5/3/2013

DR. CHARLES WILLIAM LENTZ MCKINLEY ELEMENTARY SCHOOL ABINGTON SCHOOL DISTRICT

Education B.S. of Education – Indiana University of PA M.A. of Education – Gratz College M.A. of Educational Leadership – Arcadia University D.Ed. Of Educational Leadership – Widener University

Professional Experience Taught Grades 4 and 6 for nine years Assistant Principal Abington Junior High School 6 years Principal McKinley Elementary School 5 years Adjunct Professor Gratz College and College of New Jersey Board of Trustees Arcadia University

1

5/3/2013

In a perfect world, what do you envision to be the optimal way in which parents would be involved in the SWPBIS model?

What do you believe is the key to effective parent involvement in schools?

What are the barriers to this level of involvement and the realization of this vision?

What are some ways in which you can overcome these obstacles?

In groups of three or four discuss your answers to the questions.

Be prepared to report out to the larger group. Designate one representative from your group as the reporter.

2

5/3/2013

Information provided by The Parent Information and Resource Center (PIRC) Funded by the US Department of Education suggests: The more families support their children’s learning

and educational progress, both in quantity and over time, the more their children tend to do well in school and continue their education (Miedel & Reynolds (1999), Sanders & Herting (2000), Marcon (1999).

Families of all cultural backgrounds, education and income levels can, and often do have a positive influence on their children’s learning. Ho Sui-Chu& Willms (1996), Shaver and Walls (1998), Clark (1993)

Family and community involvement that is linked to student learning has a greater effect on achievement than more general forms of involvement. Invernizzi, Rosemary, Richards & Richards (1997), Dryfoos (2000), Clark (2002)

3

5/3/2013

Suburban elementary school located just outside the city of Philadelphia in Elkins Park, Pennsylvania.

A school within the Abington School District. Student population of about 650 students Staff population of about 60 faculty and staff Very diverse student population in all areas

(ethnicity and socioeconomic status) Sizeable special education population (autism,

emotional support, and learning support)

2008-2009 school year – HEART philosophy is established at McKinley without SWPBIS framework. Planning for SWPBIS framework begins.

2009-2010 school year – SWPBIS Program implemented with help of PATTAN – specific focus on tier one level interventions.

2010-2011 school year – SWPBIS Program refined and RTII implemented.

2011-2012 school year – Olweus Program implemented as a tier one level intervention. SWPBIS and RTII Programs refined. (SET Evaluation Conducted)

2012 – 2013 school year – All three programs are refined. Universal screeners implemented to refine tier 2 and tier 3 level intervention model. No new programs are added. (Olweus Evaluation Conducted)

4

5/3/2013

(Lewis & Sugai, 1999; Sugai et al., 2000; Walker et al., 1996)

5

5/3/2013

CORE TEAM •Reviews all referrals generated by teachers and identifies the proper subcommittee to

review the case. •Identifies temporary measures to be put in place until further decisions are made.•After referral to subcommittee and

interventions, CSSP mtg may be held with parent

RTII SUBCOMMITTEE

Chairperson: Bonnie Howe

Types of Issues Resulting in Referral Academic Decline Failure Academically Basic/Below Basic on PSSA PVAAS Decline Not Reaching AYP

SWPBS SUBCOMMITTEE

Chairperson: Bob Kelly

Types of Issues Resulting in Referral Bullying, Aggression, Stealing, Disrespect,

Acting Out in Class, Multiple Referrals

ESAP SUBCOMMITTEE

Chairperson: Terry Muldawer

Types of Issues Resulting in Referral

Truancy/Attendance, Withdraw, Peer Relations, Grief, Family Issues,

Abuse Issues, Substance Abuse Issues, Eating Disorders, ADHD, Distractibility, Mood disorders, Health Related Issues, Frequent

Visits to Nurse

HONESTY EXCELLENCE AWARENESS RESPECT TOLERANCE

6

5/3/2013

TIER ONE LEVEL REWARDS INCLUDE School-wide Reward Event each marking period

(Bingo, McKinley Squares, Sock Hop, Laser Show, BMX Bike Show, etc.)

Principal 200 Club Program Golden Spatula Award for Cafeteria Bus Award for Bus Behavior Notes and phone calls home to parents

UNDERLYING PHILOSOPHY FOR PARENT INVOLVEMENT Parents are critical partners in the school community. Parent involvement in the school is essential for student

engagement and success Parents can contribute in significant and meaningful ways to

the school through a wide array of activities. Parent involvement in the SWPBIS Process provides additional

“hands on deck” to support the implementation of the activities and programs associated with SWPBIS

Parent engagement with students builds valuable connections with students which increase their level of affinity and connectivity with the school.

7

5/3/2013

Parents served as members of the SWPBIS Committee at McKinley and provided valuable insights and ideas for shaping the program.

Parents on the committee served as liaisons with the parent community “selling” the model to parents in our community.

Parents on the committee helped to present the framework to parents at PTO meetings and other forums in which the model was being shared.

Throughout the development of the HEART program parents were kept informed about the program through correspondence and newsletters from the principal.

At the end of the year of development a PTO meeting was devoted to sharing the program and philosophy with the parents.

At the Open House of the 2009-2010 school year, an extensive presentation was provided for all parents both in the opening assembly with the school principal and also in individual teacher classrooms.

The first PTO meeting of the 2009-2010 school year was dedicated to further explanation of the program.

8

5/3/2013

Each parent receives a student handbook at the beginning of the year which outlines the HEART program and the positively stated guidelines for student behavior in each school setting. Parents sign off on behavior contract with their children.

Parents remain on our school HEART Committee and provide valuable feedback about programs and activities associated with the program.

Data and information about SWPBIS Implementation is shared annually at PTO Meetings.

PTO has worked in cooperation with school administration to fund the rewards implemented under the SWPBIS Program. PTO has provided funds to assist in the tri-annual

school reward programs which have included special assemblies, games, and activities.

PTO has assisted in organizing some of the school reward events such as our Bingo Game, Sock Hop, and McKinley Squares activity.

PTO has assisted in providing funds for our Golden Spatula Reward Event – pretzels or water ice.

9

5/3/2013

In order to increase student engagement in the school and further student connectivity to our school community we have expanded our school programming, activities and events to provide nonthreatening ways in which parents can come to the school and be a part of our school. Events have included: Munchies with Mom Donuts with Dad Mother/Son Activity Night Father/Daughter Valentine’s Dance International Night

The clubs and activities at McKinley have been substantially expanded to support student interest and engagement in the school community through the support of parents: Spanish Club Ukrainian Club Tumbling Club Sewing Club Photography Club Cooking Club Odyssey of the Mind Bricks for Kids Art Clubs School Talent Show School Musical Build a Scarecrow Night Family Reading Night

10

5/3/2013

Opportunities have been afforded to parents to be involved in other school activities and programs to their level of ability and interest: Publishing Company Art Showcase Computer Lab Helpers Bulletin Boards Holiday Shoppe Kindergarten Helpers Library Helpers Plant Sale Room Parents Taste Testings Yearbook Spring School Fair

McKinley has a complete school garden which is completely parent coordinated and run through volunteers

Parents teach students responsibility through lessons on plant cultivation and environmental conservation

Students maintain garden under parent supervision

Parents and students are now developing a nature center.

11

5/3/2013

Parents work with the school to coordinate service learning opportunities: Martin Luther King, Jr. Day of Service Partnership with Holy Redeemer Community Garden Bears that Care Hurricane Sandy Relief Effort Breathing Room Foundation Aide for Friends Ronald McDonald House Charities Thon Books for Children’s Hospital of Philadelphia Rydal Park Nursing Home Community Sunrise Nursing Home Community

In order to increase the level to which McKinley was responsive to its diverse student and family population we developed several programs Diversity Committee- comprised of teachers and

parents for the purpose of addressing issues and concerns of diverse students and their families.

International Night – a program where all families are invited to showcase their culture and heritage to other families in the school community through table displays and cultural presentations.

12

5/3/2013

By broadening our connections with community agencies we have been able to expand programming and activities to engage our students in the school community Girls Inc. Abington Art Center Manor Junior College Arcadia University Briar Bush Nature Center Ukrainian Center VIBE/IMAGINE Aldersgate

Tier Two Level Program and Activities are designed to support those students for whom the Tier One level Interventions are not providing for their needs. At McKinley these programs include: Check In/Check Out McMentor Program Behavior Contracts Parent Conferences/Meetings Counseling Groups Individual Counseling Truancy Elimination Plans McKinley Academy Homework Club Board Games Club Peer Mediation Program Parents as Tutors

13

5/3/2013

Balancing parent involvement at this level with confidentiality

Ensuring proper parent training Ensuring parent clearances to work with

children Maintaining integrity of service delivery

Parents are invited to attend meetings with school personnel in which they assist in the development of programs to support their children with their individual behavioral needs.

14

5/3/2013

The Academy was established to support children with academic needs through an online program in both math and reading. We have however found a strong correlation between the students with academic needs and students with behavioral needs. This program has therefore become an academic program with a strong mentoring component. Parents are involved in supporting children in this program.

The Homework Club was designed to provide support for students with academic needs who were not completing their homework assignments on a regular basis. Because of the correlation between student work completion and behavior we determined it was valuable to add a mentoring component to this program as well and parents have been helpful in supporting this program.

15

5/3/2013

The board games club was established to provide a nonthreatening environment to support children with social skills and behavioral concerns. The club has been a wonderful way to foster social skills through shared activities. Parents have helped to coordinate these activities.

The peer mediation program was developed to assist students in resolving minor conflicts on the school playground and in the school cafeteria with the support of their peers. This program has been very successful and has resulted in minor issues not blossoming into bigger concerns. Parents and retired staff assist the school in coordinating the students in their endeavors.

16

5/3/2013

The Parents as Tutors Program was designed to provide support to students who are identified as “at risk” and need additional support academically. The parents have served both as academic supports for the students with whom they work as well as informal mentors.

At tier three we are working with children who are in the most critical need of support and intervention. At this level our involvement of parents has included: Interagency meetings with parents as partners in the

process of developing an intervention plan. Wrap Around coordinated services which blur the

boundary between home and school services. Development of behavior plans to support students

with special behavioral needs.

17

5/3/2013

Providing a welcoming and embracing school community. Providing non-threatening ways to engage parents and families in

the school. Developing opportunities for parents and families to contribute

their background and strengths to the greater school community. Minimizing barriers for parents to be involved in the school. Establishing creative ways to engage families in the school. Identifying flexible times throughout the day when families can

contribute to the school Building capacity and confidence for families to be contributing

members of the school community Recognizing and appreciating parent contributions to the school in

all ways possible.

Parent involvement at all school activities has grown substantially from 100 parents to over 400 at nearly every event to which parents are invited.

Parent excitement, pride and overall positive feedback about the school has grown substantially.

Parent level of engagement in school programs and activities has been significant.

Parent interest in being involved in volunteer activities has grown significantly.

18

5/3/2013

19

5/3/2013

-10

-15

-25 -7

-6

+6

How does this compare to last year?

20

5/3/2013

-5 -6

-3

-10

-39

-5

How does this compare to last year? •Total recess referrals are down 3

21

5/3/2013

What new ideas do you have as a result of this presentation about how you might further engage parents in the SWPBIS Model?

What are some ways in which you can reduce the barriers to parental involvement in the SWPBIS Model?

What are some ideas you might take from this presentation and share in your own school environment?

22