This is a presentation of the IL PBIS Network. All rights reserved. E6 - Integrating Community Partners in High School Systems of Support Michele Capio,

This is a presentation of the IL PBIS Network. All rights reserved.

E6 - Integrating Community Partners in High School Systems of Support

Michele Capio, Illinois PBIS Network, Pam Horn, Elgin School District U-46 (IL)

Objectives

• Discuss one model of a school and community partnership and the impact on one local high school

• Describe how to scale up Tier 2 interventions in a high school through partnerships with community agencies

• Identify how to integrate systems, data, and practices between community and school personnel

MISSION The mission of the U-46 School and Community Alliance is to

create, integrate and leverage existing and new school/community partnerships that develop a full continuum of systematic interventions

based on data. It encompasses three intervention tiers:

• Systems for promoting healthy development and preventing problems

• Systems for responding to problems as soon after onset as is feasible

• Systems for providing intensive care

U-46 School District Profile

40,744 Students3,772 Personnel

57 Schools

COMMUNITIES SERVED School District U-46 serves children in Bartlett (9) and portions of Carol Stream (1), Elgin (23), Hanover Park (4), Hoffman Estates (2), Schaumburg, South Elgin (5),

St. Charles, Streamwood (9), Wayne (1) and West Chicago

20 Community Partners 57 providers trained in PBIS/SAIG

Boys and Girls Club of Elgin*Centro de Informacion* Community Crisis Center*Crossroads Kids Club*

Easter Seals*Elgin Police Department* Family Service Association of Greater Elgin Area*Fox Valley Pregnancy Center*Fox Valley Volunteer Hospice*Girl Scouts of Northern Illinois*Hanover Township Youth

and Family Services*Kenneth Young*Renz Center*Streamwood Behavioral Healthcare

System*Taylor Family YMCA*The Y*WAYS*West Ridge Community Church*Youth Leadership Academy

U-46 School and Community Alliance Work Groups 2009-2012

Operations

Tier 2/3

High School Violence Prevention

U-46 School and Community Alliance Work Groups 2012-2013

Operations

Tier 2 Interventions

Tier 3 Interventions

Tier 2/3 Work Group Outcomes

Creation of Guidelines for Schools and Agencies Working Together

Agency Partners are active members of Secondary Systems Teams (9)

Trained Agency Partners in Social Academic Instructional Groups/DPR Data

25 partners are sitting on teams and/or providing SAIG in schools

Use of the DPR (Daily Progress Report) for progress-monitoring

3-Tiered System of Support Necessary Conversations (Teams)

CICO

SAIG

Group w. individual

feature

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses Process data; determines overall

intervention effectiveness

UniversalTeam

Universal Support

Elgin High School (2,378)

PBIS Universal Implementation FY10

PBIS Tier 2/3 Implementation FY11

Added PBIS Counselor position FY12

Community Partnerships with Streamwood Behavioral Health and Hanover Township Youth and Family Services connected to PBIS

Hanover TownshipYouth and Family Services

Our Mission

The mission of Hanover Township Youth and Family Services is the prevention of juvenile delinquency and the promotion of positive development in young people. This is accomplished by providing services which help to strengthen families, to provide outreach to children and teens at risk of school failure and delinquency, and to contribute to the building up of a healthier community for all Township youth

Hanover TownshipYouth and Family Services

Funding: Property Taxes, Two Small Grants

Has had a collaborative relationship with U-46 for over 15 years

More collaboration between Clinical and Outreach

Shift in focus two years ago to get into the community

PBIS + Positive Youth Development

Key elements to the Youth Development approach are the following:

Youth are viewed as a valued and respected asset to society; Policies and programs focus on the evolving developmental needs and tasks

of adolescents, and involve youth as partners rather than clients; Families, schools and communities are engaged in developing environments

that support youth; Adolescents are involved in activities that enhance their competence,

connections, character, confidence and contribution to society; Adolescents are provided an opportunity to experiment in a safe

environment and to develop positive social values and norms; and Adolescents are engaged in activities that promote self-understanding, self-

worth, and a sense of belonging and resiliency.

Social Academic Instruction Groups (SAIG)

Coordinated by EHS CounselorFacilitated by Community PartnerData: Feedback from Teachers and StudentsGroups 6-8 weeksStudents grouped based on teacher

feedback and lack of response to CICOAgency partner is active member of

secondary systems team

Elgin High School Weekly Progress Report

Students Name NS=No School A=Absent all dayNP=No show in class

M=Missing data from teachers

Period 1 Period 2

Date

Earn & Give Respect Goal (Stop, think and act before reacting to something)

Hold Yourself Responsible (Stop, think and act before reacting to something)

Safety First Goal (Stop, think and act before reacting to something)

Earn & Give Respect Goal (Stop, think and act before reacting to something)

Hold Yourself Responsible (Stop, think and act before reacting to something)

Safety First Goal (Stop, think and act before reacting to something)

2/6/2012

2/7/2012

2/8/2012

2/9/2012

2/10/2012

Weekly Progress Report:

Earn and Give Respect (student will not talk back to staff)

Hold Yourself Responsible (Student will be on time to class)

Safety First (Student will wear ID around neck)

1. I attend school regularly2. I skip ___# of classes each week3. I receive all A’s, B’s, and C’s for grades4. I receive _____# of disciplinary referrals per week5. I feel connected to my school6. I feel respected and important while at school7. I can count on friends for support8. I can count on my family members for support

Pre-test/Post-test

I feel connected to my school

44%

11%

11%

11%

22%

Pre-TestStrongly Disagree DisagreeNeither Agree nor Disagree AgreeStrongly Agree

33%

22%

44%

Post-TestStrongly Disagree DisagreeNeither Agree nor Disagree AgreeStrongly Agree

I feel respected and important while at school

11%

22%

33%

33%

Pre-TestStrongly Disagree DisagreeNeither Agree nor Disagree AgreeStrongly Agree

11%

22%

67%

Post-TestStrongly Disagree DisagreeNeither Agree nor Disagree AgreeStrongly Agree

Next Steps at EHS…

Move from instructional short-term groups to long-term group mentoring with skill instruction embedded in the mentoring

Increase communication (between deans/facilitators of interventions) and align initiatives

Explore more intensive interventions for students with unmet mental health needs

Next Steps for Alliance…

Include community agency partners in more training (RENEW/wraparound)

Directory of partners/agenciesBlend initiatives/coordinate across the districtAlternative to suspension expansionUtilize exemplars in district as examples for

other schools Increase communication/visibility of Alliance

Questions