You have a parent on the PBIS team, now what?

1. You have a parent on the PBIS team, now what?

2. 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.

3. What is the Purpose for the family member on your team? • Advisory • Leadership • Planning • Evaluation • Practice • Knowledge • Community • Partnership

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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.

10. 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.

11. 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.

12. 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

13. 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

14. 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

15. 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?

16. 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?

17. 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)

18. 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.

19. 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

20. Wabeno Elementary School

21. Marinette Middle School

22. Appleton School District Sheree Garvey Coordinator of School Improvement for PBIS and Parent Partnerships garveysheree@aasd.k12.wi.us Dr. Carrie Willer Franklin Elementary School Principal willercarrie@aasd.k12.wi.us Tara Kraft AASD Parent and Staff Member krafttara@aasd.k12.wi.us

23. The more parents participate in schooling, in a sustained way, at every level -- in advocacy, decision-makingand oversight roles, as fund-raisers and boosters, as volunteers and para-professionals, and as home teachers -- the better for student achievement.

24. OutdatedThinking 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.

25. 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

26. 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

27. Creation of District Family Partnership team

28. 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

29. How do you feel about the Appleton Area School District?

30. Welcoming School Environment

31. Learning at Home

32. 2014 District Survey Results • Welcoming School Environment • Learning At Home SA A D SD NA* *SA=Strongly Agree A=Agree D=Disagree SD=Strongly Disagree

33. How do you Feel about Franklin Elementary?

34. Communicating with Families!!

35. Contact Information: Dan Seaman seamand@wisconsinrticenter.org Jennifer Grenke grenkej@wisconsinpbisnetwork.org Marlene Gross-Ackeret grossackeretm@wisconsinpbisnetwork.org