SCHOOLS AND FAMILIES IS ESSENTIAL FOR HELPING ALL CHILDREN SUCCEED IN SCHOOL AND IN LIFE . A S ENGAGED , MUTUALLY SUPPORTIVE PARTNERS , PARENTS AND SCHOOL STAFF CREATE A CARING COMMUNITY AROUND STUDENTS THAT PROMOTES LEARNING AND GROWTH AT HOME AND AT SCHOOL .

AASD Family School Partnership Vision Statement

C

REATION OF

D

ISTRICT

F

AMILY

P

ARTNERSHIP TEAM



R

OLE

Y

EAR

1

Support current parent involvement and partnerships that currently exist within buildings



Support School Improvement Teams and their action plans related to Family and Community Involvement

 

Understand their current audience Conduct Needs Assessment for each building utilizing a survey



Utilize survey tools

H

OW DO YOU FEEL ABOUT THE

A

REA

S

CHOOL

D A

ISTRICT

?

PPLETON

W

ELCOMING

S

CHOOL

E

NVIRONMENT

L

EARNING AT

H

OME

2014 D

ISTRICT

S

URVEY

R

ESULTS  Welcoming School Environment I have been invited to visit my child’s classroom.

SA NA* 37% A D SD 39% 15% 1% 7% Parent/school activities are planned at different times of the day and week to provide all families a chance to  Learning At Home 28% 52% 9% 2% 9% I feel I can confidently assist and discuss homework with my child in: Math 50% 28% 10% 2% *SA=Strongly Agree A=Agree D=Disagree SD=Strongly Disagree 1%

H OW DO YOU F EEL ABOUT E LEMENTARY ?

F RANKLIN

C OMMUNICATING WITH F AMILIES !!

C

ONTACT

I

NFORMATION

:

Dan Seaman [email protected]

Jennifer Grenke [email protected]

Marlene Gross-Ackeret [email protected]