Central Avenue Elementary (CAES) 2016 Positive Behavior Intervention Support for Families and Community Members Central Avenue Elementary (CAES) 2016

Advanced Organizer Positive Behavior Support (PBIS): Overview of PBIS at Central Avenue Elementary What family members can expect What family and community members can do to engage in PBIS at Central Avenue Elementary Resources and additional information The ppt. was developed to answer the following questions for families: What is PBS? Why do schools implement PBS? How do schools implement PBS? What can parents expect in a PBS school? What are the outcomes of PBS? What can families do to engage in PBS? If you know or feel as though families at your school may have additional questions about PBS, be sure to include that information in your presentation!

Positive Behavior Intervention Support PBIS: A process for creating safer and more effective schools Focuses on improving the entire school system Applies to everyone within the school setting, including all students, staff, and family members On this slide, answer the question: ‘What is PBS?’ for families.

Positive Behavior Intervention Support Focus of PBIS: To create environments that help students to achieve success To understand why problem behaviors are occurring in order to address them effectively To prevent problem behaviors, teach appropriate behaviors, and acknowledge the appropriate behaviors of all students, staff, and family members On this slide, answer the question: ‘What is PBS?’ for families.

PBS Implementation: A Multi-Tiered System of Support PBIS Implementation: A Multi-Tiered System of Support PBS Implementation: A Multi-Tiered System of Support ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Interventions & Supports The most intense instruction and intervention based on individual student need, in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports. Tier 2: Targeted, Supplemental Interventions & Supports More targeted instruction/intervention and supplemental support, in addition to and aligned with the core academic and behavior curriculum. Tier 1: Core Instruction & Supports General academic and behavior instruction and support provided to all students in all settings. On this slide, answer the question: ‘What is PBS?’ for families. The purpose of this slide is to clarify that PBS is a multi-tiered system of support that includes all students in the school. Resources and supports are provided to students based on their need. Florida’s State Transformation Team on RtI (Dec. 3, 2009) 5

PBS Implementation: Data-Based Problem-Solving Process PBIS Implementation: Data-Based Problem-Solving Process PBS Implementation: Data-Based Problem-Solving Process Step 1: Problem Identification Step 2: Problem Analysis Step 3: Intervention Design Step 4: Response to Intervention Why is it occurring? What’s the problem? What are we going to do about it? Is it working? On this slide, answer the questions: ‘What is PBS?’ and ‘How is PBS implemented?’ for families. The purpose of this slide is show the 4-step problem-solving process that is used to guide decisions about the supports needed to ensure all students are successful. Problem ID & Analysis are critical to the success of interventions – if the teams don’t define the problem accurately, and don’t thoroughly explore the reasons for the problem, their interventions can be off-base. A solid problem ID & analysis will lead them to very specific interventions in a very natural way. Parents are important partners in each step of the problem-solving process for their child.

Positive Behavior Intervention Support Over 17,000 schools across the country and 1,100 in Florida are implementing PBIS: Provides the foundation for a Multi-Tiered System of Support (MTSS) Can be adapted to fit any school Coexists with most school-wide programs Consistent with research-based principles of behavior Intervention of choice in federal laws This slide answers the question: ‘Why tier 1 PBS and not something else?’ for families.

Tier 1 Expectations Positive Attitude Ready, Set, Prepared Central Avenue Elementary Expectations: Positive Attitude Ready, Set, Prepared Respect Others Responsible Citizen On this slide, answer the questions: ‘What is PBS and how do schools implement PBS?’ for families. Provide the school’s Tier I expectations on this slide. Tier 1 Expectations: The school environment is structured to prevent problematic behaviors and encourage positive, appropriate behaviors. School-wide expectations and rules in different settings are taught to all students and staff Appropriate behaviors are rewarded in order to encourage and strengthen these behaviors over time Note: for families who speak a language other than English, be sure to provide translation of rules and expectations, use visuals and/or videos. And/or role plays to demonstrate expectations as well in order to overcome language barriers.

Central Avenue Elementary Tier 1 Expectations and Rules Classroom Cafeteria Playground Hallway Positive Attitude Put Forth Best Effort Follow Directions Try My Best Greet Others with a Smile Say Please and Thank You Include All Students in Activities Be Kind Ready, Set, Prepared Complete All Assignments Bring Materials to School Each Day ABC Order Have Money Ready Get Everything You Need Before Sitting Take Turns Walk in 2nd Square Hands Behind Back or At Side Respect Others Use Peaceful Words Keep Hands, Feet, and Objects to Self Be Trustworthy Talk With Inside Voice Listen to Teacher or Adult in Charge Quiet Voices in Hallway Responsible Citizen Follow Uniform Policy Be a Good Citizen Keep School Clean Raise Hand if You Need Something Stay Seated Clean Up After Yourself Follow Safety Rules Keep Playground Clean Walk at ALL times Keep Hallways Clean On this slide, explain how Tier 1 expectations guide more specific rules for each setting. Enter your school’s Tier 1 expectations along the left hand column List various settings you’d like to highlight for families across the top (e.g., car line, front office, hallways, etc.). In each box, list the specific rule for that setting that aligns with the Tier 1 expectation. It may be good to highlight the settings across campus that are particularly problematic or that you feel would be important for families to know. Encourage families to reinforce and support the behaviors listed in the boxes at home. Note: for families who speak a language other than English, be sure to provide translation of rules and expectations, use visuals and/or videos. And/or role plays to demonstrate expectations as well in order to overcome language barriers.

PBIS Impact on Student Success Discipline Referrals by Month On this slide answer the question, ‘Why do schools implement PBS’? Provide a graph or two showing Tier 1 behavior data to demonstrate the positive impact PBS implementation has had on student outcomes. Consider using any or all of your “Big Five” graphs. Be sure to explain the data including how to read a graph to families and allow them to ask questions.

What Families Can Expect from Tier 1 PBIS at CAES Opportunities to ask questions and discuss concerns related to PBIS Opportunities to provide feedback and input on Tier 1 PBIS practices (e.g., Tier 1 expectations, reward system, discipline procedures) Positively stated expectations posted around the school Expectations and rules that are taught and encouraged Information and updates on Tier 1 behavior data Data-based problem-solving by the school team to inform PBIS implementation Administration (Principal, AP) participation in PBIS implementation and encouragement for family and community member participation Use this slide to clarify what parents can expect as a result of Tier 1 PBS implementation. Note: you may need to refresh parents on what Tier 1 PBS implementation includes (all students, staff, and families; all settings; expectations and rules; preventing problematic behaviors and teaching and reinforcing appropriate behaviors).

What Families Can Expect from Tier 2 and 3 PBIS at CAES Invitations to engage in problem-solving if your child is struggling behaviorally Explanation of the Tier 2 and/or Tier 3 supports your child is receiving and how you can help support your child’s success Frequent updates on how your child is doing with Tier 2 and/or 3 interventions and supports Successes your child experiences Challenges for your child Opportunities to ask questions and discuss concerns related to PBIS

Families’ Role in PBIS at CAES Share your knowledge about your child, including background and cultural information, etc. Share your expertise as your child’s first teacher Express your interest in your child’s education to your child and to his/her teacher Express your interest as a citizen of the community with a vested interest in the success of the school Share your understanding of issues facing the community and school that can help to inform problem-solving efforts This slide explains families’ contributions to PBS implementation and some of the many roles families may play to support PBS.

Community Members’ Role in PBIS at CAES Share knowledge about community resources with school staff and family members Provide and support the school’s access to resources Look for opportunities to reinforce behavioral expectations and provide acknowledgements to students within community settings

What Families Can Do to Engage in PBIS at CAES Know the school’s Tier 1 Expectations Provide input and offer suggestions on PBS practices Reinforce the Tier 1 expectations at home Demonstrate the Tier 1 expectations when attending the school or interacting with others from the school Talk with your child regularly about the school’s Tier 1 expectations Talk with your child’s teacher about PBIS in the classroom Keep informed and ask questions about PBIS ***Be sure these practices align with your school’s vision for family engagement in PBS** Add or edit family engagement behaviors listed to reflect your school

What Families Can Do to Engage in PBIS at CAES Ask your child’s teacher or principal what you can do to show your support for PBIS Support PBS in the community Assist with teaching or reinforcing PBS Help to secure funding for PBIS activities Ask your child’s Guidance Counselor for support for implementing PBIS at home If your child is struggling behaviorally: Ask questions Collaborate with staff through problem-solving to develop supports for your child Support the interventions at home Keep informed of your child’s progress with interventions ***Be sure these practices align with your school’s vision for family engagement in PBS** Add or edit family engagement behaviors listed to reflect your school

PBIS Home Matrix Use this slide to show another way families can engage in and support PBS at home.

If You Have Questions About PBIS If you have any additional questions or concerns about the PBIS program here at CAES, please contact the following Ms. Hahn, Principal Mr. DeRight, Assistant Principal Ms. Perez, Assistant Principal Ms. McKenney, Dean

Learn More about PBS FLPBS:RtIB Project Website: http://flpbs.fmhi.usf.edu http://flpbs.fmhi.usf.edu/resources_family.asp Office of Special Education Programs (OSEP) Technical Assistance Center on PBIS Website: www.pbis.org http://www.pbis.org/family/default.aspx Add any district/school-specific information here Provide links to information Supplement with handouts of the materials in person