E6 - Integrating Community Partners
in High School Systems of Support
Michele Capio, Illinois PBIS Network,
Pam Horn, Elgin School District U-46 (IL)
 This is a presentation of the IL PBIS Network. All rights reserved.
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 Students
3,772 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)
Universal
Team
Plans SW &
Class-wide
supports
Universal
Support
Secondary
Systems Team
Problem Solving
Team
Tertiary
Systems Team
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
CICO
Brief
SAIG
Group w.
individual
feature
Brief
FBA/BIP
FBA/
BIP
Complex
FBA/BIP
WRAP
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 Township
Youth 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 Township
Youth 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 selfunderstanding, self-worth, and a sense of belonging and resiliency.
Social Academic Instruction
Groups (SAIG)
Coordinated by EHS Counselor
Facilitated by Community Partner
Data: Feedback from Teachers and Students
Groups 6-8 weeks
Students grouped based on teacher
feedback and lack of response to CICO
Agency partner is active member of
secondary systems team
Elgin High School
Weekly Progress Report
Students Name
NS=No School
NP=No show in
A=Absent all day class
Period 1
Earn & Give
Respect Goal
(Stop, think and
act before
reacting to
something)
Date
2/6/2012
2/7/2012
2/8/2012
2/9/2012
2/10/2012
M=Missing data
from teachers
Period 2
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)
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)
Pre-test/Post-test
1.
2.
3.
4.
5.
6.
7.
8.
I attend school regularly
I skip ___# of classes each week
I receive all A’s, B’s, and C’s for grades
I receive _____# of disciplinary referrals per week
I feel connected to my school
I feel respected and important while at school
I can count on friends for support
I can count on my family members for support
I feel connected to my school
Pre-Test
Post-Test
Strongly Disagree
Disagree
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Neither Agree nor Disagree
Agree
Strongly Agree
Strongly Agree
0% 0%
22%
33%
45%
45%
11%
11%
11%
22%
I feel respected and important while
at school
Pre-Test
Post-Test
Strongly Disagree
Disagree
Strongly Disagree
Disagree
Neither Agree nor Disagree
Agree
Neither Agree nor Disagree
Agree
Strongly Agree
Strongly Agree
0% 0%
11%
11%
0%
33%
22%
22%
67%
34%
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/agencies
 Blend initiatives/coordinate across the district
 Alternative to suspension expansion
 Utilize exemplars in district as examples for
other schools
 Increase communication/visibility of Alliance
Questions