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

2. 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!

3. 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.

4. 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.

5. 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

6. 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.

7. 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.

8. 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.

9. 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.

10. 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.

11. 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).

12. 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

13. 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.

14. 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

15. 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

16. 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

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

18. 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

19. Learn More about PBS FLPBS:RtIB Project
Website:
Office of Special Education Programs (OSEP)
Technical Assistance Center on PBIS
Website:
Add any district/school-specific information here
Provide links to information
Supplement with handouts of the materials in person