Positive family support a tiered model for evidenced based parental engagement
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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

Illinois

Montana

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

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?Adapted from Fixsen & Blase, 2005


Leadership team action planning worksheets steps

Leadership Team Action Planning 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:

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?

  • 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

  • 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 Family 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 Parent Management on Youth Outcomes

Early Childhood

Problem

Behavior

Effective Family Management

Interventions

Reduce….

Middle Childhood

Problem

Behavior

Adolescent

Problem

Behavior


Improved problem behaviors include

Improved Problem Behaviors Include

  • 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 School Students:

Decreased parent involvement

Increased problem behavior

Increased peer group influence

Decreased attendance

Decreased academic performance


Two adult sytems concerned about students outcomes

  • Home

  • School

Two Adult Sytems Concerned About Students Outcomes

Expectations

Monitoring

Support

Expectations

Monitoring

Support

Parent-Teacher Contact

Tracking Grades, Beh, Attendance

Teacher-Parent Contact

Behavior Expectations

Homework Patterns

Student

What is going on at school?

What is going on at home?

  • Parent

  • Awareness

  • School Awareness


Synergy of family engagement coupled with family management support in educational settings

Synergy of Family Engagement Coupled with Family Management Support in Educational Settings


Positive family support a tiered model for evidenced based parental engagement

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

Family

Resource

Room

Offered

Family

Check-up &

FU support

6th Grade

Middle School

Students:

Portland Public

Schools

Randomly

Assigned

Control:

Middle

school as

usual.

7th 7th ---> 11th Grade

2


Positive family support a tiered model for evidenced based parental engagement

FCU Intervention Outcome on Self Reported

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 BY AGE 16-17

Connell Dishion et al 2007


Effects on academic and attendance outcomes

Effects on Academic and Attendance Outcomes

School Absences

Grade Point Average

Control

FCU

Control

FCU

FCU Prevents GPA Decline

FCU Reduces School Absences


Challenges to using parenting programs in schools

Challenges 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

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

  • 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

Indicated

Selected

Universal

  • 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


Positive family support a tiered model for evidenced based parental engagement

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?


Positive family support a tiered model for evidenced based parental engagement

Proactive Screening that is “Respectful to Parents”

Revised Multiple Gating Approach

Parent

Readiness

Screener

(school entry)

Teacher &

Staff

Screening*

(fall-spring)

Family

Check Up

School-Parent

PBS plan

Tailored

Student &

Family

Support

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


The parent readiness screen for positive family support

The Parent Readiness Screen for Positive Family Support.

  • 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 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


Positive family support a tiered model for evidenced based parental engagement

Behavior

Peers

Attendance

Academics

Affective/Mood

Self-regulation


Multiple uses of parent screener

Multiple Uses of Parent Screener

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.


Sixth grade parent responses to the school readiness screener n 3 schools

Sixth Grade Parent Responses to the School Readiness Screener (N=3 schools)


Positive family support a tiered model for evidenced based parental engagement

Worksheet for Preparing a Sensitive Parent Contact


Worksheet for positive communication practices in parent teacher contacts

Worksheet for Positive Communication Practices in Parent-Teacher Contacts


Worksheet keeping positive when parents are frustrated

Worksheet Keeping Positive When Parents are Frustrated


Positive family support a tiered model for evidenced based parental engagement

Parent Scaffolding for Homework Support


Positive family support a tiered model for evidenced based parental engagement

Parent & Student Scaffolding

for Attendance


Selected level behavior change plans

Selected-Level: Behavior Change Plans

1

3

2

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

For teachers & family resource specialists

For teachers and parents


Positive family support a tiered model for evidenced based parental engagement

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

Parent

Materials and Support

The Family Check-Up

Parent Topic Events/Groups

Get to Know You Interview

Family

Questionnaire

Collaborative Feedback & Motivation

Student Intervention Support

Community

Resources


Case example

Case Example


Fcu case study

FCU CASE STUDY

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”

4

3

In-school and out-school suspension


Positive family support a tiered model for evidenced based parental engagement

Get to Know You Interview


Positive family support a tiered model for evidenced based parental engagement

Sample FCU Assessment Questions


Positive family support a tiered model for evidenced based parental engagement

M/D

M

D

D

M

M/D

M

D

T

M/D

M

D

M/D

M/D

T

T

M

D

M/D

M

M

D

D

M


Parenting resources brochures

Parenting Resources: Brochures


Positive family support a tiered model for evidenced based parental engagement

CICO Home Incentive Support


Positive family support a tiered model for evidenced based parental engagement

Encouragement Support Worksheets


Video support for families

Video Support for Families


Fcu case study1

FCU CASE STUDY

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”

4

FCU plus 2 follow-up sessions

on home incentives for CICO

and increased encouragement

at home

3

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

1

Finds out Adopted

1

In-school and out-school suspension


Summary and conclusions

Summary and Conclusions

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

Where we are at

Things we are learning


Pfs acknowledgements

PFS Acknowledgements

Intervention Developers and Consultation Team

Kimbree Brown

Tom Dishion

Rosemarie Downey

CorrinaFalkenstein

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 your attention

For more information on Positive Family Support

Please contact Dr. Kevin Moore at [email protected]

And visit the FCU and PFS website:

(http://fcu.cfc.uoregon.edu/)


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