Presentation on theme: "Maximizing Your Session Participation"— Presentation transcript:
0 A12 - Family Screening and Family Check-up Carol Ewen, Missoula County Public Schools (MT);Jennifer Phillips, Mid Valley Special Education Cooperative(IL) and Meghan McCarthy, Elmhurst School District (IL)
1 Maximizing Your Session Participation When Working In Your TeamConsider 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?
2 Where are you in the implementation process Where are you in the implementation process? Adapted from Fixsen & Blase, 2005We think we know what we need so we are planning to move forward (evidence-based)Exploration & AdoptionLet’s make sure we’re ready to implement (capacity infrastructure)InstallationLet’s give it a try & evaluate (demonstration)Initial ImplementationThat worked, let’s do it for real and implement all tiers across all schools (investment)Let’s make it our way of doing business & sustain implementation (institutionalized use)Full Implementation
3 Leadership Team Action Planning Worksheets: Steps Self-Assessment: Accomplishments & PrioritiesLeadership Team Action Planning WorksheetSession Assignments & Notes: High PrioritiesTeam Member Note-Taking WorksheetAction Planning: Enhancements & Improvements
4 PFS Implementation at Churchville Middle School Jennifer Phillips and Meghan McCarthyLocated in Elmhurst, ILSchool population: 528Introduce ourselvesMEGHAN: review school facts
5 Why we chose PFS PFS naturally fits within the existing PBIS structure PFS offers a systematized approach for partnering with familiesPFS aligns with current research that shows an increase in student outcomes by strengthening home- school partnershipsJENNIFER
6 Initial StepsSpring of 2013, District 205 granted Churchville an additional .5 social worker to serve as the Family Support Facilitator of PFSIn addition, external PFS coach was secured through the Special Education Cooperative (SASED)Selected staff members from Churchville participated in webinars over the summer to prepare implementation of the universal screenerCompleted a two-day training in August 2013: Participated in monthly webinars with the PFS Center: Implementing with support from the External CoachMEGHAN
7 The Parent Readiness Check-In (The Universal Screener) Adapted the screener to fit the needs of ChurchvilleSurvey was completed online through registration process for 6th/7th gradersDeveloped process for implementing screener in a multi-tiered approach95% return rateJENNIFER
8 Screener Results Looking at the data from a multi-tiered approach Decision Rules by grade levelLooked at data through the lens of 80%, 15%, and 5% (approx.)JENNIFER does data entry and looking at data from a multi-tiered approachMEGHAN does decision rules
9 Tier 1 Supports Family Resource Center In the buildingOnline ( )ms/page_view?d=x&piid=&vpid=Teacher Contact Documentation ProcessFamily EventsCommunicating with the Teen BrainOpen House Scavenger Hunt
10 Linking identified needs into existing PBIS interventions Identifying NeedsAction PlanFollowing Classroom RulesReferred students to CICOFollowing through on tasks that seem difficult or challenging, Completing homework and assignments on time, and/or Focusing and staying on task in classReferred to after-school skill-based instructional groupStudent with Tier 3 needsReferred to mentor programStudent with Tier 3 needs and Family Support Facilitator/Administrative InputFamily Check-UpMEGHANParents were accurate when marking following classroom rules because the majority of students who qualified would have been picked up by teacher recommendation or minor/major behavior data.
11 Additional Tier 2 Supports Home-based Incentive Plan Linked to CICOProvided to all familieswith a student on CICOA option for IndividualizedCICOFamilies set a goal andreinforcer
12 Additional Tier 2 Supports Tardy Intervention Getting to school on timeGetting to bed on timeCompletion of worksheet is a pass out of detention
13 Tier 3 Supports: Family Check-Up Referral Source:Grade level counselor who was working with the student and family since 6th grade recommended a FCU with this family.Background Information: Student had 504 plan with diagnosis of ADHD, had worked with outside therapist (individual and family), experiencing self-injurious behavior, family stressors had increased, attendance was becoming a concern, student was already on CICO with inconsistent progress, and the family was asking the school for help.Meetings: Dad came alone to the first meeting (information collection). Mom and dad came to the 1st follow-up meeting. Mom came alone to the 2nd follow-up meeting. All additional follow-up was done over the phone.
15 Tier 3 Supports: Family Check-Up Creating an Action Plan with the FamilySchool Action Plan:-Discussed adding signed agenda back to 504 plan with case manager and team-Developed Home Incentive Plan for CICO and need for positive conversations at home-Re-taught purpose of CICO and ways to discuss progress at home so it’s not punitive and is consistent with messages being sent at schoolHome Action Plan:-Parents wanted resources on Limit Setting: Brochures, worksheets, and researched cell phone company policies on setting text/data limits-Coping skills are of concern, so we focused on short and immediate consequences to behavior at home-Created a list of behaviors and appropriate consequences for each behavior. We came up with chores that do not need to be done well (wiping down the blinds) vs. chores that impact the entire family
16 Next Steps PFS Promoting The Family Resource Center Presentations to our PTA Progress Monitoring InterventionsIf the student is not meeting the goal of 80% of their DPR points, the Family Support Facilitator will layer additional interventions:Family Check-UpHome incentive plan (if detect performance deficit)MEGHAN: promoting Family Resource CenterJENNIFER: progress monitoringPFS
17 Looking AheadMoving towards a team-based approach to be more efficientLooking for ways of connecting with families digitallyPlan for more time in the initial set-up processMEGHAN include district deadlines, teacher feedback