C olorado School-wide Positive Behavior Support Initiative

1. P ositive ehavior B Colorado School-wide s upport Colorado School-wide Positive Behavior Support Initiative Kiki Mc Gough Colorado Dept. of Education Shirley Swope, PEAK Parent Center March 10, 2005

2. P B Colorado School-wide s Acknowledgements • Leadership Team-Colorado Department of Education • George Sugai and Ann Todd-The OSEP Center on Positive Behavioral Interventions and Supports at the University of Oregon

3. ROSE RESPECT OTHERS SELF ENVIRONMENT

4. :COLORADO • Geographically and culturally diverse • Urban and rural: 8 regions • Mountains and plains • Wide range of cultural, linguistic and economic needs in 200 school districts and BOCES

5. Colorado Positive Behavior Support Initiative 2001 • Trainer of Trainers with Dr. George Sugai • Joint Initiative between Exceptional Student Services and Prevention Initiatives • Development of PBS Leadership Team

6. Colorado Positive Behavior Support Initiative 2002 • CDE identified 2 school districts as pilot sites • 16 school sites • 3 PBS Coaches • 2 regions in Colorado: Denver and Colorado Springs

7. State Improvement Grant 2003 • Five Year Plan to implement School-wide PBS in 80% of Colorado’s school districts • Collaboration with PEAK Parent Center with focus on parent participation

8. Colorado Positive Behavior Support Initiative 2003 • 60 schools in 9 districts • 9 PBS Coaches • Three Colorado regions • Parent Engagement: Guiding Principle • Pilot PBS Parent Training

9. Colorado Positive Behavior Support Initiative 2004 • 141 schools in 22 school districts • 25 PBS Coaches • Six regions of Colorado • Team training on Parent Engagement • PBS Parent Trainings in 4 regions

10. Colorado Positive Behavior Support Initiative 2005 • 256 schools in 32 school districts • 36 PBS Coaches • Seven regions of Colorado • Team training on Parent Engagement • PBS Parent Trainings in 7 regions

11. Families are critical players in improving the important work of schools.......… Parents are full partners in the decisions that affect their children. Partnerships work best when there is mutual respect and each partner can participate in the decision-making process. When schools view parents as partners and engage them in decision-making processes, they realize higher levels of student achievement and greater public support. DuFour & Eaker, 1998

12. National PTA • Standard 1Communication • Standard 2Parenting Skills • Standard 3Student Learning • Standard 4Volunteering • Standard 5School Decision Making and Advocacy • Standard 6Collaborating with Community • (National PTA, 1997)

13. How are parents involved at school? After school programs Room Parent Field trips Tutoring PTA Sports activities

14. Families are Critical For School Success FAMILIES AS CONTRIBUTORS FAMILIES AS COLLABORATORS FAMILIES AS KNOWLEDGABLE FAMILIES AS CO-CREATORS AND CO-DECISION MAKERS FAMILIES As “VISION-KEEPERS” AND ADVOCATES FOR THEIR CHILDREN

15. How can parents be involved with PBS at home? homework compare home rules with school PBS rules PBS rules in the community support your child's "job" of school

16. How do PBS/school rules apply in the community? The Mall? Church? YMCA McDonalds? Wal-Mart? Boy Scouts? Driver's Ed class? Brownies?

17. Balloon Game

18. Balloon Game Did you know the rules of the game? Did you feel successful? What behavior caused praise?

19. A person cannot feel successful and repeat the desired behavior If he doesn't know what behavior to repeat Be Specific in describing the desired behavior

20. Families are key to the success of PBS! Real change can only come as a result of the commitments of both the minds and hearts of the total school community - teachers, parents, students, administrators and school boards. Sergiovanni, 1994

21. Level One PBS Parent Engagement • Parents will understand the components and principles of School-wide Positive Behavior Support • Parents will be able to identify ways to become involved in the implementation of PBS at their child’s school

22. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

23. Systems Approach: Community Perspective

24. School-Wide Systems Non Classroom Setting Systems Classroom Systems Individual Student Support Systems

26. The BIG 5 Questions about Problem Behavior 1. Who are the students generating the problems? 2. What types of problem behaviors are occurring? 3. When are the problems occurring? 4. Where are the problems occurring? 5. How Often do problem behaviors occur?

27. Eight Practices of PBS in CO 1. Establish Administrative Leadership:State, district and school leaders’ active support 2. Develop Team-Based Implementation:Special and general education staff plan and implement 3. Define Behavioral Expectations:Concrete, positive behaviors that every student can remember 4. Teach Behavioral Expectations:Explain, model, practice and process 5. Acknowledge and Reward Appropriate Behavior:For students and adults 6. Monitor and Correct Behavioral Errors: Consistent redirection and consequences for a continuum of behaviors 7. Use Information for Decision Making:Who, What, When, Where & How Often 8. Build Parent Collaboration

28. S.O.A.R. Matrix Alsup Eagles S.O.A.R.

29. SOAR Slips • Staff to Students • Students to Students • Students to Staff Safety, Opportunity, Achievement, Respect ______________________________________________ Student’s full name and grade (Place this slip with your name on it, in the SOAR box in the media center.) Adult: Please circle the behavior demonstrated and write your name on the back . SOAR Assembly—after Winter break

30. Teacher’s Classroom Rules

31. School PBS Rules SELF-RESPONSIBILITY TEAMWORK ATTITUDE RESPECT SAFETY

32. What does it look like????? • What does respect look like in the hallway? • What does safety look like in the cafeteria? • What does self responsibility look like on the playground?

33. STARS at Kemp

34. Westgate Elementary • Respect • Responsibility • Safety

35. RESPECT • What does respect look like in the lunchroom? • How do we teach students to demonstrate respect in the cafeteria? • How we positively recognize students who are demonstrating respect in the classroom? • How will we support students who are having challenges with respectful behavior at recess?

36. RESPONSIBILITY • How will we teach responsibility for homework and student materials? • What are the consequences and interventions for students who are not using responsible behavior? • How are we engaging families in this process?

37. SAFETY • What does safety look like in an assembly? • How do we teach and reinforce safety in a variety of school settings? • How do we know if there are safety concerns or issues for individual students or students at a particular grade level?

38. Data Based Decision Making • The PBS team meets on a regular basis to review, discuss and make decisions based on office discipline referrals on “The Big 5” • Determine whether they need to look at re-teaching expectations in a certain area, provide specific instruction to a small group of students or develop an individualized plan for a particular student.

39. And last but the most important………….. • Build Strong Parent Collaboration throughout the process • How can you become involved?

40. Parent Engagement in Positive Behavior Support • Attend PBS Awareness meetings at your school (Like tonight !) • Have a parent participate on the PBS school team and attend CDE trainings • Include PBS discussions and activity updates in PTA meetings • Offer parent training on the principles of PBS to use at home

41. Meanwhile…..Back to PBS Staff Training Now let’s play a game of… Family Engagement Feud

42. Coming Soon!!!!!PBS at Home • Why do my children want my attention every time the phone rings?? • It’s time to go. You are going to be late this morning. Where are the shoes? What permission slip?! • What are the stressful times of your day at home? How can I handle everyday challenges in a more proactive and consistent way?

43. The HOME Matrix Our Level Two PBS Parent training will help parents (and staff!) : • Use the principles of Positive Behavior Support to identify strategies for setting up predictable routines at home • Help families identify ways they can work with the school to increase positive behavior for children in all settings, home, school and out in the community.

44. PBS Home Matrix

45. Parent Engagement School-wide PBS Schools

46. TYPE 1:PARENTING  Help all families establish home environments to support children as students. • Offer interactive parent focus groups with different topics and knowledgeable facilitators • Create “PBS at Home” classes for parents • Create behavior support classes for parents and community members • Provide training in parents’ native language

47. TYPE 2: COMMUNICATING • Design effective forms of school-to-home and home-to-school communications about school programs and children’s progress. PBS table at Back To School Night with parent surveys • Share results of PBS assessments and surveys with parents • Create and maintain a PBS bulletin board • Create “PBS In Action” video • Create and distribute calendars and agendas with PBS motto and matrix • Publish a PBS Newsletter • Add a PBS page to school website • Include PBS motto on school letterhead Provide

48. TYPE 3: VOLUNTEERING • Recruit and organize parent help and support. • Create a volunteer book that describes the PBS program and behavior expectation for parents • Have parent available to read to students as PBS Incentive or reward • Have parents help children design PBS posters

49. TYPE 4: LEARNING AT HOME • Provide information and ideas to families to families about how to help students at home with homework and other curriculum-related activities, decisions and planning. • Have web topic and activities available each week/month • Purchase resources that parents can check-out that support the PBS initiative • Have children explain and give examples of how PBS works with their family as “homework” • Have PBS video available for checkout with follow-up activities

50. TYPE 5: DECISION MAKING • Include parents in school decisions, developing parent leaders and representatives. • Recruit multiple family members for PBS team who are not employees or educators) • Alternate meeting times: morning, afternoon and evening • Pair new parents with veteran parents • Offer “short term’ participation on PBS team, with option to renew • Plan for care of children during meeting • Involve parents in selection of incentives and celebrations