FamilyCommunity Partnerships

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Family/Community Partnerships PBIS

• Kimberli Breen, IL-PBIS Network
• Technical Assistance Director
• Joane Scholefield, IL-PBIS Network
• Family Support Facilitator

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Overlapping Spheres of Influence
OUTCOMES
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Guiding Principles
1) Human Behavior is functional, understandable,
and predictable 2) Human Behavior is malleable
(can change) 3) Human behavior occurs within an
environmental context, not in a vacuum 4) Human
behavior is learned and can be taught/affected by
changing aspects of the environmental context
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Objectives of Presentation

• Provide opportunity to reflect on current status
  of school/family/community partnerships
• Discuss the larger systems context for this work
  from the state and district levels, focusing on
  training and technical assistance models
• Review of systems, data and practices which
  enhance these valuable partnerships between
  school, family and community

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Reflect, Assess Plan
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Example Reflection What do you see as the
benefits of School, Family Community
Partnerships (or Family Involvement)
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Benefits of Family Involvement Parents (PTA)

• 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

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Benefits of Family Involvement Students (PTA)

• 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

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Benefits of Family Involvement Teachers (PTA)

• 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

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ExampleReflection What do you see as the
costs ofschools not partnering with Family
Community
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S/F/C Partnerships Action Plan

• Strengths, Needs, Challenges Opportunities
• School Building
• School District
• Family Partnerships
• Community Partnerships
• County, Regional /or State Partnerships

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Social Competence Academic Achievement
Positive Behavior Support
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Systems to Support School, Family, Community
PartnershipsState, District Building levels

• Training
• Who trains, whos invited to attend, when are
  trainings/meetings offered, are costs waived??
• Provision of Technical Assistance
• Who provides TA, whats the content/focus of TA,
  how often (dosage) ??
• Resource allocation
• How is money spent, how are people used, who has
  access to materials??
• Data Collection, Use, Priority?

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Data to Support School, Family, Community
PartnershipsState, District Building levels

• Collection
• What is collected, when and why??
• Use
• Is this data useful, is it accurate, who sees it
  (when and how often)??
• Prioritization
• Is data on partnerships valued, is it collected
  and used in same way as other data??

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State X Family Involvement Data Source

• Percent of students whose parents had personal
  contact with students' teachers.
• Teachers include all certified staff, such as
  student counselors and administrators.
• Exclude form letters or notices parental
  letters/calls relating to student absences
  regular notification of grades student progress
  report cards school report cards attendance at
  school athletic, music, drama events, and other
  co-curricular activities.
• Reported on State X School Report Card Data
  Collection Form

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Assess What does your data say about how well
you involve families?

• Is the data useful/accurate?
• Do you review this data in Universal team staff
  meetings?
• What are some other indicators?

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Practices to Support School, Family, Community
PartnershipsState, District Building levels

• Creativity
• Use of community partners places in
  non-traditional ways, meeting at unique times of
  day/locations, providing tutoring as child care
• Perseverance
• Application of RtI model for family community
  involvement
• Flexibility
• Whos on teams, how are roadblocks addressed,
  when do teams meet??

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Designing School-Wide Systems for Student Success
through Family Involvement
Academic Systems
Behavioral Systems
1-5
1-5
5-10
5-10
80-90
80-90
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(No Transcript)
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Behavioral Expectations and Matrixeach family
can align school expectations with family
expectations
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Increase Buy-in Apply PBIS to Adults

• 1) Set define clear expectations
• Let staff/families/communities know your
  expectations of them (their role, what they may
  be asked to do, etc)
• Make sure your PBIS teams objectives are clear
  so partners have clear expectations of your team
• 2) Teach expectations to S/F/C
• If want teachers to contact families etc., team
  should model for staff, teach how hand out
  materials to use, etc

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Increase Buy-in Apply PBIS to Adults

• 3) For effective teaching, you should allow
  adults to practice new behaviors (make it fun,
  use small work groups, individually, etc.)
• 4) PBIS should reinforce adults for support
  adults offers to PBIS
• Group or individual reinforcers
• Social reinforcers (thank you)
• Tangible (gift certificates, candy, parkin)
• Public (newspaper,radio..)

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Teach Behavioral Expectations

• 1) State behavioral expectations (O-A-T)
• 2) Specify observable adult behaviors
• 3) Model appropriate behaviors
• 4) Adults practice appropriate behaviors
• 5) Reinforce appropriate behaviors

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Suggestions for Implementers

• Find your local family/community agencies
• Focus on building S/F/C leaders/coaches
• Include info on S/F/C partnerships in all PBIS
  trainings/TA
• Make S/F/C partnering an expectation of all
  schools/agencies
• Invite all groups to all trainings (waive fees)
• Provide skill training incentives for
  partnering
• Arrange for joint action planning meetings

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S/F/C Partnerships Action Plan

• Strengths, Needs, Challenges Opportunities
• School Building
• School District
• Family Partnerships
• Community Partnerships
• County, Regional /or State Partnerships