Collaboration at Tier 3: Schools, Familes, and Community

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Collaboration at Tier 3 Schools, Families,
and Community
Diane McDonald, Technical Assistance
Coordinator, Illinois PBIS Network Joane
Scholefield, Illinois PBIS Network Carie
Johnstone, Valley View CUSD 365U
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Session Overview
This session will present real strategies for
involving parents/guardians and community
partnerships to strengthen PBIS implementation at
the Universal, Secondary, and Tertiary levels.
Examples that have worked to increase these
partnerships will be shared.
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School-Wide Systems for Student SuccessA
Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems

• Tier 3/Tertiary Interventions 1-5
• Individual students
• Assessment-based
• High intensity

• 1-5 Tier 3/Tertiary Interventions
• Individual students
• Assessment-based
• Intense, durable procedures

• Tier 2/Secondary Interventions 5-15
• Some students (at-risk)
• High efficiency
• Rapid response
• Small group interventions
• Some individualizing

• 5-15 Tier 2/Secondary Interventions
• Some students (at-risk)
• High efficiency
• Rapid response
• Small group interventions
• Some individualizing

• Tier 1/Universal Interventions 80-90
• All students
• Preventive, proactive

• 80-90 Tier 1/Universal Interventions
• All settings, all students
• Preventive, proactive

Illinois PBIS Network, Revised May 15, 2008.
Adapted from What is school-wide PBS? OSEP
Technical Assistance Center on Positive
Behavioral Interventions and Supports. Accessed
at http//pbis.org/schoolwide.htm
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Positive Behavior Interventions SupportsA
Response to Intervention (RtI) Model

• Tier 2/Secondary
• Tier 3/
• Tertiary

Small Group Interventions (CICO, SSI, etc)
ODRs, Attendance, Tardies, Grades, DIBELS, etc.
Group Interventions with Individualized Focus
(CnC, etc)
Daily Progress Report (DPR) (Behavior and
Academic Goals)

Simple Individual Interventions (Simple FBA/BIP,
Schedule/ Curriculum Changes, etc)
Competing Behavior Pathway, Functional
Assessment Interview, Scatter Plots, etc.

Multiple-Domain FBA/BIP

SIMEO Tools HSC-T, RD-T, EI-T
Wraparound
Illinois PBIS Network, Revised May 15,
2008 Adapted from T. Scott, 2004
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Reflection Whats currently in place?For
students, families, community
Academic Systems
Behavioral Systems

• Tier 3/Tertiary Interventions 1-5
• _____________________
• _____________________
• _____________________

• 1-5 Tier 3/Tertiary Interventions
• ___________________________
• ___________________________
• ___________________________

• Tier 2/Secondary Interventions 5-15
• ___________________________
• ___________________________
• ___________________________
• ___________________________
• ___________________________
• ___________________________

• 5-15 Tier 2/Secondary Interventions
• ____________________________
• ____________________________
• ____________________________
• ____________________________
• ____________________________
• ____________________________

• Tier 1/Universal Interventions80-90
• ________________________
• ________________________
• ________________________
• ________________________
• ________________________
• ________________________

• 80-90 Tier 1/Universal Interventions
• ____________________________
• ____________________________
• ____________________________
• ____________________________
• ____________________________

Illinois PBIS Network, Revised May 15, 2008.
Adapted from What is school-wide PBS? OSEP
Technical Assistance Center on Positive
Behavioral Interventions and Supports. Accessed
at http//pbis.org/school-wide.htm
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• Moving toward
• school, community and family partnership

Involvement Engagement Partnership through
shared decision-making and communication
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The School Community

• School
• Families
• Parent groups
• Local businesses
• Youth services
• Department of Children and Family Services
• Community Mental Health
• Other private providers for counseling
• Early Childhood/Head Start Centers
• Community interest groups
• Local Area Networks

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Phases of Implementation (POI)Strengthening PBIS
implementation at the Universal, Secondary, and
Tertiary levels

• Phases of Implementation (POI) embedding
  school, family, community partnerships at all
  levels - what does it look like at each tier on
  the POI?

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Family Partnerships Families and Shared
decision-making

• Families and Shared decision-making
• Families are equal partners in school decisions
• Include families in school decisions, developing
  leaders and representatives
• Recruit multiple family members for PBIS teams
  (who are not employees or educators)
• Alternate meeting times morning, afternoon and
  evening
• Pair new families with veteran families
• Offer short term participation on the PBIS team,
  with option to renew
• Plan for care of children during meetings
• Involve families in identifying incentives and
  celebrations

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Family Partnerships Families and Communication

• Newsletters, open house, newspaper articles
• Design effective forms of school-to-home and
  home-to-school communications about school
  programs and student progress
• Share results of PBIS assessments and surveys
  with families
• Create and maintain a PBIS bulletin board
• Include PBIS motto on school letterhead and
  website

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Positive Effects of Family Partnerships

• When families are involved
• students exhibit more positive attitudes and
  behavior,
• students have more self-confidence, feel school
  is more important, and tend to do better in
  school,
• teachers report greater job satisfaction.
• In addition to implementing PBIS, teachers
  experience improved classroom behavior as they
  increase knowledge of childrens family, culture
  and community contexts.
• (National PTA, 2006)
• (Adapted from Christenson, 1996)

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Real examples of partnershipValley View CUSD
365U

• Parent, Community, and School Partnerships
• Schools District Levels
• Universal, Secondary, Tertiary Levels

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School Level at VVSDUniversal

• Parent representative
• Community representative
• PBIS overview at registration
• PBIS in parent newsletters
• PBIS section in front of student handbook
• Letter home to parents outlining student
  expectations

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School Level at VVSDSecondary

• Student handbook has procedures for CICO and CnC
• Grant writing with community agencies to provide
  additional support at the secondary level
• Lunch Buddies
• Choices Program
• BAAWG-tutoring
• Local Ch. 6Bridging the Gap Panel Discussion
• Transition Days in August

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School Level at VVSDTertiary

• Wraparoundneed I say more! ?

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District Level at VVSDUniversal

• Parent Support Network/Parent Universities
• School Report CardsISBE
• Working with PBIS
• Parent and community representative on team
• District wide academic and behavioral data is
  shared with school board annually
• Life After High School Committee (VVACY)
• Parent Link
• PTO
• ELL classes for parents
• Provider Fair

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District Level at VVSDSecondary

• Bridging the Gapcommunity partnership
  (BAAWG)tutoring throughout the school year and
  summer (elementary, Low SES)
• Notification to parents about students
  participation in interventions.
• Lunch Buddies
• Choices Program

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District Level at VVSDTertiary

• Provide additional funding in the summer to
  continue wraparound supports
• Family Support Network
• Homeless Youth Task Force (VVACY)

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Resources

• Diane McDonald diane.mcdonald_at_pbisillinois.org
• Joane Scholefield joane.scholefield_at_pbisillinois.
  org
• Carie Johnstone johnstonecl_at_vvsd.org
• www.pepartnership.org
• www.partnershipschools.org
• www.pta.org
• www.hfrp.org