Involving parents in_pbis_2_dec_frame_only_final1

Communicating and Collaborating with Families and

the Community about PBS

Session Goals• Describe PBS in schools.• Discuss why it’s critical to involve parents

and the Community in PBS systems.• Outline effective methods for

communicating with parents and community members about PBS and effective childrearing.– Encourage effective communication.– Things to avoid when working with parents.– Seven skills for school success.

Communicating and Collaborating withFamilies and the Community about PBS

The Proper Mission andRole of Today’s Schools

• Develop the social and academic skills of all students—including at-risk students.

• Teach academic readiness and reading skills that support academic engagement-achievement.

• Teach social skills that support socially effective behavior (self control, self regulation, social reciprocity).


Academic SystemsBehavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Selected Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Selected Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Programs That Reduce Disruption and Delinquency

• Shared values regarding school mission and purpose (admin, staff, families, students).

• Clear expectations for learning and behavior. • Multiple activities designed to promote

pro-social behavior and connection to school traditions.

• A caring social climate involving collegial relationships among adults and students.

• Students have valued roles and responsibilities in the school.

• Families are actively involved in the life of the school.


Positive Behavior Support is….What parents, teachers, peers and others do to

increase student success---the whole village!

FAILURESUCCESS 4 : 1

What is School-widePositive Behavior Support?

• School-wide PBIS is:• A systems approach for establishing the social culture

and behavioral supports needed for schools to be effective learning environments for all students.

• Evidence-based features of SW-PBIS• Team-based planning and implementation (Systems

that support effective practices).• Focus on prevention.• Market and teach positive behavior expectations.• Provide consistent consequences for positive behavior.• Provide consistent consequences for problem behavior.• Collect and use data for decision-making.• Match intensity of need with intensity of support.


Targeted/Intensive

(High-risk students)Individual Interventions

(3-5%)

Selected(At-risk Students)

Classroom & Small Group Strategies

(10-20% of students)

Universal(All Students)

School wide, Culturally AdaptedSystems of Support (75-85% of students)

• Intensive academic support• Intensive social skills teaching• Individual behavior management plans• Family collaboration and support• Multi-agency collaboration (wrap-around) services• Alternatives to suspension and expulsion• Community and service learning

• Increased academic support and practice• Intensive social skills teaching• Self-management programs• Parent collaboration and support• School based adult mentors • Alternatives to out-of-school suspension• Community and service learning

• Effective Academic Support• Teaching school behavior expectations• Universal social skills teaching• Active supervision and monitoring• Positive reinforcement systems• Firm, fair, and corrective discipline• Effective classroom management• Use of data for planning and decision making

Adapted from:

Sprague & Walker, 2005

AIM for PBS Success

• Adopt.• Implement.• Maintain.


PBS: Adoption Conditions • School/program improvement priority• Administrator is an active leader and

involved!• Each school has “champions”:

– Training and coaching for the adults.• Use of standard curriculum and

procedures (for kids and adults):– Most adults help implement the program (go

with the goers).– All students affected and involved (even the

tough ones).• System for performance-based feedback

(are we meeting our outcomes?)Communicating and Collaborating withFamilies and the Community about PBS

If you want to move people, it has to be toward a visionthat’s positive for them, that taps important values, that gets them something they desire, and it hasto be presented in a compelling way that they feel inspired to follow.- Martin Luther King


Implementation Practices

• Train and support a representative team:– Principal actively leads and facilitates.

• Set time to plan and continuously improve:• Set school wide expectations.• Set a plan to teach expected behavior.• Set a plan to recognize expected behavior and actively

supervise.• Provide firm but fair behavioral corrections.

• Use data (student and staff behavior) to make decisions and give/seek feedback to/from staff.


School-Level PBS Teams

• Team meets monthly at school:– Continuous assessment of school progress and

problems.– Implement discipline systems.

• Team provides staff training/coaching across the year and is continuously available.

• Team gives status report monthly to all staff:– Office Referral patterns and updates.– Successes and Concerns.


Set and communicate school wide expectations

Directly teach and reviewexpected behavior

School Rule Lesson Plan Example The Topic/Rule: Use appropriate language in conversation What do we expect the student to do? 1. Speak appropriately in all school settings.2. Give up use of profanity.3. Express anger or frustration with appropriate words. How will we teach the expected behavior? Tell why following the rule is important: Profanity is offensive to other people and spreads negative attitudes. Usingappropriate language is an important social skill for behaving in future employment and community settings. List examples and non examples of the expected behaviors (two to three each): Ask students to identify examples and not examples of each part of the rule. Ask them to identify both and tell why is a good or bad example of expected behavior.‑a. A positive example: When John's locker was stuck he said "I'm going to be late!" and walked to class.

Mary saw an excellent car in the parking lot at the local store. She said, "I saw this really cool car today!"b. A Non example: John's locker won't open and class is about to start. He says" ******" and slams the locker with his fist.

Other people in the area feel uncomfortable and afraid.Mary wanted to tell about a car she saw at the local store. She said, "I saw this

***** cool car at the Safeway parking lot." Her friends were embarrassed.

Provide opportunities to practice and build fluency:1. Brainstorm a list of alternative words or terms.2. Engage students in a frustrating activity and prompt them to use appropriate language.3. Discuss/identify positive things about our school or other students.4. Generate a list of words that are not acceptable/acceptable.

Recognize and rewardexpected behavior

When dealing with non-compliance:

• Stop and think.• Restate the request (won’t do it or

can’t do it).• Matter of factly deliver the penalty or

loss of privilege if that is your plan.• Avoid…

– Arguing with the student.– Holding a grudge.– Trying to make the student feel bad or

guilty for previous poor choices.

If you are patient in one moment of anger, you will avoid one hundred days of sorrow.

Chinese proverb


Systems of PBIS

• School-wide.• Common area.• Classroom.• Individual Student.• We also need Family and Community

Communication System!


Families Have a Central Role

• Schools and families must be partners in supporting and socializing students.

• Without parent collaboration, school behavior gains may be limited to that setting.

• Parent and community support can significantly increase the effectiveness of any school intervention.


Families Have a Central Role

• May open the door for parenting education:– More effective parenting practices.– More positive parent-child interactions.– Improved student success and self-

esteem.• Parents have been shown to be

natural helpers, especially when included as partners.


What is the #1 way To Raise Student Achievement?

• Lengthen the School Day.• Decrease Class Size.• Increase Parent Involvement.


Challenges to Family Involvement• Parents and community members are

not clearly informed.• Parents may have had negative

school experiences themselves.• The first contact typically happens

when there is a problem with the student.


Mean Number of Adverse Events for Families of Boys Labeled ED, LD, and SM

0

2

4

6

8

10

12

14

Conflictw/ son

ChangeJob

Unpaidbills

SchoolProb.

Conflictw/ others

Changedadults in

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Moved Legalprob.

Lost Joh Divorce Illness Death infamily

ED SM LD


Challenges for families at-risk• Insufficient resources to provide effective

and appropriate interventions for every student who would benefit.

• Parents are not included in interventions as often or as effectively as they need to be. Research is clear that a family-centered approach is most effective, yet most of what is done is child-centered only.

• Insufficient coordination among those involved in interventions.

• Multiple sources of funding, each with different rules and priorities make it difficult to provide coordinated and timely interventions.


Challenges for families at-risk• School personnel are not sufficiently

knowledgeable about local mental health resources and intervention approaches to determine what intervention or provider would bebest for a particular concern, child,or family. – School personnel rarely able to follow up

to ensure that help was received.


Challenges for families at-risk• Impediments to involving families in

intervention include:– Lack of funding for substantial additional

work required to involve families. • Parents have no insurance.• Parents have private insurance, which does not

cover therapists doing school or home visits.• OHP [unsure whether there are obstacles for OHP

funding.] – Not all professionals agree on the

importance of family involvement. – Some families avoid contacts with the

schools.


Possible Solutions• Establish a person at each school who:

– Can screen for need, provide parent support, and coordinate interventions planning and implementation.

• However, this person would not simply intervene with families when problems arose. They would have a prevention focus.

• Establish funding for interventions for every student who needs them by:– Fully funding OHP and recruiting every eligible family.– Requiring private insurers to pay for the service that

evidence indicates are most likely to be effective. • Continue to develop positive peer cultures, such

that social rejection and harassment are replaced by helping behaviors that support the success of individually focused interventions.


What Is the Goal?

Student Success!– Every parent wants their child to be

successful at school.– Every teacher wants each student to

be successful.– Communities need successful

children and youth.


Why do parents become involved?• What the research suggests at this point:

– Psychological motivators encourage involvement :• Parent has an active role construction (believes he or she should be

involved). • Parent has a positive sense of efficacy for helping the child succeed in

school (believes his/her involvement will make a difference for the child). – Parent perceives invitations to involvement from others:

• General school invitations (e.g., welcoming school climate) .• Specific invitations from the child. • Specific invitations from the teacher.

– Parent perceives that life context variables allow and enable involvement:

• Parent believes he/she has knowledge and skills that will help the child succeed in school .

• Parent believes that she/he has time and energy for involvement .


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A Multilevel Model for Parenting InterventionsWithin a PBS Framework

Size of population affected

Direct Support for Change

Family Intervention (Indicated)

Family Resource Center (Universal)

Family Check-Up (Selected)

School-wide Positive Behavior Supportwith Parent Involvement & Peer Monitoring

Parent Appraisal andMotivation for Change

What do Families Need from School?• To hear from the teacher at the beginning

of the year (and regularly thereafter).• To know specific expectations for the

student.• To learn about problems before they get

out of hand.• To have general information about what is

going on at school.• To hear good things about their child!


Examples of Family Involvementat the School wide Level

• Include a parent on the PBS team.• Include parent volunteers in classroom

activities.• Include parent volunteers in whole

school activities.• School- or parent-sponsored support or

advisory groups.• ?????


Positive Family Communication Practices

• Letter of introduction– Provide parents with copies of:

• School & classroom expectations.• Routines and schedules.• Individual student expectations.

• Invite parents to classroom/school.• Classroom calendar or newsletter.• Good news notes.• Phone calls home.• Home-school communication sheet.


Home-School Notes:How to Establish a Home-School Daily Report Card

or Note System


Tier 1 Universal Interventions: Communication

• Positive School-Home Notes with Reinforcement.

• Evidence Based Practice Reference.

Blechman, E. A., Taylor, C. J., & Schrader, S. M. (1981). Family problem-solving versus home notes as early intervention with high-risk children. Journal of Consulting and Clinical Psychology, 49, 919-926.


Research Base • Goal

– Promote 2nd to 6th grade children’s math performance using home notes and a problem-solving board game.

• Description– Good News Notes are sent home for improvements

in math performance compared to baseline mean; rewards are earned at home when the child receives a note.

– The family problem-solving board game “Solutions,” which consists of contingency contracts, the Good News Note, and rewards earned by the child, is played.


Intervention Procedures– Upon initiation of home-notes, teachers send

parents a personal letter regarding the process and possible data collection of their child’s results along with possible reward ideas.

– Parents are instructed to deliver positive consequences when their child receives a “Good News Note.”

– If the student does not exceed his/her baseline mean, no note is sent home and no rewards are earned.

– Families are instructed on how to play “Solutions.”


Results– The interventions significantly improved consistency in math

performance (i.e., decrease class work scatter, or the standard deviation of daily scores) as compared to the control group.

– Children in family problem-solving group maintained their accuracy.

– Children in family problem-solving showed generalization to non-reinforced probes, while those in the school-home note only condition did not.

– Teachers’ opinion of children as “underachievers” did not change despite involvement in the intervention.

– Students who were part of the two intervention groups did not show improvement in their math performance during timed tests.

– Overall, the results from family problem-solving intervention (including home-note, contingency contracting, and reinforcement) resulted in a broader effectiveness of students maintaining their math accuracy, producing less variability in their math scores, and exhibiting generalization of math probes.

How to Establish a Home-school note system

• Select the Behaviors and Skills for Improvement.

• Determine How the Goals will be Defined.• Decide on Behaviors and Criteria for the

System. • Explain the note system to the Child.• Establish a Home-Based Reward System.• Monitor and Modify the Program

– Progress monitoring.• Assess Fidelity and Consistency of the

Program.


How to Establish a Home-SchoolNote System:

Select the Behaviors for Improvement• Involve all school staff members who

work with the child in a discussion of the child’s behavior.

• Determine the child’s greatest areas of need.

• Define the goals toward which the child should be working.

Used with permission of William F. Pelham, Jr, @ CTADD. Available for downloading at no cost in expanded format at http://summertreatmentprogram.com.

http://summertreatmentprogram.com/

How to Establish a Home-School Note System: Determine How the

Goals will be Defined• Identify specific behaviors, called “target

behaviors” (TBs), that can be monitored and changed to facilitate progress toward the goals.

• When establishing TBs, remember:– TBs must be meaningful behaviors that will help

the child reach her/his goals.– TBs must be very clearly defined in a way that

the child, teacher, & parents all understand.– TBs must be able to be observed and counted by

the teacher and child.– A good Note will contain between 3 and 8 TBs,

depending on the child’s age and ability.


How to Establish a Home-School Note: Decide on Behaviors and

Criteria for the Home School Note• Estimate about how often a child is doing

the target behaviors.• Only include behaviors that are significant

to the child’s improvement.• Set a reasonable criterion for each target

behavior. A criterion is a target level the child will have to meet in order to receive a positive mark for that behavior.


Sample Target Behaviors• Academic Productivity:

•Completes X assignments within the specified time.•Starts work X or fewer reminders.

• Behavior Outside the Classroom:

•Follows rules of the bus with X or fewer violations.•Walks in line appropriately.

• Following Classroom Rules:•Follows directions with X or fever repetitions.•Raises hand to speak with X or fewer reminders.

• Homework:•Brings completed homework to class.•System is returned signed the next day by parent.


Sample Target Behaviors• Peer Relationships:

•Shares/helps peers when appropriate with X or fewer reminders.•Fewer than X fights with peers.

• Responsibility for Belongings:•Has materials necessary for class/subject area.•Brings System to teacher for feedback before leaving for next

class/activity.

• Teacher Relationships:•Appropriately asks an adult for help when needed.•Respects adults (talks back fewer than X times per period).

• Time Out Behavior:•Serves time outs appropriately.•Child serves time out w/o engaging in inappropriate

behaviors.


How to Establish a Home-School Note System: Explain the system

to the Child• Meet with the teacher, parents and

child.• Explain all aspects of the system to the

child in a positive manner.•Explain that the system will be used to help him/her focus on important things during the day.•Explain that he/she will be earning rewards for behavior and performance at school.•Explain the procedure that will be used with the report card.

Sample School-home Note

Sample Home-School Note(Center for Effective Parenting, 2000)

Sample Home-School Note(Newark Public Schools & the Newark Teachers

Union (NTU), n.d.)

DAILY CHART FOR MONITORING CLASSROOM RULES

Date:

Student’s Name:

Teacher’s Name: Classroom Rules AM PM

Do What Your Teacher Asks Talk and Leave Seat only with Permission Keep Your Hands And Feet To Yourself Have All Necessary Supplies and Materials (Books, Pencils, Papers) Complete and Hand In All Homework and Class Work Key – Specify the maximum number of points that can be earned and how to earn them.* *Teachers assign each student a designated number of points for compliance with each rule in the AM and PM. For younger students, 1 point for each may be the most appropriate. As students get older and understand concepts such as degree of compliance, the teacher may want to establish a rubric, which reflects these ranges.

Sample Home-School Note

Self Management Checklist or School Home Note Sample Student Name: _________________________ Date: ______________________ Behavior Goals: 1. Arrive on time 2. Complete work 3. Stop and Listen Allow student to rate her behavior first. Then initial if you agree. Arrive on

Time Complete work

Stop and Listen

Teacher Initial

Morning Check In Yes/No Yes/No Yes/No

Math Yes/No Yes/No Yes/No

Reading Yes/No Yes/No Yes/No

Social Studies Yes/No Yes/No Yes/No

Lunch Yes/No n/a Yes/No

Language arts Yes/No Yes/No Yes/No

Music Yes/No Yes/No Yes/No

Science Yes/No Yes/No Yes/No

Afternoon Check Out Yes/No Yes/No Yes/No

Total for Goal /9 /9 /9 /9

Reward: Parent Signature and Date: __________________________________________________

How to Establish a Home-School System: Establish a Home-Based

Rewards System• The rewards provide motivation for the

child to work towards a good System, and they are thus a necessary component.

• Rewards must be selected by the child (in consultation with the parents).

• Rewards should be arranged such that less preferred rewards can be earned for fewer positive marks, and more desired rewards are earned for better performance.


Sample Home Rewards• Daily Rewards

• Snacks.• Choosing radio station in car.

• Daily or Weekly Rewards• Allowance.• Going over to a friend’s house to play.

• Weekly Rewards• Renting movie video.• Going shopping/going to the mall.


Sample School Rewards

• Children should be given a menu of rewards from which to choose. The following rewards can be added to the home-based rewards system:– Free time for X minutes.– Eat lunch outside on a nice day.

– Be teacher’s helper.– Grade papers.


How to Establish a Home-School Note System:

Monitor and Modify the Program• Keep daily records of how often the

child is receiving “Yes” or more points on each target.

• Gradually shape the child into increasingly appropriate behavior by making the criterion harder once the child has begun to meet the criterion regularly.

• Remember to combine the System with appropriate social reinforcement.


How to Establish a Home-School Note System: Trouble-shooting

• If the system is not working to change the child’s behavior, examine the program and make changes where appropriate.– Assess the fidelity/quality/consistency of the

program.– Change the criterion.– Change the number of behaviors.– Change the behaviors you monitor (slice back and

make them smaller).– Increase reinforcement.– Consider mild “punishers” such as a loss of

privilege.• But don’t put the child in “debt”!

Final Thought…

Engaging parents and/or caregivers in a positive school/home relationship can be extremely rewarding and very beneficial for the student.


Family Resources• National Network of Partnership Schools

– www.partnershipschools.org • UO Child and Family Center

– http://cfc.uoregon.edu/• The Family-school partnership lab

– http://www.vanderbilt.edu/Peabody/family-school/index.html

• Triple P Parenting– http://www.triplep.net/

• Incredible Years– http://www.incredibleyears.com/Program/paren

t.asp Communicating and Collaborating with

Families and the Community about PBS

imap://[email protected]:993/fetch%3EUID%3E/www.partnershipschools.org,

http://cfc.uoregon.edu/

http://www.vanderbilt.edu/Peabody/family-school/index.html

http://www.vanderbilt.edu/Peabody/family-school/index.html

http://www.triplep.net/

http://www.incredibleyears.com/Program/parent.asp

http://www.incredibleyears.com/Program/parent.asp

Education

Involving parents in_pbis_2_dec_frame_only_final1