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Positive Family Support: A tiered model for evidenced-based parental engagement. National PBIS Leadership Forum October 11, 2013 Kevin J. Moore Child & Family Center. Illinois. Montana. Jennifer Phillips, LCSW PBIS External Coach and Meghan McCarthy, LCSW Family Support Facilitator.

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Positive family support a tiered model for evidenced based parental engagement

Positive Family Support: A tiered model for evidenced-based parental engagement

National PBIS Leadership Forum

October 11, 2013

Kevin J. Moore

Child & Family Center


Illinois parental engagement


Jennifer Phillips, LCSW PBIS External Coach and

Meghan McCarthy, LCSW Family Support Facilitator

Carol Ewin, MA RtI Specialist

Tammy Tolleson-Knee, LSW School Counselor

Maximizing your session participation
Maximizing Your Session Participation parental engagement

Work with your team

  • Consider 4 questions:

  • Where are we in our implementation?

  • What do I hope to learn?

  • What did I learn?

  • What will I do with what I learned?

Where are you in implementation process adapted from fixsen blase 2005
Where are you in implementation process? parental engagementAdapted from Fixsen & Blase, 2005

Leadership team action planning worksheets steps
Leadership Team Action parental engagementPlanning Worksheets: Steps

  • Self-Assessment: Accomplishments & Priorities

Leadership Team Action Planning Worksheet

  • Session Assignments & Notes: High Priorities

Team Member Note-Taking Worksheet

  • Action Planning: Enhancements & Improvements

Leadership Team Action Planning Worksheet

Two objectives of this talk
Two objectives of this talk: parental engagement

To demonstrate that effectively engaging and collaborating with families in the public school context can make a difference in the success and well-being of students.

To discuss specific strategies that can be used within the PBIS structure to constructively engage parents to collaborate with educators.

Family engagement and involvement in student learning and schools
Family Engagement and Involvement In Student Learning and Schools

Apparent in national initiatives

General and special education legislation

Statements and goals of countless education related professional organizations

Critical aspects of many comprehensive school reform efforts

(Henderson & Mapp, 2002; Lewis and Henderson, 1997; Reschly & Christenson, In press)

So what do we know about high performing schools
So what do we know about high performing schools? Schools

  • 1. A clear and shared focus

  • 2. High standards and expectations for all students

  • 3. Effective school leadership

  • 4. High levels of collaboration and communication

  • 5. Curriculum, instruction, and assessments aligned with state and national core standards

  • 6. Frequent monitoring of teaching and learning

  • 7. Focused professional development

  • 8. A supportive learning environment

  • 9. High levels of parent and community involvement

30 years of evidence family involvement
30 Years of Evidence: Family Involvement Schools

  • Family involvement helps student achievement

    • Henderson & Berla, 1994; Henderson & Mapp 2004; Stormshaket al., 2011

  • Teacher collaborative outreach to families related to strong and consistent gains in achievement in both reading and math

    • Effective outreach practices included:

      • Face to face

      • Sending materials home

      • Keeping touch about progress (joint monitoring)

  • Workshops for families on helping their children at home linked to higher reading and math scores

  • Schools with higher rated partnership programs greater gains on state tests than lower rated programs

Additional benefits of family engagement for students
Additional Benefits of SchoolsFamily Engagement for Students

Higher grade point averages and scores on standardized tests

Enrollment in more challenging academic programs

More classes passed and credits earned

Better attendance

Improved behavior at home and at school

Better social skills and adaptation to school

30 years of evidence for improved parent management on youth outcomes
30 Years of Evidence for Improved SchoolsParent Management on Youth Outcomes

Early Childhood



Effective Family Management



Middle Childhood






Improved problem behaviors include
Improved Problem Behaviors Include Schools

  • School grades and attendance

  • Anxiety and Depression

  • Disruptive Disorders including arrest rates

  • ADHD

  • Health risking behaviors

    • Drug and alcohol use and abuse

    • High risk sexual

    • Young Adult Obesity

Unique vulnerabilities of secondary school students
Unique Vulnerabilities of Secondary SchoolsSchool Students:

Decreased parent involvement

Increased problem behavior

Increased peer group influence

Decreased attendance

Decreased academic performance

Two adult sytems concerned about students outcomes

  • School

Two Adult Sytems Concerned About Students Outcomes







Parent-Teacher Contact

Tracking Grades, Beh, Attendance

Teacher-Parent Contact

Behavior Expectations

Homework Patterns


What is going on at school?

What is going on at home?

  • Parent

  • Awareness

  • School Awareness

Prevention Research in Public Support in Educational SettingsMiddle Schools (Project Alliance 1 and 2: Dishion & Stormshak)






Check-up &

FU support

6th Grade

Middle School


Portland Public






school as


7th 7th ---> 11th Grade


FCU Intervention Outcome on Self Reported Support in Educational Settings

Substance Use for High Risk Students

Self Reported Substance Use in the Last Month

(adapted from Dishion, Kavanagh et al, 2002)

Percentage arrested by age 16 17
PERCENTAGE ARRESTED Support in Educational SettingsBY AGE 16-17

Connell Dishion et al 2007

Effects on academic and attendance outcomes
Effects on Academic and Attendance Outcomes Support in Educational Settings

School Absences

Grade Point Average





FCU Prevents GPA Decline

FCU Reduces School Absences

Challenges to using parenting programs in schools
Challenges Support in Educational Settings to Using Parenting Programs in Schools :

Respectfully identifying and engaging parents of students who most need the services and support;

Parents are often unable to participate in parenting ‘programs’ because they are delivered in groups and/or scheduling problems

Schools don’t have resources to pay for personnel engage and work with parents in these interventions:

There are often no formal strategies for linking work of parenting interventions with school based strategies;

Positive family support
Positive Family Support Support in Educational Settings

An adapted and tailored intervention model that is intentionally designed to be a collaboration with any particular school (i.e., based on a schools needs and goals regarding their students and families).

Structures program around evidenced-based intervention constructs and intervention targets.

Focused on reducing the response costs for schools to do effective family engagement using evidenced-based methods.

Key features of this model
Key Features of this Model Support in Educational Settings

  • Follows a Response to Intervention RtI approach

    • Note: Family involvement considered one of the Three Essential Components of RtI along with Tiered instruction/intervention and Ongoing Student Assessment

  • Designed to integrate into PBIS structures

  • Adapted to the unique ecology of each school

  • Partnership model: intervention team and school’s key personnel collaborate to learn the model

Integration into pbis rti
Integration into PBIS & RTI Support in Educational Settings




  • Individualized Supports

  • Functional Behavioral

  • Assessments

  • Family Check-Up

  • Parenting Support Sessions

  • Parent Management Training

  • Community Referrals

  • Specialized Supports

  • Check-In/Check-Out

  • Parent Integration CICO

  • Attendance & Homework Support

  • Home-School BehChange Plans

  • Email and Text messages

  • Family Resource Center

  • Parenting Materials

  • (Brochures/Videos/Handouts)

  • Positive Family Outreach

  • Student Needs Parent Screening

  • School Rules & Expectations

  • Positive Reinforcement

  • Student Needs Screening

Preliminary Fam-Set Effects Sizes for PFS Model Implementation Across the Three Tiers

Talk talk talk when do we eat
Talk Talk Talk…When Do We Eat? Implementation Across the Three Tiers

Proactive Screening that is Implementation Across the Three Tiers “Respectful to Parents”

Revised Multiple Gating Approach




(school entry)

Teacher &





Check Up


PBS plan


Student &



* Behavior (e.g., SWIS); Homework Completion/Grades; Attendance

The parent readiness screen for positive family support
The Parent Readiness Screen for Positive Family Support. Implementation Across the Three Tiers

  • Use Parent Readiness Screen

  • to place students in the triangle

  • Use their data to guide your approach to contact parents

  • Use data to inform your practices (e.g., targeted parent nights)

Begin the School Year with Parents Expressing THEIR Needs

Readiness screening as a proactive caring and collaborative joining process
Readiness Screening as a Implementation Across the Three Tiers Proactive Caring and Collaborative “Joining Process”

  • Positive Family Support Readiness Screener

    • A pragmatic screening tool that:

      • Uses 14 questions to ask caretakers at beginning of the school year to express THEIR concerns and support needs about their child in regards to school

      • Asks parents if they need support for any of the questions

      • Asks parents if they would like school contact

      • Easily sorted into a triaged proactive parent contact strategy

      • Use caretaker data to guide parent contact by grade level teams, counselors, and/or administration

Behavior Implementation Across the Three Tiers






Multiple uses of parent screener
Multiple Uses of Parent Screener Implementation Across the Three Tiers

School-wide needs assessment from parent perspective.

Increase teacher and administrative knowledge of what, if any, concerns caretakers have about their student.

Creates opportunities for proactive reach-out to caretakers.

Can inform teacher and administrator about caretaker knowledge or concern about a student’s problems before making an achievement or behavior related contact.

Worksheet for positive communication practices in parent teacher contacts
Worksheet Screener for Positive Communication Practices in Parent-Teacher Contacts

Worksheet keeping positive when parents are frustrated
Worksheet Screener Keeping Positive When Parents are Frustrated

Parent & Student Scaffolding Screener

for Attendance

Selected level behavior change plans
Selected-Level: Behavior Change Plans




For parents and students (with teacher & family resource specialist help)

For teachers & family resource specialists

For teachers and parents

An Overview of the Family Check-Up and Follow-Up Services


Materials and Support

The Family Check-Up

Parent Topic Events/Groups

Get to Know You Interview



Collaborative Feedback & Motivation

Student Intervention Support



Case example

Case Example and Follow-Up Services

Fcu case study
FCU CASE STUDY and Follow-Up Services

Previous year: Threatened with expulsion unless referred out for individual therapy-- parents not invited to be involved with therapy—After 8 Sessions therapist thought youth was “fine”



In-school and out-school suspension

Get to Know You Interview and Follow-Up Services

Sample FCU Assessment Questions and Follow-Up Services

M/D and Follow-Up Services
























Parenting resources brochures
Parenting Resources: Brochures and Follow-Up Services

CICO Home Incentive Support and Follow-Up Services

Encouragement Support Worksheets and Follow-Up Services

Video support for families
Video Support for Families and Follow-Up Services

Fcu case study1
FCU CASE STUDY and Follow-Up Services

Previous year: Threatened with expulsion unless referred out for individual therapy-- parents not invited to be involved with therapy—After 8 Sessions therapist thought youth was “fine”


FCU plus 2 follow-up sessions

on home incentives for CICO

and increased encouragement

at home


1 session re-visit home and school

CICO Plan-- found normal drift in

both settings to lower rates of R+

increased adult attention

and R+ at home and school back to

levels of October plan


Finds out Adopted


In-school and out-school suspension

Summary and conclusions
Summary and Conclusions and Follow-Up Services

Effectively and respectfully engaging parents in school contexts with empirically validated interventions can increase student success.

PBIS provides an excellent infrastructure and behavior management structure for embedding parenting interventions into universal, selected and individualized intervention services.

We need to create an integrated system that includes parent engagement, so that there is ‘value added’, and we help school staff be more efficient and effective at what they are doing already.

Current first year implementers
Current First Year Implementers and Follow-Up Services

Where we are at

Things we are learning

Pfs acknowledgements
PFS Acknowledgements and Follow-Up Services

Intervention Developers and Consultation Team

Kimbree Brown

Tom Dishion

Rosemarie Downey


Greg Fosco

Kate Kavanagh

Kevin Moore

Beth Stormshak

PFS Research Evaluation Research Team

Carey Black

Jeff Gau

John Seeley

Keith Smolkowski

Thank you for your attention
Thank you for and Follow-Up Servicesyour attention

For more information on Positive Family Support

Please contact Dr. Kevin Moore at [email protected]

And visit the FCU and PFS website: