Bridging the Communication Gap

School wide Positive Behavioral

Interventions & Supports with the
NNPS Model of Family and
Community Partnership Programs
 Strength Based Ice
Breaker
1. Partner with someone
2. Each person tells the other person what
positive qualities and/or skills they possess
3. Take 2 minutes each
4. Introduce your partner to the group
 Clinton East
Mid-West
Joe Otter (RPS) at
Andrea Jordan (RPS) at Franklin
West Capital Region
Genesee Valley BOCES St. Lawrence
Ann Adams (RPS) BOCES
585-344-7574
at Erie I BOCES Essex 518-464-3974
Len Cherpak (PFC) at Jefferson
716-630-4277 Laurie Shutts (PFC)
FTNYS
Len Cherpak (PFC) at FTNYS
716-432-8784 Lewis
at FTNYS H
e Hamilton 518-578-8814
716-432-8784 r Warren
k
i
Oswego m Washington
Orleans e
Niagara
Oneida r
Monroe Wayne C Saratoga
Genesee a Fulton
S y OnondagaMadison Montgomery
Ontario e u Schenectady
n g
Erie Wyoming e a
Yates
Livingston c Cortland Otsego Schoharie Albany Rensselaer
a
Chenango
Schuyler Tompkins Hudson Valley
Greene Columbia
Chautauqua Cattaraugus Allegany Christine Downs (RPS)
Steuben
Chemung Tioga Broome Delaware at Ulster BOCES
Ulster 845-255-4874
Dutchess
Map: NYS PBIS (PFC)
Central Sullivan
Regional Technical Linda Brown at
Putnam
Onondaga-Cortland-Madison BOCES
Assistance Teams, Orange
315-431-8586 Westchester
and Contact Bob Ireland (PFC) at FTNYS Rockland
information 5/05 315-404-7085 Suffolk
New York City Nassau

Key:
RPS: Regional PBIS Specialist
PFC: PBIS Family Coordinator
FTNYS: Families Together in
NYS, Inc.
New York City
Long Island
Margo Levy, Carolyn Buyse at NYC DOE Karen Chung (RPS) at Western
917-256-4272 or –4271 Suffolk BOCES 631-242-1128
Cheryl Williams (PFC) at FTNYS
631-761-3181
Objectives of Today’s Session

• Understand NYS PBIS expectations for developing

partnership programs; provide an overview of
partnership model
• Building on NYC’s strengths and resources, set a
clear goal for partnership planning for NYC schools
implementing PBIS
• Learn one approach to designing a comprehensive
district program to meet specific goals
• Dialog and create action plan for implementation in
NYC for next academic year 2005/2006
 Families Together in NYS is the statewide
chapter for the national organization,
Federation of Families for Children’s Mental
Health and an organizational member of the
National Network of Partnership Schools.
Our Mission In NYS PBIS Initiative:
To ensure that every family has access to
information, support, and services to be able to
guide their children toward academic and
behavioral success.
 PBIS Collaboration
• New York State Education Department -
Office of Vocational and Educational
Services for Individuals with Disabilities
Office of Elementary, Middle, Secondary,
and Continuing Education
• New York State Office of Mental Health
• Families Together in New York State,
Inc.

NYS VESID Topical Training, 2/18/04

PARTNERSHIPS:
THEN and NOW
 DEFINITION

THEN NOW

Parent, family School, family,

involvement and community
partnerships

Epstein, J. L. (2004). Partnerships Then and Now. Presentation at the National Network of Partnership Schools
Leadership Development Conference. Baltimore: Johns Hopkins University, March 12.
 RESPONSIBILITY
THEN NOW

Up to parents
Part of school and
classroom organization
Organized by
one person or
just a few Organized by
PBIS Universal teams
linked to school
improvement goals
Epstein, J. L. (2004). Partnerships Then and Now. Presentation at the National Network of Partnership Schools
Leadership Development Conference. Baltimore: Johns Hopkins University, March 12.
 PROGRAM DESIGN
THEN NOW
School Wide-PBIS plus
Incidental or the NNPS framework of
accidental 6 types of involvement
Goal-oriented
Part of comprehensive
school improvement plan
Off to the side and linked to school
mission

Epstein, J. L. (2004). Partnerships Then and Now. Presentation at the National Network of Partnership Schools
Leadership Development Conference. Baltimore: Johns Hopkins University, March 12.
 IMPLEMENTATION
THEN NOW

Pre-K, K, or All grade levels

elementary through high
school

Epstein, J. L. (2004). Partnerships Then and Now. Presentation at the National Network of Partnership Schools
Leadership Development Conference. Baltimore: Johns Hopkins University, March 12.
 RESULTS
THEN NOW
Parent Student
outcomes achievement &
success in school
Public relations Link practices to
results for all
Focus on a few students, parents,
parent teachers,
leaders community
Epstein, J. L. (2004). Partnerships Then and Now. Presentation at the National Network of Partnership Schools
Leadership Development Conference. Baltimore: Johns Hopkins University, March 12.
 RESULTS
THEN NOW
Success stories Success stories
shared locally, shared nationally
if at all to benefit all

Epstein, J. L. (2004). Partnerships Then and Now. Presentation at the National Network of Partnership Schools
Leadership Development Conference. Baltimore: Johns Hopkins University, March 12.
 LOOK TO THE FUTURE
Our Work Is Crucial in our Schools
We Can Develop High Quality and
Goal-Oriented Partnership Programs
in Schools Implementing SW-PBIS

All Focused On Student Success

Adapted from Epstein, J. L. (2004). Partnerships Then and Now. Presentation at the National Network of
Partnership Schools
Leadership Development Conference. Baltimore: Johns Hopkins University, March 12.
 What Do We Know?
• Parents vary in how much they presently are involved.
• Parents are most concerned about their children’s
success in school.
• Students need multiple sources of support to succeed
in school and in their communities.
• Teachers and administrators are initially hesitant to
increasing family involvement.
• Teachers and administrators need inservice,
preservice, and advanced education on partnerships.
• Schools must reach out in order to involve all
families.

Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community
Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.
 What does NNPS research say about
PARTNERSHIP PROGRAM
DEVELOPMENT?
• Programs and practices of partnership make a
difference.

• Subject-specific practices assist students’ learning.

• Teachers who use practices of partnership are more

likely to report that all parents can help their children.

• Programs will be most useful to schools and to

families if they are customized, comprehensive, and
continually improved to help meet important goals for
students.
Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and
Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.
 Designing School-Wide Support Systems for

Student Success
Academic Systems Behavioral Systems

Intensive, Individual Interventions

Intensive, Individual Interventions
•Individual Students 1-5% 1-5% •Individual Students
•Assessment-based •Assessment-based
•High Intensity •Intense, durable procedures

Targeted Group Interventions 5-10% 5-10% Targeted Group Interventions

•Some students (at-risk) •Some students (at-risk)
•High efficiency •High efficiency
•Rapid response •Rapid response

Universal Interventions 80-90% Universal Interventions

80-90%
•All students •All settings, all students
•Preventive, proactive •Preventive, proactive
Connecting school, family, and community
partnership activities to student outcomes

• Attendance
• Math Achievement
• Student Behavior
• Reading and
Languages Arts
Achievement
 Theoretical Model
OVERLAPPING SPHERES OF INFLUENCE OF FAMILY, SCHOOL, AND
COMMUNITY ON CHILDREN’S LEARNING

Force B Force C
Experience, Experience,
Philosophy, Philosophy,
Practices Practices
of Family of School

Force D
Experience,
Philosophy,
Practices
of Community

Force A
Time/Age/Grade Level
Reprinted with permission: Epstein, J. L., Coates, L., Salinas, K.C., Sanders, M. G., & Simon, B. S. (1997). School, Family, and Community Partnerships: Your Handbook for Action. Thousand Oaks, CA: Corwin Press.
See Handbook, page 73, for the internal structure of this model.
 Goal-Oriented Partnerships
School-Wide PBIS Universal Team
School Improvement Plan and School Mission

Creates an action plan for for

School, Family, and Community
Partnerships and SW-PBIS

Goal 1 Goal 2 Goal 3 Goal 4

Academic Academic Behavioral Climate

Family & Family & Family & Family &

Community Community Community Community
Involvement Involvement Involvement Involvement
Activities Activities Activities Activities
1. 1. 1. 1.
2. 2. 2. 2.
3. 3. 3. 3.
4. 4. 4. 4.
 Three Components of PBIS
Supporting
Decision
Making
SYSTEMS DATA

Supporting
Staff Behavior
PRACTICES

Supporting
Student Behavior
 Six Components of PBIS
• Select and define behavioral expectations
• Teach behaviors directly (in all settings)
• Actively monitor behavior
• Acknowledge appropriate behavior
• Use data to make decisions
• Correct behavioral errors
 SCHOOL-FAMILY-COMMUNITY PARTNERSHIPS
SIX TYPES OF Practices

Type 1
PARENTING
Type 2
COMMUNICATING
Type 3
VOLUNTEERING
Type 4
LEARNING AT HOME
Type 5
DECISION MAKING
Type 6
COLLABORATING
WITH COMMUNITY
Type 1
PARENTING
Assist families with parenting and
child-rearing skills, understanding
child and adolescent development,
and setting home conditions that
support children as students at each
age and grade level. Assist schools
in understanding families, family
resiliency and family development.
Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and
Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.
Type 2
COMMUNICATING
Communicate with families about
PBIS kick offs, training events,
team meetings, activities and
individual student progress
through effective school-to-home
and home-to-school
communications.
Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and
Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.
Type 3
VOLUNTEERING
Improve recruitment, training,
work, and schedules to involve
families and community members
as volunteers and audiences at
school or in other locations to
support students and school wide
PBIS programs at all levels.
Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and
Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.
 Type 4
LEARNING AT HOME
Involve families with their children
in learning activities at home,
including homework and other
curriculum-related activities and
decisions. Family liasons creating
PBIS home matrix using school
wide expectations.
Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and
Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.
Type 5
DECISION MAKING
Include families and community
members as participants in school
wide PBIS teams in decision making,
planning, implementation and
evaluation processes. This can
include PTA/PTO, school councils,
committees, action teams, and other
family support resources and family
liasons. Must be reflective of school’s
ethnicity and culture.
Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and
Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.
 Type 6 COLLABORATING
WITH COMMUNITY
Coordinate resources and
services for students, families,
and the school with businesses,
agencies, and other groups, and
provide services to the
community. Invite college interns
and art community to be on PBIS
planning teams.
Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and
Community Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.
 Group Activity

Goal: to identify strengths, to

ensure inclusion of the current
NYC partnership programs and
activities across the PBIS
continuum and the 6 types of
partnership activities
Questions and Answers
Evaluation