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You have a parent on the PBIS team, now what?. Prepare Staff to work with Family Members on the Team. Discuss hypothetical cases from different family members’ points of view to understand different perspectives on situations. - PowerPoint PPT Presentation
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YOU HAVE A PARENT ON THE PBIS TEAM, NOW WHAT?
PREPARE STAFF TO WORK WITH FAMILY MEMBERS ON THE TEAM 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.
Advisory Leadership Planning Evaluation Practice Knowledge Community Partnership
WHAT IS THE PURPOSE FOR THE FAMILY MEMBER ON YOUR TEAM?
ADVISORY ROLE: 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
LEADERSHIP 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
PLANNING ROLE: 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
EVALUATION ROLE: 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
PRACTICE ROLE: 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
KNOWLEDGE ROLE: 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.
KNOWLEDGE 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.
COMMUNITY ROLE: 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.
PARTNERSHIP ROLE: 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
PARTNERSHIP 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
WHAT CAN THE FAMILY REPRESENTATIVE ON THE TEAM DO TO INVOLVE ALL FAMILIES WITH PBIS? 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
HERE 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?
MORE 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?
HOW CAN FAMILIES BE INVOLVED IF THEIR CHILD NEEDS INTENSIVE LEVEL SUPPORTS?
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)
HOW CAN FAMILIES BE INVOLVED IF THEIR CHILD NEEDS INTENSIVE LEVEL SUPPORTS CONTINUED? 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
WABENO ELEMENTARY SCHOOL
MARINETTE MIDDLE SCHOOL
APPLETON SCHOOL DISTRICTSheree Garvey
Coordinator of School Improvement for PBIS and Parent Partnerships
Dr. Carrie WillerFranklin Elementary School Principal
Tara KraftAASD Parent and Staff Member
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.
OUTDATED THINKING ON PARENT INVOLVEMENT: 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.
EPSTEIN'S SIX TYPES OF PARENT INVOLVEMENT
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
CREATING STRONG PARTNERSHIPS BETWEEN SCHOOLS AND FAMILIES IS
ESSENTIAL FOR HELPING ALL CHILDREN SUCCEED IN SCHOOL AND IN LIFE. AS 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
CREATION OF DISTRICT FAMILY PARTNERSHIP TEAM
ROLE YEAR 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
HOW DO YOU FEEL ABOUT THE APPLETON AREA SCHOOL DISTRICT?
WELCOMING SCHOOL ENVIRONMENT
LEARNING AT HOME
2014 DISTRICT SURVEY RESULTS Welcoming School Environment
Learning At Home
I have been invited to visit my child’s classroom. 37% 39% 15% 1% 7%
I feel I can confidently assist and discuss homework with my child in: Math
50% 28% 10% 2% 1%
Parent/school activities are planned at different times of the day and week to provide all families a chance to participate.
28% 52% 9% 2% 9%
SA A D SD NA*
*SA=Strongly Agree A=Agree D=Disagree SD=Strongly Disagree
HOW DO YOU FEEL ABOUT FRANKLIN ELEMENTARY?
COMMUNICATING WITH FAMILIES!!
