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

2 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

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

13

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

15

16

17

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

19

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 Families are key to the success of PBS !

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 SystemsBehavioral Systems 1-5% 5-10% 80-90% 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

23 Systems Approach: Community Perspective

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

25

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 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 S Keep your hands to yourself O Raise your hand to speak Come prepared to learn A Try your hardest and do your best R Be respectful S Be a friend Be responsible with property Be responsible with materials O Make good choices Use your time wisely Be helpful Be willing to try new things A Try your best Finish your work on time Pay attention and stay on task Be ready on time R Respect yourself and others Respect the rules Have a good attitude Be kind S Work and play safely with each other O Keep hands, feet, and objects to yourself A Be responsible for yourself and your actions R take care of our class and our school

31 School PBS Rules S ELF-RESPONSIBILITY T EAMWORK A TTITUDE R ESPECT S AFETY

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 Behavior Expectations HallwayCafeteriaRestroomsPlaygroundMedia Center Assemblies Special Events Computer Room S elf- responsibility - Walk - Hands to self - Feet on floor - Walk - Wash hands - Food stays in cafeteria - Wash hands - Flush after using toilet - Walk - Get back to class after recess - Walk - Clean up after self - Sit quietly - Hands to self - Sit quietly - Hands to self T eamwork - Walk on right side - Help others - Take turns - Help others - Share - Help others A ttitude - Follow staff directions - Follow staff directions - Follow staff directions - Follow staff directions - Follow staff directions - Follow staff directions - Follow staff directions R espect - Walk on right side - Use quiet voices - Use quiet voice - Clean up after self - Use quiet voice - Throw garbage away - Share - Ask nicely - Use quiet voice - Listen - Sit still - Be polite - Use quiet voice S afety - Walk slowly - Stay on right side - Enjoy your food but not your neighbors - Walk - Use equipment correctly - Walk - Use red sticks as markers only - Sit flat on pockets - Walk - Stay seated

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!) : o Use the principles of Positive Behavior Support to identify strategies for setting up predictable routines at home o 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 Getting up in the morning Getting to school Clean-up time Time to relax Homework time MealtimeGetting ready for bed H HELP OUT Make Your bed Clothes in hamper Have your back pack, lunch, notes, keys Do your chores Clean up after yourself Play quietly Put your things in your backpack when finished Set the table Put dishes away Brush your teeth Dirty clothes away O OWN YOUR BEHAVIOR Get up on time Get cleaned up and dressed on time Be ready to leave on time Clean up after yourself Ask before you borrow Ask to change stations Complete your homework on time Do your best! Use kind words and “I statements” Recognize mistakes and apologize Get to bed on time! M MANNERS COUNT Try a morning SMILE! Thank your parents for helping. “Thanks for the ride” “Have a nice day” Ask politely for help Respect others things Offer to share Ask for help respectfully “Thanks for the help” Please and thank you Use your napkin End the day with nice words and thoughts EVERYDAY

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

51 TYPE 6: COLLABORATING WITH COMMUNITY  Identify and integrate resources and services from the community to strengthen school programs, family practices, and student learning and development  Acknowledge employers’ donation of parent time in newsletter, on web site  Invite community members with resources for parents to facilitate parent groups or teach parenting topics based on parent survey  Make presentations to the school board, community groups, site council/accountability  Invite community and parents to PBS celebrations  Create implementation video that shows PBS in action to show at local library, town hall

52 Positive Behavior Support Resources    Kiki McGough, State PBS Coordinator  Cyndi Boezio, SIG Director  Shirley Swope