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)

Maximizing Your Session Participation

When Working In Your Team

Consider 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?

Where are you in the implementation process?

Adapted from Fixsen & Blase, 2005

• We think we know what we need so we are planning to move forward (evidence-based)

Exploration & Adoption

• Let’s make sure we’re ready to implement (capacity infrastructure)

Installation

• Let’s give it a try & evaluate (demonstration)

Initial Implementation

• That 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

Leadership Team Action Planning

Worksheets: StepsSelf-Assessment: Accomplishments & Priorities

Leadership Team Action Planning Worksheet

Session Assignments & Notes: High Priorities

Team Member Note-Taking Worksheet

Action Planning: Enhancements & Improvements

Leadership Team Action Planning Worksheet

PFS Implementation at Churchville Middle School

Jennifer Phillips and Meghan McCarthyLocated in Elmhurst, ILSchool population: 528

Why we chose PFS

∗PFS naturally fits within the existing PBIS structure

∗PFS offers a systematized approach for partnering with families

∗PFS aligns with current research that shows an increase in student outcomes by strengthening home-school partnerships

∗Spring of 2013, District 205 granted Churchville an additional .5 social worker to serve as the Family Support Facilitator of PFS

∗In 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 screener

∗Completed a two-day training in August 2013∗2013-14: Participated in monthly webinars with the PFS

Center∗2014-15: Implementing with support from the External

Coach

Initial Steps

The Parent Readiness Check-In(The Universal Screener)

∗Adapted the screener to fit the needs of Churchville

∗Survey was completed online through registration process for 6th/7th graders

∗Developed process for implementing screener in a multi-tiered approach

∗95% return rate

∗ Looking at the data from a multi-tiered approach∗ Decision Rules by grade level∗ Looked at data through the lens of 80%, 15%, and 5%

(approx.)

Screener Results

Tier 1 Supports

∗Family Resource Center∗ In the building∗ Online (2014-15)

http://churchville.elmhurst205.org/cms/page_view?d=x&piid=&vpid=1249846179433∗Teacher Contact

Documentation Process∗Family Events

∗ Communicating with the Teen Brain

∗Open House Scavenger Hunt

Identifying Needs Action Plan

Following Classroom Rules Referred students to CICO

Following through on tasks that seem difficult or challenging, Completing homework and assignments on time, and/or Focusing and staying on task in class

Referred to after-school skill-based instructional group

Student with Tier 3 needs Referred to mentor program

Student with Tier 3 needs and Family Support Facilitator/Administrative Input

Family Check-Up

Linking identified needs into existing PBIS interventions

∗ Linked to CICO∗ Provided to all familieswith a student on CICO∗ A option for IndividualizedCICO∗ Families set a goal and reinforcer

Additional Tier 2 SupportsHome-based Incentive Plan

∗Getting to school on time∗Getting to bed on time∗Completion of worksheet is a pass out of

detention

Additional Tier 2 SupportsTardy Intervention

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.

Tier 3 Supports: Family Check-Up

School 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 school

Home 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

Tier 3 Supports: Family Check-Up

Creating an Action Plan with the Family

∗Promoting The Family Resource Center∗ Presentations to our PTA Progress Monitoring

Interventions∗ If the student is not meeting the goal of 80% of

their DPR points, the Family Support Facilitator will layer additional interventions:∗Family Check-Up∗Home incentive plan (if detect performance deficit)

Next Steps

PFS

∗Moving towards a team-based approach to be more efficient

∗Looking for ways of connecting with families digitally

∗Plan for more time in the initial set-up process

Looking Ahead

Thank you

Meghan McCarthyand

Jennifer Phillips