Student and Family Engagement within SWPBIS

Rob Horner and Celeste Rossetto DickeyUniversity of Oregon

Slides available at www.pbis.org as well as at NWPBIS site

Goals

• Review current status of PBIS implementation in Oregon

• Celebrate successes• Focus on Next Steps

• Practical strategies for promoting student engagement

• Practical strategies for promoting family engagement

Main Messages• Schools in Oregon are doing a good job implementing Tier I

Behavior Supports.

• Both getting to Tier II/ Tier III, and sustaining what we have achieved, will require more attention to student and family engagement.

• Responding to fiscal crunch• Family participation• Student self-instruction• Increased Instructional Efficiency

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%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

27

Main Ideas:1.Invest in prevention first2.Multiple tiers of support intensity3.Early/rapid access to support

~80% of Students

~15%

~5%

ESTABLISHING CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/ Check out• Targeted social skills instruction• Anger Management• Social skills club• First Step to Success

TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• Check and Connect•

PRIMARY PREVENTION• Teach SW expectations• Consistent Consequences• Positive reinforcement• Classroom Systems• Parent engagement• Bully Prevention

SECONDARY PREVENTION• • • • •

TERTIARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

Effective Education:Effective education is a collaboration between schools, students and families

Students Schools/ Faculty

Families

Academic Engagement

Academic Engagement

Student Engagement• Come to School……………………………. Attendance• Show up for class on time……………. Skipping/ Tardy• Pay attention ………………………………. Day Dreaming• Try ………………………………………………. Off Task/ Disruption

• -------------------------------------------• Homework club• School Activities• CICO• Etc.

Student Role• The unspoken covenant

• “If you try hard we will see that you succeed”

• Two skills for students• Try Hard• Recruit what you need

• Chris Pinkney

Students

Teaching “try your best”• Teach the expectation

• What does it look like to “try your best?”

• Teach the whole rule (if YOU do your best, WE will help you succeed)

• Differentiated instruction• Effective curriculum• Opportunities to respond with feedback• Supplemental support

• Build in regular opportunity to self-assess• 1-5 scale (Am I trying to do my best?)• Within CICO

Students

Academic Engagement

Activity:How can you teach students to:

1)Understand what it means to Try Your Best and how to Self Assess

2) Understand when and how to Ask for Help and Recruit adult or peer support

Families

• Partnership with families

• What three things could most families do that would make the biggest positive impact on student educational success?

• Options• Show interest

• (ask how the day went)

• Help with homework • (time, place, support, knowing)

• Communication with school • (events, needs, what is working, and what is not working)

Families

Families

Academic Engagement

Activity:How can your school engage families:

1)What are 1-3 reasonable things families can do that would make a difference?

2)What would be the best way to share this information with families? How would we know if we had been successful?

School/ Faculty• Define expectations• Teach how to learn as well as what to learn• Use an effective curriculum with adequate intensity.• Greet students entering class

• Instructional priming• Create regular opportunities to respond

• With high likelihood of success

• Provide feedback• On effort AND accuracy

• Differentiated Instruction• Academic Seminar

• Teaching students to recruit their own support

School

Allday & Pakurar (2007)

Teachers

Academic Engagement

Activity:How do we ensure that we are implementing our intervention correctly?

What data do we collect to identify students who need more support early?

Summary• Effective education is a collaboration of Families, Students,

Faculty.

• More emphasis needed on Student and Family engagement

• We can make small changes to improve both Student and Family Engagement

• Tier I

• Tier II

• Tier III

EffectiveEducation