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Family & Community Involvement Planning
Session
Louisiana Positive Behavior Support Project
A cooperative endeavor with the Louisiana Department of Education
Subway Orders $5.45-please write name on envelope
Sandy Seruntine Melanie L Darlene FrenchSteve Hargrave
Susie Reeves Shey Barrett Linda PittmanRenee
Bridget Bergeron Dorothy Lewis (Order 1)Order 2Order 3
Shirley Christopher
Chere Abadie Debbie Rogers PBS Staff
Purpose of the Session
• Identify types of involvement related to PBS• Discuss strategies & resources for
collaboration• Action plan future directions for your district
in relation to family/community engagement
Benefits of Family Involvement: Parents
• Communication/relations with children and teachers improves
• Self-esteem goes up • Education level/skills increase • Decision-making skills become stronger• Attitude toward school and school personnel
improves
Benefits of Family Involvement: Students
• Higher grades, test scores, and graduation rates
• Better school attendance • Increased motivation, better self-esteem• Lower rates of suspension • Decreased use of drugs and alcohol• Fewer instances of violent behavior• Greater enrollment in postsecondary
education
Benefits of Family Involvement: Teachers
• Greater morale (and self-esteem)• Teaching effectiveness (proficiency) increases • Job satisfaction goes up• Communication/relations with students,
parents, families, and communities improves • Community support of schools increases
Quick Research Facts
• Courtesy of Michigan Department of Education (pages 2-5)
Where are you now?
• District Triangle Activity Self-Assessment (p. 7)
Behavioral Systems
1-5%
5-10%
80-90%
Tertiary Supports__________________________________________________________________
Secondary Supports__________________________________________________________________
Universal Supports
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Current District Communication/Eff orts for Families & Communities
1 Parenting
Joyce Epstein’s Six Types of Parent
Involvement
2 Communicating
3 Volunteering
4 Learning at Home
5 School Decision Making and Advocacy
6 Collaborating with the Community
John Hopkins University
• 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
Parenting Strategies
•Create “PBS at Home” classes for parents•Create behavior support classes for parents and community members•Provide training in parents’ native language
Brochures
• Positive Solutions for Families Brochure (p. 9-10)• Parents Partnering in PBS Brochure (Top 10)
(p. 11)• Parent Brochure from MODEL Program (p. 12)
– http://www.modelprogram.com/pbs-newsletter.html
Resources & Activities
• Family Engagement Article (pp. 14-22)• Early Childhood Activities
*http://www.vanderbilt.edu/csefel/familytools.html *http://www.splcenter.org/images/dynamic/main/LA_Reducing_Student_Dropout.pdf
Action Planning (p. 82)
• Type 1: Parenting
See Epstein’s Summary Page p. 23
Invited Guest
Monica Ballay, LASIG
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
Communication Strategies
• Design effective forms of school-to-home and home-to-school communications about school programs and children’s progress.
• Share results of PBS assessments and surveys with parents
• Create and maintain a PBS bulletin board• Create “PBS In Action” video• Include PBS motto on school letterhead
Code of Conduct
• http://www.rsdla.net/Files/2008-2009%20Student%20Code%20of%20Conduct.pdf
• http://www.rsdla.net/Files/2008-2009%20Student%20Family%20Handbook.pdf
• Code of Conduct Activity
Other Ideas
• Open House/Orientation/Parent Nights• Sporting Events (expectations, shirts, SIP Plan
Sign off)• Example Letters (p. 25-28)
Visibility• Website
– http://www.rapides.k12.la.us/sped/TC_2/– http://www.usd305.com/southmiddle/Teachers/Stevens/S
MS%20PBIS%20FILES/MAIN%20PBIS%20SMS%20MENU.htm
– http://www.usd305.com/heusner/default/Students/Character.htm
– http://www.rsdla.net/StudentsAndFamilies/PBS_copy1.aspx– http://www.acadia.k12.la.us/SWPBS.htm – http://staffdevelopment.ebrschools.org/explore.cfm/positiv
ebehavior/
– http://www.nrms.k12.nc.us/departments/pbs/school_examples.asp
Additional Items• Mastricola PBS Parent Survey & Results (see LAPBS website)• Videos/Podcasts
• http://www.pbis.org/swpbs_videos/default.aspx • http://www.pbis.org/swpbs_videos/school_exampl
es.aspx
• http://www.pbisaz.org/videos • Postcards• Newsletters
– Gonzales Middle (p. 30-41) http://www.lapositivebehavior.com/content.cfm?id=124
– Mastricola News (p. 42-49) http://www.nhcebis.seresc.net/document/filename/369/Mastricola_ES_Nov_newsletter_revised_highlighted.pdf
Resources
• http://www.cde.state.co.us/cdeprevention/pi_parent_school_partnerships.htm (p. 50-51)
• Jefferson County Public Schools PBS Power Point (p. 52-56)
Action Planning
• Type 2: Communicating
See Epstein’s Summary Page p. 58
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
Volunteering Strategies
• Recruit and organize parent help and support• Create a volunteer book that describes the PBS
program and behavior expectation for parents• Have parent available to read to students as PBS
Incentive or reward• Have parents help children design PBS posters• Survey parents for “donations” to reinforce staff• Recruit volunteers for “fun days” tied into your
reinforcement system
Action Planning
• Type 3: Volunteering
See Epstein’s Summary Page p. 60
Invited Guest
Bridget Bergeron, St. Martin Parish
• Involve families with their children in learning activities at home, including homework and other curriculum-related activities and decisions
• Family liaisons creating PBIS home matrix using school wide expectations
LEARNING AT HOMEType 4
Learning at Home Strategies
• Provide information and ideas to families to families about how to help students at home with homework and other curriculum-related activities, decisions and planning.
• Have web topic and activities available each week/month• Purchase resources that parents can check-out that support the
PBS initiative• Have children explain and give examples of how PBS works with
their family as “homework”• Have PBS video available for checkout/download with follow-up
activities • PBS Home Matrix (p. 62)
Action Planning
• Type 4: Learning at Home
See Epstein’s Summary Page p. 63
Invited Guest
Ascension Parish
• 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 liaisons
• Must be reflective of school’s ethnicity and culture
DECISION MAKINGType 5
Decision Making Strategies
• Include parents in school decisions, developing parent leaders and representatives
• Recruit multiple family members for PBS team who are not employees or educators
• Alternate meeting times: morning, afternoon and evening• Pair new parents with veteran parents• Offer “short term’ participation on PBS team, with option to
renew• Plan for care of children during meeting• Involve parents in selection of incentives and celebrations
Roles of Family
• LASIG Handout Roles of Families (p. 65-66)• Contract Handout for parents (p. 67)• 10 Skills (Abate & Mann, 2006) (p. 68)
Action Planning
• Type 5: Decision Making
See Epstein’s Summary Page p. 69
• Coordinate resources and services for students, families, and the school with businesses, agencies, and other groups, and provide services to the community
• Allow some to serve on peripheral team
COLLABORATING WITH COMMUNITY
Type 6
Community Strategies
• Identify and integrate resources and services from the community to strengthen school programs, family practices, and student learning and development
• Collaborate with local businesses and recreation centers to promote positive behavior expectations
• Recognize community partners and parents at PBS celebrations, newsletter, resource
• Create implementation video that shows PBS in action to show at local library, town hall
• Community Signs• Donations• Call the newspaper!
Share Time!Decision Making & Collaborating with
Community
Action Planning
• Type 6: Collaborating with Community
See Epstein’s Summary Page (p. 71)
Additional Resource
• Louisiana Promise http://www.lpirc.org/index.php
District Planning: Next Steps
• Family Engagement Checklist Handout (Muscott & Mann, 2004) (p. 73-74)• NY State Team Implementation Checklist (p. 75)• Marketing & Visibility Plan (Tennessee) (p. 76-77)• Lead & Succeed: District Inventory (John Hopkins
University) (p. 78-81)
Action Plan Wrap-Up Discussion
Books
• School-Family Partnerships for Children’s Success. Patrikakou, Weissberg, Redding, and Walberg. Columbia, 2005
• Schools and Families: Creating Essential Connections for Learning. Christenson and Sheridan. Guilford, 2001
• Parenting with Positive Behavior Support. Hieneman and Childs. Brookes, 2006
More books…
• Beyond the Bake Sale: the Essential Guide to Family/School Partnerships. Henderson, Johnson, Mapp and Davies. New Press, 2007
• School, Family, and Community Partnerships: Your Handbook in Action, 2nd edition. Epstein, Sanders, Simon. Corwin, 2002
• http://www.parentsreachingout.org/pdfs/english/behavior/behaviorpd.pdf
Resources
• www.lapositivebehavior.com• www.pbis.org• www.lasig2.org • http://www.csos.jhu.edu/p2000/sixtypes.htm • http://www.pbismaryland.org/
