PBIS TIER 1: FAMILY PARTNERSHIP

STRATEGIES

THANK YOU TO OUR PARTNERS…

Center for SW-PBSCollege of EducationUniversity of Missouri

Dr. Kathleen Lane Professor of Special Education,

University of Kansas

Dr. Lucille Eber Illinois PBIS Network Director

Dr. Joanne MalloyAssistant Clinical Professor, University of New

Hampshire

SCIENCE OF IMPLEMENTATION

Dean Fixen et al

NATIONAL*PTA 6 Core Standards*Individuals with Disabilites Educaction Improvement Act 2004 (IDEA)*No Child Left Behind/Title 1

STATE (MO)*Regular 2way communication b/w home and school*Inclusion of parents as full partners in decision making affecting their children*Promotion of safe and open atmosphere for families to visit school

DISTRICT*Demonstrate a commitment to family engagement as a core strategy to improve teaching and learning*Respect and honor existing knowledge and their potential contributions to the work of schools

SCHOOL*Engage in initiatives with families (academic, social, areas of need, behavioral)

DEFINING FAMILY PARTNERSHIP

DEFINITION OF FAMILY ENGAGEMENT Family engagement is: • A shared responsibility in which schools and

other community agencies and organizations are committed to engaging families in meaningful and culturally respectful ways, and families are committed to actively supporting their children’s learning and development.

• Continuous across a child’s life, spanning from Early Head Start programs to college preparation high schools.

• Carried out everywhere that children learn – at home, in pre-kindergarten programs, in school, in after-school programs, in faith-based institutions, and in community programs and activities.

WHAT THE LITERATURE TELLS US ABOUT PARENT & FAMILY

ENGAGEMENT Studies of families show that what the family

does with children is more important to student success than family income or the education level of the parents.

Both students and schools benefit from active participation by families in the process of education children.

Parent involvement is more than good attendance at school-sponsored events or having a strong volunteer program

The need for strong family involvement starts by the time children are in preschool and continues through high school.

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What can make family engagement feel so exhausting?!?!?

“Strong leadership by principals, teachers, and parent and community leaders”…”have learned that well-executed partnership goes hand in hand with school improvement, whether prompted by their own desire to create a better school or in the process of effectively implementing state educational reform efforts and federal programs including NCLB.” Beyond the Bake Sale: The Essential Guide to Family Partnership

Core Belief #1: All parents have dreams for their children and want the best for them

Core Belief #2: All parents have the capacity to support their child’s learning

Core Belief #3: Parents and school staff should be equal partners

Core Belief #4: The responsibility for building partnerships between school and home rests primarily with school staff, especially school leaders

Successful Partnerships Begin With Positive Beliefs about Families

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EPSTEIN'S FRAMEWORK OF SIX TYPES OF INVOLVEMENTJoyce L. Epstein, Ph.D., et. al., Partnership

Center for the Social Organization of Schools

EPSTEIN’S FRAMEWORK OF 6 TYPES OF INVOLVEMENT

Type 1: Parenting Type 2: Communicating Type 3: Volunteering Type 4: Learning at Home Type 5: Decision Making Type 6: Collaborating with Community

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TYPE 1: PARENTING

Help all families establish home environments to support children as students. Create PBS at home classes for parents Jo

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TYPE 2: COMMUNICATING

design effective forms of school-to-home & home-to-school communications about school programs and children’s progress create multiple 2 and 3 way communication systems (email, newsletter, survey’s, twitter)

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TYPE 3: VOLUNTEERING

recruit and organize parent help and support being initial and specific while providing a variety of volunteering opportunities that get families “across the threshold”

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TYPE 4: LEARNING AT HOME

provide info and ideas to families about how to help students at home with homework & other curriculum-related activities, decisions, & planning educating/equipping parents so that they are knowledgeable and comfortable with the content coming home

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TYPE 5: DECISION MAKING

include parents in school decisions, developing parent leaders and representatives having a parent sit in on PBS team and other school meetings being flexible with meeting times and locations

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TYPE 6: COLLABORATING WITH THE COMMUNITY

identify & integrate resources & services from the community to strengthen school programs, family practices, & student learning and development partnering with community groups around expectations

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“ATTENDANCE” EXAMPLE

Parenting: “Attendance Summit” for parents on the importance of student attendance. Speakers may include school administrators, counselors, legal experts, teachers, health service provider, students and family members

Communicating: Recognition post-cards for good or improved attendance

Volunteering: Family volunteers as attendance monitors; Family members handing out PBIS tickets for kids making it to school

Learning at Home: Interactive homework for students and family partners to create poster as to why good attendance is important

Decision Making: PTA/PTO communications, translated as needed, for all families on requirements for student attendance and on-time arrival, and steps to take when students return to school after illness

Collaborating with Community: Agreement with local businesses to post signs that students are welcome only during non school hours.

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