Involving Family and
Community
Catherine Shwaery,
[email protected]
www.pbis.org
www.pbismaryland.org
Click here
Benchmarks of Quality
How does your school rate?
Benchmark
34. Strategies to share
key features of SWPBS
program with
families/community are
developed and
implemented
41. Plans for involving
families/community are
developed and
implemented
1 point
0 points
The PBIS Plan includes
strategies to reinforce
lessons with families and
the community (i.e., afterschool programs teach
expectations, newsletters
with tips for meeting
expectations at home)
Team has planned for the
introduction and on-going
involvement of school-wide
PBIS to families/community
(i.e., newsletter, brochure,
PTA, open-house, team
member, etc.)
The PBIS plan does not
include strategies to be
used by families and the
community.
Team has not introduced
school-wide PBIS to
families/community.
Expectation Matrix - HOME
Getting up
in the
morning
I am
respectful
I am
responsible
I am safe
Getting to
school
Clean-up
time
Time to
relax
Homework
time
Try a morning
SMILE!
Thank your
parents for
helping.
Use kind
words.
“Thanks for
the ride.”
“Have a nice
day.”
Clean up
after
yourself.
Ask politely
for help.
Allow for the
privacy of
others.
Invite others
who would
like to play.
Share.
Ask for help
respectfully.
“Thanks for
the help.”
Get up on
time.
Get cleaned
up and
dressed on
time.
Make your
bed.
Have your
back pack,
lunch, and
keys.
Be ready to
leave on time
Do your
chores.
Ask before
you borrow.
Return
materials to
the proper
place.
Put clothes in
hamper.
Stay seated
on bus.
Talk quietly
to my
neighbors
only.
Return
materials to
the proper
place.
Use things as
designed.
Complete
your
homework on
time.
Do your best!
Put your
things in your
backpack
when done.
Use pencils,
scissors,
rulers, etc. as
designed.
Return items
to proper
place.
Mealtime
Getting
ready for
bed
Use kind
words and “I
statements”.
“Please” and
“thank you”.
Recognize
mistakes and
apologize.
Set the
table.
Put dishes
away.
End the day
with nice
words and
thoughts.
Chew your
food.
Eat amount
that fits on
fork.
Clean spills.
Pick up items
from floor.
Dirty clothes
in the
hamper.
Brush your
teeth.
Get to bed on
time!
PRIDE at Home
Aidan shows his PRIDE by completing his
chores each night. He is responsible for
setting the table, feeding the dog and
clearing the table each night.
Local resources are crucial
political support
business investment
Parent involvement programs
that are effective… engage
diverse families, recognize
cultural and class
differences, address needs,
and build on strengths.
Applying the 3-tiered Logic to Families
Tier 3: Intensive, Individual Interventions
Family Liaison-matched with family, needs matched with community
resources
 Individual Skill Building Sessions
1-5%
Tier 2: Targeted Group Interventions
Support Groups (Military Families, Newcomer Group)
Skill Building Sessions (Academic and Behavior)
5-10%
Tier 1: Universal Interventions
Self Assessments: Family Engagement Checklist, Surveys
Skill Building Series Guest Speaker (Topics Vary- Survey Families)
Newsletter, Resource Library , “Shout Outs”
80-90%
Volunteer Opportunities (DOGS- Dads of Great Students)
Teacher Conferences- Goal Setting, Family Vision, Strengths Discovery
Family Fun Nights throughout the year
School Handbook (Description, Teaching Matrix – promote common
language between school and home)
Applying the 3-tiered Logic to Families
Tier 3: Intensive, Individual Interventions
1-5%
Tier 2: Targeted Group Interventions
5-10%
Tier 1: Universal Interventions
80-90%
1. How does your school’s plan include
strategies to reinforce lessons with families
and the community?
2. How has your team planned for on-going
involvement with families and the
community?
3. How are you being culturally responsive to
the needs of your community?
Our Goal: Help Families & Schools Move…
From….
Parent Involvement
To…
Responsibility on parents
to make connections
School/family/community
partnerships
Part of school and
classroom organization
Being organized by a
few parent leaders
Part of comprehensive
school improvement plan
Results focused on
parent/public relations
Results focused on student
achievement & climate
Activities incidental,
accidental, or off to the
side
Practices linked to results
for students, parents,
teachers, community
Adapted from School, Family & Community Partnerships: Your Handbook for Action, 3rd Edition, Epstein, J. L., et.
al. (2009).
High Impact Practices
Sponsored by the U.S. Dept. of Education in partnership with United Way Worldwide, National PTA, SEDL, and the Harvard Family Research Project
Highest Impact…
Parent training
events
Back-to-school
night
Goal-setting talks
Regular, personalized
communication
Parent-teacher
conferences
Positive phone
calls home
Interactive homework, tips,
and tools for home learning
Weekly datasharing folders
Home visits
Classroom observations
or mini lessons
High Impact Practice
Need Areas /Categories
• Create a Welcoming Environment
• Use One &Two Way Communication Strategies
• Support Student Success (Learning at School
& Home)
• Speak up for EVERY child.
• Share Power
• Collaborate with Community
National/Michigan PTA, Harvard Family Research Project, Karen Mapp
High Impact Practices –
Meet Multiple Needs With One Strategy
Team Time
Look again at the practices you have in place in
your school…
How do the practices you have in place
compare to those that have been found to have
high-impact on student achievement?
Discuss with your PBIS team one or two highimpact strategies you would like to select for
implementation back in your building.
Action Planner
Wonderful Websites
• www.attendanceworks.org
• www.dropoutprevention.org
• www.boostup.org/en
• http://www.americaspromise.org/OurWork/Grad-Nation.aspx
• www.pta.org