U-46 School and Community Alliance
Guidelines for Schools and Agencies Working Together
Drafted April 2011
By members of the Operations Work Group of the
U-46 School and Community Alliance
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CONTENTS
Historical Overview ………………………………………………………………………….. 1
Introduction to PBIS ………………………………………………………………………….1
The PBIS Three-tiered System of Support ……………………………………………2
U-46 School and Community Partnerships Agreement……………………………3
Sample Family Letter………………………………………………………………………….5
Staff Member Responsibilities……………………………………………………………..6
PBIS Agency Partners Trained in Small Group Intervention……………………7
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U-46 School and Community Alliance
Guidelines for Schools and Agencies Working Together
Historical Overview
The U-46 School and Community Alliance was formed in the 2009-2010 school year to establish relationships
between schools and the community to serve the mental health, social service, and additional needs of
students of U-46 and their families.
U-46 School and Community Alliance Mission Statement
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 levels:
 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
Systems for providing intensive care
This booklet is intended to foster
a cooperative effort between schools and community agencies to provide the
most beneficial programs and services for students and families in School District U-46. PBIS schools are
committed to working with agencies to provide a positive learning environment for all students.
Introduction to PBIS
Positive Behavior Interventions & Supports (PBIS) is a proactive systems approach for creating and maintaining
safe and effective learning environments in schools, ensuring that all students have the social/emotional skills
needed to ensure their success at school and beyond.



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PBIS is prevention-based: Through instruction, comprehension, and regular practice, all stakeholders use
a consistent set of behavior expectations.
PBIS is data-based: School teams within the building review data on individual and groups of students to
determine which students are not responding to the teaching of the behavioral expectations. PBIS schools
view it as an opportunity for re-teaching.
PBIS is community based: PBIS offers supports for families, youth and schools.
PBIS is research based: The PBIS model is a research based strategy that is supported by the Illinois
State Board of Education promoting effective practices to benefit all children. It was started as a joint
initiative by the University of Oregon and the federal Department of Education to prevent the isolation of
high school students. Currently, PBIS is implemented across the United States and in many foreign
countries.
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The PBIS Three-tiered System of Support
PBIS is the “behavioral side” of the Response to Intervention model. PBIS applies a three-tiered system of
support to enhance the capacity of schools to effectively educate all students. Beginning in 2010-2011, U-46
has implemented a PBIS/RtI integrated model. Community agencies may partner with PBIS schools at Tier
1/Universal, Tier 2/Secondary, and/or Tier 3/Tertiary to provide every student with a learning environment that
maximizes potential.
Tier 1/Universal focuses on the importance of teaching school-wide behavioral expectations and positive
reinforcement of appropriate behavior.
Tier 2/Secondary provides targeted groups of students with additional support appropriate to the student’s
level of need and monitors the progress of students receiving those interventions. Typically, these are specific,
research-based group interventions such as Check-In/Check-Out, Social Skills Groups, and/or Brief Behavior
Analysis/Plans.
Tier 3/Tertiary provides intensive supports to individual students who continue to struggle after receiving
Tier 1 and Tier 2 support. At this level, families and the community provide a great deal of support.
The school-wide PBIS process emphasizes the creation of systems that support the adoption and
implementation of evidence-based practices and procedures fitting within on-going school reform efforts. The
principles and practices of PBIS are consistent with federal education mandates such as the No Child Left
Behind Act (NCLB) and the Individual with Disabilities Act (IDEA 2004). PBIS integrates state school
improvement initiatives including: Systems of Support, Standards Aligned Curriculum, and Response to
Intervention to assist schools in meeting Illinois’ educational goals and mandates.
School-Wide Systems for Student Success:
A Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems
Tier 3/Tertiary Interventions
1-5%
1-5%
Tier 3/Tertiary Interventions
•Individual students
•Assessment-based
•High intensity
Tier 2/Secondary Interventions
•Individual students
•Assessment-based
•Intense, durable procedures
5-15%
5-15%
Tier 2/Secondary Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
•Some individualizing
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
• Some individualizing
Tier 1/Universal Interventions 80-90%
•All students
•Preventive, proactive
80-90%
Tier 1/Universal Interventions
•All settings, all students
•Preventive, proactive
Illinois PBIS Network, Revised May 15, 2008.
Adapted from “What is school-wide PBS?”
OSEP Technical Assistance Center on Positive
Behavioral Interventions and Supports.
Accessed at http://pbis.org/schoolwide.htm
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To be used for Tier 1 or Tier 2 Services
U-46 School and Community Partnerships Agreement
(PBIS School Name) and
(Community
Agency/Partner) have come together to collaborate and work together on behalf of students and families and agree
to the terms in this agreement.
It is understood that the results from the partnership may be shared in agency and school communications, with the
provision that no individual student can be identified in the information. The responsibility for photo
release/permission is the responsibility of the school.
The expectation is that a certified school staff member will monitor program/service at Tier 1/Universal and Tier
2/Secondary levels.
A. PBIS School Information:
Principal/Contact Person
School Phone Number
School Address
e-mail Contact
B. Agency/Partner Information:
Agency/Organization
CEO/Director
Phone Number
Address
e-mail Contact
C. Statement of Need:
Concern to be addressed:
Data source indicating need:
Specific Goal
Evidence of response:
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D. Program/Service:
Tier 1/Universal
Tier2/Secondary
(Circle applicable tier)
Description of program/service (or attach description)
Description of target group
Length of program/service: From
Time of day
(date) to
(date)
Monday Tuesday Wednesday Thursday Friday (circle all that apply)
Location of service
E. Cancellation/rescheduling (illness, school closings, emergencies)
Process for cancellation/rescheduling
Process for discontinuation, if necessary
F. Parents
The school will be responsible for communicating with parents at Tier 1 and Tier 2.
G. Communication: (required when providing program/services at Tier 2)
Communication plan for staff member monitoring program/services
Communication plan for classroom teacher
H. Training: (required when providing Social/Academic small group program/services at Tier 2)
□ Provider has attended PBIS overview/ social academic small group training
□ Provider agrees to progress monitor using PBIS data collection systems
The undersigned have read and agree with the terms of this agreement. This agreement is designed to assist PBIS
schools and agency partners with communication and structure for programs/services in the three-tiered PBIS
model of support.
(School Principal)
(Community Partner/Provider)
(Name of Agency)
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SAMPLE FAMILY LETTER
Place letter on school letterhead
Dear _________________________,
Your child, ____________________, has been selected to participate in a small group
intervention activity. The group will be meeting for ____ minutes during the school day,
once a week for six to eight weeks starting on __________________. The focus of the
small group will be
________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________
The small group will be co-facilitated by our community partner
_________________________________and _________________________________, a member
of our school staff.
If you would like more information on the small group sessions please feel free to
contact me.
Sincerely,
________________________ (principal)
________________________ (school)
Please sign and return the bottom portion of this letter to acknowledge that you have
read this letter and are aware of your child’s participation in this small group activity.
_________________________
_________________________
(student)
(teacher)
_________________________
_________________________
(parent signature)
(date)
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Staff Member Responsibilities
The social/academic instructional small group may be co-facilitated by a certified staff member
and community partner. The staff member’s responsibilities include:

Informing parents pre and post implementation
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Communicating with parents during the intervention
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Communicating with classroom teachers
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Arranging a location for the group to meet
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Arranging a time for the group to meet

Reviewing lesson plans presented by community partnerships

Assisting agencies with implementation as needed
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Monitoring the effectiveness of intervention
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Reinforcement of expected behaviors
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Submitting small group PBIS monitoring tools to the PBIS Secondary Team
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PBIS Agency Partners
Trained in Small Group Intervention
The following agencies have completed:
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
Agency
PBIS Overview of Universal and Secondary Tiers
PBIS social/academic instructional group (SAIG) training
Contact Information
PBIS
Overview
PBIS
Small
Group
Training
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