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Embedding Family-School Collaboration into PBS. 2009 National PBIS Leadership Forum: Implementing a Continuum of Effective Systems & Practices Debby Boyer and Kathleen Minke University of Delaware, Center for Disability Studies. Family-School Relationships.

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embedding family school collaboration into pbs

Embedding Family-School Collaboration into PBS

2009 National PBIS Leadership Forum:

Implementing a Continuum of

Effective Systems & Practices

Debby Boyer and Kathleen Minke

University of Delaware, Center for Disability Studies

family school relationships

Family-School Relationships

Families have a profound impact on academic, social, and emotional development of their children (Parke & Buriel, 2006).

Positive school-home relations are an important characteristic of effective schools; instrumental in comprehensive school reform efforts (e.g., Comer, Haynes, Joyner, & Ben-Avie, 1996).

Minke & Boyer, 2009

family school relationships3

Family-School Relationships

There is increasing evidence of a CAUSAL relationship between parents’ participation and achievement

Parents’ efforts increase child engagement in academics that, in turn, leads to improved achievement

Minke & Boyer, 2009

slide4

PBS Training in Delaware

1-5% students

w/6+ referrals

Intensive

PCP

FBA/BSP

5-10% students

w/2-5 referrals

Targeted

Targeted Team

80-90% students

w/0-1 referrals

Universal

Developing Self-Discipline in the Classroom

Family-School Collaboration

Creative Response to Conflict: Bias Awareness

School-wide Team Training

Minke & Boyer, 2009

slide5

Family Collaboration at all Levels

PCP

Wraparound

FBA/BSP

Problem solving meetings

Communication Skills

Family-School Conferences

Family participation in planning, implementing, and evaluating School-wide program

Information sharing to and from families

Systems Thinking

Minke & Boyer, 2009

overview of skills strategies the core model of collaboration

Overview of Skills/StrategiesThe CORE Model of Collaboration

THINKING DIFFERENTLY

Ecosystemic approach

CORE Model

TALKING DIFFERENTLY

7 Communication Strategies

BEHAVING DIFFERENTLY

Proactive outreach strategies

Conferences and Problem-solving Meetings

Minke & Boyer, 2009

overview of skills strategies the core model of collaboration7

Overview of Skills/StrategiesThe CORE Model of Collaboration

Connected

Optimistic

Respected

Empowered

Minke & Boyer, 2009

thinking differently

Systems Theory/Principles

    • Wholeness
      • Each member affects, and is affected by, every other member
      • When a member is added, subtracted or changes behavior in some way, the entire system must reorganize to accommodate the change.
      • System as a whole is greater than the sum of its parts
    • Patterns of Interaction
      • Behavior occurs in circular patterns with each person contributing
      • Circularity = Repetitive cycles in which the same outcomes occur repeatedly a to b to c to a
      • Punctuation = View of reality reflected by arbitrary startingpoint

Thinking Differently

Minke & Boyer, 2009

slide9

Behavior Problem from a Systemic ViewA to B to C to D to A

Teacher criticizes child

Child misbehaves in class

Child complains about teacher to parent

Parent criticizes teacher

Minke & Boyer, 2009

core model talking differently

CORE Model: Talking Differently

7 Communication Strategies

Attend to non-verbal communication

Listen to understand: reflecting and summarizing

Model the collaborative role: avoid labeling, jargon and advice giving!

Search for strengths

Reframing

Delivering/Receiving negative information

Blocking blame

Minke & Boyer, 2009

core model behaving differently

CORE MODEL:Behaving Differently

Proactive Outreach Strategies

Conferences and Problem-solving Meetings

Minke & Boyer, 2009

proactive strategies the school wide team

Proactive Strategies:The School-wide Team

Family members as participants?

School climate data from families?

Input from families in planning, implementing, and evaluating the school-wide discipline plan?

Sharing information about the program with all families?

Minke & Boyer, 2009

proactive strategies the physical plant

Proactive Strategies:The Physical Plant

How welcoming to families does the school appear?

Are visitors a priority?

Minke & Boyer, 2009

proactive strategies written communications

Proactive Strategies:Written Communications

Forms and policies

Personal communications

Minke & Boyer, 2009

written communications forms policies and general information

Written Communications:Forms, Policies and General Information

What reading level is required to interpret the documents?

Is there jargon that can be removed or better explained?

How do we ensure that families with limited written English literacy have access to this information?

To what extant do these documents encourage:

Parental choices and options (indent)

Two-way communication

Minke & Boyer, 2009

written communications personal

Written Communications:Personal

“Good news” notes are usually welcome and helpful.

Avoid using notes home or emails to communicate about problems.

Communicate about concerns early and directly.

Concentrate on your main goals.

Consult with others when needed.

Minke & Boyer, 2009

proactive strategies activities at school

Proactive Strategies:Activities at School

Examine Current Activities for Opportunities for Relationship-building

Needs Assessment/Evaluation

Build in Options

Minke & Boyer, 2009

behaving differently routing conferences and problem solving meetings

Behaving Differently:Routing Conferences and Problem-Solving Meetings

Two types of conferences are discussed

Routine

Problem-solving

Minke & Boyer, 2009

conferences and meetings

Conferences and Meetings

5 ways family-school conferences are different

All parties prepare in advance

Students are active participants

Educator concentrates on receiving rather than giving information.

Educator acknowledges, expands and underscores the strengths of the family.

The conference is a “conversation.” At no time is the educator the “presenter.”

Minke & Boyer, 2009

conferences and meetings20

Conferences and Meetings

Outcome goals

A plan is developed collaboratively for supporting the student’s continued success, including plans to remediate identified difficulties

All participants leave feeling hopeful about their participation and future success

Students leave feeling greater ownership of their own learning

Minke & Boyer, 2009

conferences and meetings21

Conferences and Meetings

Process goals

Each participant has ample time to share thoughts in the conference

Shared expectations for the child are developed by the group

Each participant is both a teacher and a learner

Minke & Boyer, 2009

traditional conferences

Traditional Conferences

“…it’s just you start at 8 in the morning, and that’s where you stay, parked at your table, just pulling folders and papers and talking, and then that person leaves, pulling folders, papers again. So it’s like being a mannequin or a robot, I guess...I’m lucky if I can talk after the second day. It’s unbearable.”

Minke & Boyer, 2009

family school conference

Family-School Conference

“My students were active participants in the conferences. I solicited information from parents prior to the meeting. All parents attended. About 95% of the students attended the conference with their parents. I plan on doing this again with every family in the spring!”

Minke & Boyer, 2009

family school conference24

Family-School Conference

“I felt more relaxed . . .I felt less like [my son’s] defender . . . and I felt [the teacher] was less defensive. I thought she was more open . . . I don’t know if it was her tone or her mannerism or her body language . . . it just felt less like something you want to go smoke a cigarette after.”

Minke & Boyer, 2009

professional development evaluation data

Professional Development Evaluation Data

Does participation in collaboration training have a positive effect on teacher:

Beliefs about parent involvement

Practices (e.g., number and type of contact with families)

Minke & Boyer, 2009

reflections activities

Reflections Activities

Systems Principles

CORE Elements and Beliefs

Communication Strategies

The School-wide Team and Families

Physical Plant

Written Communications

Relationship-building opportunities

Conferences

Minke & Boyer, 2009

reflections data

Reflections Data

Most frequent positive comments concerned communication strategies

Increased positive contacts

More attention to wording of notes home

Increased effort to translate documents and positive notes

Greater attention to seeking information and limiting advice giving

Minke & Boyer, 2009

reflections data28

Reflections Data

Meeting changes were discussed frequently

Avoiding jargon

Avoiding advice

Listening more carefully

Including positive information

Minke & Boyer, 2009

reflections data29

Reflections Data

Innovative strategies

Welcome back activity for “frequent flyers” and their families

Using email to elicit parent ideas on the School-wide program

Creating a spreadsheet to monitor positive contacts

Using the district’s world languages teachers to help with parent contacts

Minke & Boyer, 2009

planning and evaluation tools family school collaboration emphasis

Planning and Evaluation Tools: Family School Collaboration Emphasis

Delaware Self-Assessment

School-wide Evaluation Tool, Delaware version (SET-D)

Delaware School Climate Survey (students, staff and families)

Minke & Boyer, 2009

highlights from key features

Highlights from Key Features

Prevention of problem behaviors includes promoting positive teacher-student, student-student, and school-family relations

Uses problem-solving team process for planning, development, implementation, and evaluation across all three levels (primary, secondary, and tertiary). The team is representative of the school staff and community including students and parents as active participants

PBS requires sensitivity to individual and cultural differences

Minke & Boyer, 2009

five components of the self assessment

Five Components of the Self Assessment

Promoting Positive Behavior with Effective Classroom and Schoolwide Management

Developing Self-Discipline

Correcting Behavior Problems

Addressing the Needs of Students Who are Currently Exhibiting Serious and Chronic Behavior Problems (or who are at-risk of such)

Program Development and Evaluation

Minke & Boyer, 2009

family collaboration embedded in the self assessment

Family Collaboration embedded in the Self Assessment

Families are informed about SW programs and are given multiple opportunities to engage with school

Families receive more positive contacts home then negative contacts

Collaboration with family and community for individual student support

Families are part of the PBS leadership team

Minke & Boyer, 2009

set d

SET-D

Revised version of the SET

Some items added to highlight important elements of PBS in Delaware

Minke & Boyer, 2009

new set d items related to family school collaboration

New SET-D Items Related to Family-School Collaboration

D. On-going System for Rewarding Behavioral Expectations

– “Do 90% of staff asked indicate that they have contacted a parent about positive student behavior in past 2 months?”

F. Monitoring, Evaluating, & Decision-Making

- “Does the administrator report that program evaluation includes teacher, parent, and student surveys of school climate?”

- “Is there a documented system for involving families in the development and evaluation of the school discipline plan?”

Minke & Boyer, 2009

delaware school climate surveys

Delaware School Climate Surveys

Survey of students, staff and families

Used in grades 3-12 (may use home and staff version at all grade levels)

37-50 items

Administered in January and February

Minke & Boyer, 2009

slide38

Home School Climate Survey: Rules and Expectations Subscale

1. The school rules are fair.

3. Consequences of breaking school rules are fair.

4. The rules in this school are too harsh. *

13. The school’s Code of Conduct is fair.

19. The rules in this school are clear.

26. Students know what is expected of their behavior.

29. Students understand what the rules are.

30. The school makes it clear how students are expected to act.

Minke & Boyer, 2009

home school climate survey teacher relations with students and home subscale

Home School Climate Survey:Teacher Relations with Students and Home Subscale

5. Teachers do a good job communicating with parents.

7. Teachers are fair when correcting misbehavior.

9. Adults who work in this school care about the students.

11. Parents are informed not only about their child’s misbehavior, but also about good behavior.

12. Teachers care about their students.

15. Teachers work closely with parents to help students

when they have problems.

17. Adults in this school treat students fairly.

18. Teachers listen to the concerns of parents.

21. Teachers show respect toward parents.

23. Teachers treat students with respect.

25. Teachers listen to students when they have a problem.

Minke & Boyer, 2009

slide40

Use of Positive and Punitive Techniques

For each item, the parent is asked how often the given behavior has happened during the past week

Positive Techniques(3 items)

2. I was informed about my child\'s good behavior.

6. My child told me that he or she was recognized or praised by a teacher or other school employee for good behavior.

7. My child told me that he or she was rewarded by a teacher or other school employee for good behavior.

Punitive Techniques(4 items)

1. I was informed by the school that my child violated the Code of Conduct.

3. My child was suspended out of school.

4. I was informed that my child was sent out of class because of misbehavior.

5. I was informed that my child received in-school suspension

Minke & Boyer, 2009

overall comparison of surveys

Overall comparison of surveys

Student and parent perception of climate was very consistent

Some discrepancies between staff perception and students/parents

Minke & Boyer, 2009

contact information

Contact Information

Kathleen Minke:[email protected]

Debby Boyer:[email protected]

Website:www.Delawarepbs.org

for further reading

For Further Reading

Minke, K.M., & Anderson, K.A. (2003). Restructuring routine parent-teacher conferences: The family-school conference model. Elementary School Journal, 104(1), 49-69.

Vickers, H. S., Minke, K. M., & Anderson, K. A. (2002). Best practices in facilitating collaborative family-school routine conferences. In A. Thomas & J. Grimes (Eds.). Best practices in school psychology –IV (pp. 431-449). Bethesda, MD: National Association of School Psychologists.

for further reading44

For Further Reading

Minke, K. M. (2000). Preventing school problems and promoting school success through family-school-community collaboration. In K. M. Minke & G. G. Bear (Eds.). Preventing school problems – promoting school success: Strategies and programs that work (pp. 337-420). Bethesda, MD: National Association of School Psychologists.

good resource for relationship building opportunities

Good resource for Relationship- building Opportunities

Christenson, S. L., & Sheridan, S. M. (2001). Schools and families: Creating essential connections for learning. New York: Guilford.

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