Home/School/Community: Keys to Success
Theresa Greco, Teacher, Springfield HS Nancy Rosse, Parent, Springfield HS Joane Scholefield, Family Support Facilitator, IL PBIS Network
Benefits for Educators of Home/School/Community Involvement
greater job satisfaction higher ratings of teaching skills from both parents and principals improved classroom behavior through increased knowledge of children’s family, cultural, and community contexts
Adapted from Christenson, 1996
School Leaders
–that would be you! –
are being asked to find ways to improve and increase Home/School/Community relationships.
No Child Left Behind
• Require schools to develop ways to get parents more involved in their child’s education and in improving schools.
• Requires that states and local school districts provide information to help parents make informed educational choices for their child. • http://www.ed.gov/nclb/
IDEA 2004
“The Individuals with Disabilities Education
Improvement Act of 2004 will help children learn better by promoting accountability for results, enhancing parent involvement, using proven practices and materials, providing more flexibility, and reducing paperwork burdens for teachers, states and local school districts.”
Many Illinois PBIS Schools are working to strengthen Home/School/Community Involvement……… This is the story of Springfield High School
SPSD 186 Improvement Plan
• To improve student achievement • To enhance communication and outreach to the community • To strengthen opportunities for family engagement • To support appropriate learning environments
SHS embarks on PBIS
• The first PBIS event was a pizza party for students who:
– 1) had two or fewer tardies – 2) two or fewer excused absences during a 20 day time period.
• 800 of 1300 students participated. • Of Note: The PBIS team had NO $ at that time, and the Principal ‘floated’ them $1300.00. This was a great success – and the principal, after much reminding from him, was reimbursed.
Additional PBIS events anticipated and resources investigated...
• The Booster Club offered to help fund quarterly incentive parties. • Students participated by having perfect attendance and no absences during a 20 day time period. • Students were reminded of expectations and incentives via daily announcements and colorful posters.
Pizza sold once a month…
• Each event raised approximately $350.00 • This fundraiser was managed by a cadre of parent volunteers and overseen by a guidance dean and administrative intern
Enthusiasm contagious…….
• The PTO also grew excited about PBIS and began to support the implementation. • A great publicity/fundraising effort: a vending machine prominently placed in the main hall. It is filled with water bottles labeled with the PBIS logo “Be a Senator”.
PTO support continues…
• Another PTO income source: their agreement to staff ticket sales at all football games. • The PTO receives remuneration for this task and they contribute it to the “BE A SENATOR” endeavors.
Local Bank reaches out.….
• The school recently received a grant from a local bank. • The donation will purchase larger incentives (ie, Ipods, etc.) for raffles. • Details are will be determined.
Surprise Resource….
• A parent of a Springfield High School student was so delighted with PBIS implementation/improvement in school climate that she anonymously donated $500.00 to the “BE A SENATOR” team.
• In appreciation of the work done by individual family members, a stipend of $50.00 is given to each parent participating on the District Family Involvement Committee. • A pleased committee participant turned around and donated her $50.00 to the PTO –PBIS efforts in particular.
More surprises from families…..
PBIS Team Targets Tardies
• With 16,000 tardy detentions written in a single year……..even with that loosely defined and loosely enforced tardy system……… • The Team embarked on a review of the Tardy procedures and came up with a plan….
Welcomed improvement for the Tardy System
• First, tardies were clearly defined • Second, the responsibility of writing tardies was assigned to the security staff. • Now teachers have more time to teach!
“Search for “No-Cost-Incentives”
• A student conducted a survey to identify appealing ideas for “no-costincentives” • Outcomes 1. generated exciting ideas from students 2. student volunteers self-identified to assist the PBIS Team
Grant Support Welcomed…..
• Springfield High School applied for a RESPRO Grant from the ROE to further support their PBIS initiative. • Last year a $10,000.00 Grant was awarded • It covered expenses for PBIS trainings, the necessary substitute teachers, and hotel, food, travel and fees for this conference.
Please remember: These examples of identifying and accessing resources ….. unfolded/developed/grew… from ongoing Systems Change efforts
What is a Shlotto Ticket??
• The PBIS Team has developed exciting Universal reinforcement based on lottery tickets. • The PBIS Team will introduce Shlotto cards at the opening faculty workshops.
Source
• www.EasyScratchOffs.com • 1.888.430.4491 • Contact: Terra Williams
Next steps for the PBIS Team
• Provide more direction regarding expectations of the family role, including importance of Confidentiality. • Streamline process for informing all families about PBIS. Perhaps arrange for 5 minute PBIS report at each PTO meeting.
more next steps…
• Be ‘forward thinking’ in the development and publicity for PBIS process ex: plan for website updates, even during summer.
• Expand the small, yet popular, staff incentive programs.
And more steps…..
• Recruit student volunteers for a PBIS Student Advisory. • Recruit more families. • Current ‘do-all’ PBIS Team needs to evolve into 3 distinct teams.
Much has been learned from Family Involvement efforts…..
• Nancy Rosse volunteers on the PBIS Team • It has been a positive experience for all.
“A good difference…..”
• Nancy Rosse shared her perceptions: “I have seen PBIS and like what I see”. • Observed a ‘good difference’ in the atmosphere of the school between her sons freshman orientation (in Feb of his 8th grade) and the beginning of his freshman year (the following September). • Of Note: this time frame corresponds with the initial implementation of PBIS.
Building Positive Family and Community Relationships
• Schools have addressed the school/family/community gap, and closed it, by employing three key principles
– Building mutual understanding and empathy – Effective involvement of family and community – Reaching out to family and community
Schools committed to student success are creative in accommodating students and families
• Replacing punitive processes with ones that seek to understand and improve a students’ situation • Creating schedules, policies, and programs that take into account students’ home-life challenges
Think it Through……
• How would you characterize your school’s relationships with families? • With local business and political leaders? • With the local media? • If any of these relationships are not as good as they could be…how might they be improved?