Elementary School Family Engagement

1. Elementary SchoolFamily Engagement Jennifer Grenke, Regional Technical Assistance Coordinator Dan Seaman, Regional Technical Assistance Coordinator Wisconsin RtI Center

2. Elementary Family Engagement Pilot Schools • What sources of data told you that you should improve your family engagement and create an action plan? •  What resources/activities did you create from your action plan? •  Do you  have a parent on the team?   • Yes, if so explain how this process helped to assign a specific role for the parent?  How has a parent on the team benefited the team/school?   • No...are you actively seeking a parent and why?

3. Franklin Elementary School West Allis – West Milwaukee School District Panel Participant: Tyson Dragolovich, AuthT@wawm.k12.wi.us

4. Welcome to the 2013-2014 School Year at Franklin Elementary! TRIBES & PBIS Overview Dear Franklin Families, A positive school climate is a priority here at Franklin. To create this climate, we use:

5. TRIBES - Our community building program We make sure all students feel like they are important members of the Franklin community. School wide TRIBES meeting - Join us every Monday morning from 8:40-9:00am in the Franklin School Gym!

6. Positive Behavior Interventions and Supports (PBIS) – We teach behaviors and expectations for students and frequently reinforce positive behaviors when students do what is expected. Students who follow the expectations at Franklin are able to spend more time learning! • This is our 5th year being a PBIS School and our 2nd year as a Wisconsin PBIS School of Merit. • A team of teachers and parents works hard throughout the school year to support the use of PBIS at Franklin. • PBIS also provides support and interventions for students who need more assistance to be behaviorally successful. If you feel your child is in need of extra behavioral support, please contact the PBIS team.

7. At Franklin, we remind students to Think SMART and Act SMART. S – Safe M - Motivated A - Attentive Listeners R – Respectful T – Thankful

8. When a staff member sees a student doing an expected behavior, the behavior is reinforced by giving the student a SMART Roadrunner ticket! Students are able to collect tickets and use them to earn various incentives throughout the school year. Ask your child what incentive they are working to earn with their SMART Roadrunner tickets!

9. PBIS and our Franklin SMART expectations can be used at home too. Talk about your expected behaviors and rules during the different times of your day. Reinforce positive behaviors you see your child doing!Please contact us if you have questions or if you would like to get involved in helping support PBIS at Franklin!  - Franklin PBIS Team

10. Franklin Elementary School – Color Chart Behavior Monitoring Procedures The Color Chart is used in every Franklin classroom to monitor student behavior. All students in the classroom have a clothespin/clip with their name on the Color Chart. The placement each student’s clothespin/clip shows the number of behavior reminders they have been given by a teacher. Classroom expectations are frequently reviewed and re-taught throughout the day with the whole class. Students are provided whole class reminders after each transition to help encourage success!

11. Minor behaviors are teacher managed in the classroom. Consequences for Minor behaviors should be appropriate and may be implemented at the discretion of the classroom teacher. Minor behaviors should also be reflected by clip changes on the Color Chart. Major behaviors are more severe and should be sent to the Office for the principal to investigate and determine an appropriate consequence.

12. In order to help students make the best behavioral choices possible, teachers provide re-teaching and redirection each time a student moves their clothespin/clip down the Color Chart. • WHITE – Every day is an opportunity for a Fresh Start! Have a Great Day! • All students start their day on WHITE. • GREEN – Watch Where You Are Going! Warning • A student needs an individual reminder to change a behavior, and their clip is moved to GREEN. This is a visual reminder to make better choices. • YELLOW – CAUTION! Turn It Around/Time Out in Class/SMART SHEET • A student needs a second individual reminder to change a behavior, and their clip is moved to YELLOW. • The student completes a SMART SHEET to help them think about their behavior. Please sign the SMART sheet and return it to school.

13. RED – Time Out in a Different Class/Return to Class Agreement/Parent Contact • A student needs a third individual reminder to change a behavior, and their clip is moved to RED. • The student has a Time Out in a different classroom. A pink sheet will be attached to your child’s SMART sheet. Please sign it and return it to school. • ORANGE – Office Referral/Loss of Classroom Privilege (or any MAJOR behavior) • A student needs a fourth individual reminder to change their behavior, and their clip is moved to ORANGE. • Minor behaviors have become a Major behavior and the student is referred to the office. • The classroom teacher chooses the classroom privilege that is lost. • The administrator will decide on the consequence (i.e. conference, return to class with a “Three chances” sheet, time in office, etc.), and the child will most often return to class. • At Franklin school we strive for students to be on WHITE or GREEN! Encourage and provide positive feedback when your student reports being on WHITE or GREEN!

14. Dear Mrs. Pratt, • As you know, Franklin school uses Positive Behavioral Interventions and Supports (PBIS) along with TRIBES to impact our students’ behavioral and social choices. PBIS is a statewide program focusing on a systematic approach in teaching behavioral expectations throughout the school. It is based on a proactive model which teaches the behaviors, reinforces and recognizes students who are able to model these behaviors and has systems in place to support students who have a difficult time or may present with more challenging behaviors. • The purpose of using PBIS here at Franklin is to: • Create a safe and positive school community. • Ensure that every student and family has a sense of belonging. • Provide the type and level of support each child and staff member needs in order for all students to attain success. • Share, model and teach common expectations. • Use data to support current practice and initiate change. • Build and maintain family relationships that support the best interests of students. • Reinforce and celebrate our successes.

15. We use our SMART agreements (Safety, Mutual Respect, Attentive Listening, Right to pass/participate, Tolerance) along with our color chart system and road runner tickets as a universal behavior management program. These supports have positively impacted many of our students which have allowed rigorous and uninterrupted instruction to take place. At Franklin, we have two PBIS teams. The tier one team works on the universal systems and implementation, evaluates its effectiveness and impact on students, analyzes data and shares needs and successes with students, staff and families. The tier two team works to provide individualized interventions for students who need more social/behavioral support in order to be successful here at school. Individual teams meet before school, every five weeks. The whole team meets together as a team once a month. Last year we were chosen as a PBIS School of Distinction, one of 25 schools in the state! One of the areas in which the team would like to improve is to have a parent representative on the team. It is important to our systems and school community to have parent input. After asking classroom teachers to nominate parents who would be great additions to our team, your name was brought forth.

16. We’d like to invite you to join our PBIS committee as we value your involvement in our school. Your role on this committee is to participate in evaluating the universal systems by contributing to analysis of data, planning of incentives, revision of implementation and celebrating successes. Your voice would offer a new perspective on our already existing processes. If you are interested we ask that you join us in as many of the following dates as you are able to. Tier One Committee Week: May 28th and May 29th- 7:40am-8:30am Whole Team Monthly Meeting: April 8th- 7:40am -8:20am, May 13th- 3:40pm-4:30pm, June 3rd-3:40pm-4:30pm If you have any questions and/or are willing to participate, please contact one of the PBIS coaches. We look forward to working with you. Sincerely, The Franklin PBIS Teams Coaches: Mrs. Tyson Dragolovich- ext. 1220 and Mrs. Lindsay Lauters- ext. 1212

17. Franklin School PBIS Update We have made wonderful strides this year in reaching our PBIS school wide goals. Students have been working on reaching a behavior goal and a reading goal each quarter! Look at our successes: Behavior: Students at Franklin will remain on white or green 96% of the time. Reading: Students at Franklin will meet their grade-level reading comprehension SMART goal 70% of the time.

18. You’re Invited!! What: Monday Morning TRIBES Meetings When: Every Monday morning, 8:40-9:00am Where: Franklin School gym We are absolutely ecstatic to be rolling out this new opportunity for our families to participate in our school community. As you may or may not know, we are a PBIS school. PBIS stands for "Positive Behavior Interventions and Supports." Franklin is one of the schools leading the use of PBIS in the WA-WM school district. The Franklin PBIS team has represented our school in many district wide meetings, and we are excited to now include parents and guardians to further our progress as a school family. Franklin uses TRIBES as a community building program in connection with PBIS. On Monday mornings, our entire school gathers for a TRIBES community meeting to talk about our school. We name students of the week, share learning, and talk about our behavior and reading goals. We have a fun time looking at our data and percentages as we work to meet our goal at the end of each quarter. Our TRIBES Monday Meetings help us start the week fresh and are a lot of fun! We look forward to seeing you!

19. Hillcrest Elementary, Chippewa Falls School District Panel Participants: Rob Vanderloop

20. Family Engagement Action Plan Muscott & Mann, 2004

21. Tuesday, May 14, 2013 5:30 – 7:00 PM Hillcrest Library and Cafeteria ALL FOOD Meet & Families! DRINK PROVIDED Learn about PBIS!!! Learn about Literacy Month!!! http://cfsd.chipfalls.k12.wi.us/hillcrest (Please check out the link) http://cfsd.chipfalls.k12.wi.us/hillcrest/ - - - - - - - - - - - - - - - -link!) - - - - - - - R. S. V. P. Please return to school by May 10, 2013 Name ______________________________ Number Attending ______ Signature ___________________________

22. Greetings Hillcrest Families! It is an exciting time at Hillcrest Elementary School. Our students are extremely busy logging minutes for our Literacy Month. We have communicated this wonderful time to you through our Hillcrest website, newsletters and teacher letters. We also held a Family Engagement Night on May 14th. This wonderful event allowed parents to better understand our Literacy Month and how PBIS is working within our Hillcrest walls. As May is coming to a close, we want to celebrate all of our wonderful readers throughout the building. Students have read a lot of books, and have learned about many different lands and characters. We have even incorporated a few DEAR (Drop Everything and Read) moments throughout our school days. On Friday, May 31st, our school community is encouraging students to celebrate that knowledge with a “Dress Like Your Favorite Character Day!” Students and staff are encouraged to come to school dressed like their favorite character from a book they have read. Teachers will have special reading times in their classrooms, or hear from some guest readers in the DZ. Our entire staff is very excited to share their favorite children’s book! In addition to dressing like their favorite characters, three classrooms who have logged the most minutes on the Scholastic website by May 23rd will earn a popcorn party for their class. http://www.scholastic.com/ups/campaigns/src-2013 The 2012-2013 school year is almost complete, and there is much to celebrate! Please take a few moments with your child to discuss what interesting book is being read. Talk about the power of reading and exercising the brain. To date, our students have accumulated over 185,000 minutes of reading. That is a powerful statement. 185,000 minutes!!! Keep up the great work and don’t forget to log those minutes over the summer! They all count towards being a top reading school in the country! Please continue to promote reading this summer. Take your child to the public library, or have them visit the Parents4Learning Mobile Library (June 18th, July 9th, August 6th from 4:30-7PM at the Hillcrest Playground). Have a great rest of your day, and I hope to see you soon (with a good book!), Yours in Education, Robert J. Vanderloop Hillcrest Elementary School-Principal http://cfsd.chipfalls.k12.wi.us/hillcrest/

23. Hello Families!,Your child has been signed up to participate in the Scholastic Reading Challenge! Hillcrest Elementary School is competing against schools around the nation to see who can read the most minutes between the dates of May 6th to September 6th. In order to make Hillcrest #1, we will need your help!Your child has been assigned a specific user name and password through Scholastic (you probably already received this from your child’s classroom teacher). Please help your child to log his/her reading minutes throughout the summer months by following these easy steps below. 1. Visit www.scholastic.com/summer. You should come to this screen:

24. 2. Scroll down to the purple box on the left side that says “Kids”. Click on the orange box that says “JOIN NOW”3. Click on the purple box that says “Login” at the top of the page. 4. Enter your child’s provided screen name and password. Then click on “Go”.5. When you get to the screen that asks if you would like to use your STACKS screen name instead, click “NO”.6. The next screen will ask if you want to change your password from the one provided. You may change the original password if you would like to. If you would like to bypass and keep the password as is, just click on the “x” in the upper right corner. 7. Your weekly minutes will be in the purple box on the left side of the screen. Click on the orange button that says “LOG MINUTES”.*Just a reminder that you can only add minutes once per day. You will not be able to add to the total minutes for a specific day once a number has been submitted.8. Enter the minutes your child has read for that particular day or previous days. 9. Watch as Hillcrest’s reading minutes continue to grow! Thank you for your help and support in building summer reading habits, and helping Hillcrest become the #1 school in the nation! Please encourage your child to continue reading and logging minutes throughout the summer months.Happy Reading!,Hillcrest Elementary School teachers

25. Scholastic Reading Challenge!What Is It? The Scholastic Reading Challenge is put on by the Scholastic Books company. The program encourages summer reading by challenging schools across the world to compete against one another. Students log the minutes they’ve read online to add to the school’s total. Best part? It’s FREE!Incentives There are various incentives/motivators put in place to get students excited about participating:The school with the most minutes logged will win a visit from Dav Pilkey, author of Captain Underpants.The 20 schools with the most summer reading minutes will be featured in the Scholastic Book of World Records.The top school in each state receives a congratulatory plaque.Students also earn virtual rewards/prizes by logging minutes. Some rewards include: cool desktop backgrounds, sample chapters to various books, virtual badges, etc.What Is Required of Me? As a teacher, your job is easy! All you have to do is register your class; a process which takes only a few minutes. Your students do the rest of the hard work of reading and logging minutes. Additional benefits for teachers (optional):Track your students’ reading progress throughout the summerFind free resources with the Summer Reading Calendar appDownload summer reading booklists (ages 3-5, 5-7, 8-10, 10-12, and YA), a welcome letter, reading pledge, reading log, and certificate of achievement.Who Can Participate?Students in grades Pre-K up to 12th grade are eligible to participate in the competition. This means that ALL of our students here at Hillcrest can work on logging their summer reading minutes to help our school, and help prevent the dreaded “summer slide”!

26. When Does It Start? The competition begins May 6th, but teachers can begin registering their classrooms now. The reading challenge runs for 17 weeks total.LET’S DO THIS! How Do I Begin?1. Go to www.scholastic.com/summer2. Click on the orange button in the middle of the page that says, “REGISTER your students now”.3. On the right side of the purple banner at the top of your screen, click on “Register Students”.4. Log-In using your Scholastic e-mail and password (This is the same log-in as you use for placing Scholastic Book Orders). If you do not have a Scholastic account, it only takes a minute to sign up!5. In the middle of the purple banner, click on the orange button that says “ADD A CLASS”.6. Use the drop down arrow to select the appropriate grade for your students, and choose a name for your class. Mine is called, “Miss Nelson’s Classroom”. Finally, type in the number of students you have in your classroom. To submit the information, click on “ADD CLASS”.7. Scholastic will automatically generate a list of random user names and passwords for the number of students you requested. You may then choose to assign specific students to each user name if you would like, but it is not required.*I assigned student names so that I can see which students are logging minutes. For example, if “cyclonebanana7” logs 400 minutes, I want to know which student that is.8. Click on “Print List” to print individual copies to give to students and/or an entire class list to keep for yourself.9. That’s it! Now just sit back, relax, and watch as your students begin to log minutes starting on May 6th! 

27. Ixonia Elementary School Panel Participant: Rebecca Reichhart, Rebecca.Reichhart@mail.oasd.k12.wi.us

31. Longfellow Elementary School West Allis Milwaukee School District Panel Participants: Jennifer Poehler, PoehlerJ@wawm.k12.wi.us Kathy Boyd, BOYDK@wawm.k12.wi.us

32. What is PBIS! Mrs. Boyd, Longfellow PBIS Co-coach Extensive research shows that the old way may have not been the best way when it comes to handling difficult behavior in the school environment. “Disconnected “’fix the student’” counseling, punishment, referrals to special education” and the like are being replaced by more positive and practical methods of discipline. PBIS (Positive Behaviors Interventions and Supports) provides “a broad range of proactive, systemic [universal], and individualized strategies for achieving important social and learning outcomes in safe and effective environments.” Just as students need to learn to read, write, and compute; we need to define expectations and model appropriate behaviors in order to teach students how to behave. Beginning with where an individual’s behavior stems from to coupling appropriate consequences with appropriate replacement behavior, PBIS establishes a structure that prevents re-occurrence of misbehavior. The framework of the program allows schools to develop and carry out “proactive discipline systems, social skills instruction, academic/curricular restructuring, behavioral based interventions, and through early screening, identify antisocial behavior patterns.” To learn more about PBIS, visit the Wisconsin PBIS Network at http://www.wisconsinpbisnetwork.org/, and click on the Parents + Family tab. Watch for future information on how you can apply PBIS concepts at home.

33. Longfellow PBIS* . . . Promoting Positive Behaviors All Summer Long • “Catch ‘Em Bein’ Good!” • Look for the positive in your child’s behavior. Here are four practices that you can use at home to create a positive behavioral environment . . . . • Actively WATCH your child(ren): • On a regular basis provide obvious, positive watching • Find opportunities for positive interactions – a walk, a bike ride, a trip to your local park • Catch ‘em bein’ good – don’t nag on the negative, praise for the positive • CATCH ‘EM EARLY, before the situation escalates out of control: • Role play what you expect and don’t expect before the problem arises • Review expectations on a regular basis – let them tell you what you expect • Don’t just say it, try it, so the know what the right way looks like • Provide praise when things are going smoothly • Actively engage in PLAY THAT TEACHES: • Provide opportunities for interactive success with prosocial peers and adults • Teach self-management skills that will help your child in sticky situations • During interactions, praise expected behavior

34. Acknowledge expected behavior when you CATCH ‘EM BEIN’ GOOD!: • 4 Positives = 1 Negative • Respond quickly when a problem arises, state expected or desired behavior • Don’t treat everyone same – individualize to meet the needs of the child • BE POSITIVE even when you’re not feeling that way • Source: Sugai, G, Effective Behavior Management for Parents: “Catch’em bein’ good!” OSEP Center on Positive Behavioral Education and Research, University of Connecticut, September 21, 2010.

35. Activities That Promote Positive Family Interactions • Form a family book club – check out Great Schools site for suggested reading http://www.greatschools.org/students/books/456-books-for-kids-grades-k-5.gs • Work in the garden or yard together • On rainy days pull out the board games – builds critical thinking skills and team work • Many Miles of Walking or Biking – create maps or routes for short and long walks and rides – keep track of how many miles you put on over the summer • Family Movie Night in the Backyard – Pop some popcorn and cozy up around the laptop screen to watch a movie in the great outdoors • Can’t get away for a week long vacation? Enjoy a stay-cation. Visit local sites, events and parks to enjoy the day away from the hustle and bustle of home life • *Positive Behavior Interventions and Supports

36. Demonstrating Positive Behavior at Home and in the Community Respect Self, Respect Others, Respect Environment EVERYONE is a WINNER! Have fun this summer showing respect for self, others and the environment by playing “Making a Difference Tic-Tac-Toe.” Return your game board with a Tic-Tac-Toe, along with a parent/guardian’s signature and receive a special treat and get your name entered in our “Back to School PBIS Drawing.” Fill up the whole game board, along with a parent/guardian’s signature, and receive two more entries into the drawing. Parent/Guardian’s Signature: ________________________________ Completed game boards can be returned at • Teacher Meet and Greet/School Supply Drop Off – August 28, 2013, 4 to 6 p.m. • Forms, Fees and Picture Day – Thursday, August 22, 2013, from 4 to 7 p.m. Adapted from Moe, Jessica, Good Citizenship BINGO, West Milwaukee Intermediate, January 2011.

37. Park Lawn Elementary Oconomowoc, WI Panel Participant: Sarah Oudenhoven, Sarah.Oudenhoven@mail.oasd.k12.wi.us>

38. A Parent’s Guide to: What are the components At PKL, We… PBIS of PBIS? Believe in Every Student The PBIS team has developed and revised lesson plans for teaching appropriate behavior in common locations. The lesson plans assure consistent The Park Lawn Voice Scale instructional delivery of the expectations to every student in our school. Silence Positive Behavior Hallways 0 After students learn expectations, behaviors are (8:40-3:40) reinforced by positive practices that take place Bathrooms, Fire Drills Interventions & throughout the year, especially after long breaks Whisper and any other times when the classroom teacher 1 Library, Classroom feels sessions are needed to support positive Office, Health Room Supports behavior choices. Partner 2 Small group work, Lunchroom, Arrival/ Dismissal Teacher 3 Everyone can hear you Outside voice 4 Recess Morning Meetings Respectful Emergency Each morning all students at PKL start the day Responsible 5 “HELP” with our morning announcement show; The Park Safe Lawn Today Show. Reminders about our school expectations and celebrations of student successes are broadcasted across our school. Each How can I learn more about PBIS? classroom then participates in Morning Meetings where the children warm up their bodies and minds  Visit the following website: by greeting each other, sharing stories, www.PBIS.org participating in an activity and reading the morning Park Lawn  Ask a member of our PBIS team or a message. Students are then ready for a full day of learning and “Bucket Filling” the Respectful, Park Lawn staff member. Elementary School’s Responsible and Safe way.  Responsive Classroom website: Positive Behavior System www.originsonline.org

39. breaths, relax, calm down, and get ready to go What is PBIS? Bucket Filling back within a minute or two with better self- control. Take A Break is for every child and may be PBIS (Positive Behavioral Interventions and Several books have been written about bucket called by different names at Park Lawn including Supports) is a school wide commitment to teaching fillers. Carol McCloud wrote a book called “Have “Rest Stop” and “Refill Station”. At Park Lawn, we students appropriate behavior, acknowledging them You Filled A Bucket Today? (A Guide to Daily continue to use this positive Responsive Classroom when they get it right, and supporting them when Happiness for Kids)”. The premise of the book is approach, encouraging our students to continue they don’t. the idea that we all carry an invisible bucket that developing their self control. contains our feelings. When our bucket is full, we The PBIS process focuses on improving a school’s feel great. When our bucket is empty, we feel sad. ability to teach and support positive behavior for all students. Common routines and uniform language A bucket filler is someone who says or does nice Park Lawn’s with respect to appropriate school behaviors are things for other people. By doing this, they are consistent throughout the school. As a result, filling other people's buckets and filling their own Expectations for Success instructional time is more effectively used for bucket at the same time. On the other hand, a teaching and the overall school environment is bucket dipper says or does things to cause other calm, pleasant and conducive to learning. people to feel bad. A bucket dipper empties their I am Respectful bucket when they say and do mean things. At Park Lawn Elementary, our school wide expectations lay the foundation for student At Park Lawn, each student has an invisible bucket. success in all school settings. I am Responsible Everyone is encouraged to fill the buckets of others every day. I am Safe Student Celebrations Recognition of students who have demonstrated outstanding behavior and kindness towards others is important. In our efforts to reinforce positive Why does PKL behaviors, individuals are rewarded for their Park Lawn is a Positive actions with “Purple Slips”, special prizes and need PBIS? more… Students who go above and beyond being kind, Respectful, Responsible and Safe may receive Behavior Support PBIS has been adopted by all Oconomowoc a Student Meal Reward from Quiznos in Elementary schools including Park Lawn after Oconomowoc. Community! analyzing the results of a needs assessment survey taken by the faculty in the spring of 2012. Certain Take A Break We are committed common areas, such as the playground and the hallways were concerns. The survey indicated to creating a supportive In the event that a child is disrupting a group or students had a lack of understanding of needs to regain self-control in order to follow the expectations and the need for consistency in environment for all students so expectations of the classroom, he/she will “Take A faculty expectations. A PBIS team was formed to they can meet our high expectations Break”. It is important to emphasize that the ensure consistent implementation of the positive intent is not to have a child feel badly about them behavior interventions and support system. both academically and behaviorally. self but to give them the chance to take a few

40. Getting Behavior in Shape at Home Positive behavior support, often called PBIS, is not just for schools. Parents can use the same ideas to create a better environment for the entire family. First, let’s look at what PBIS is: 1. Deciding what behavior you want to change 2. Deciding how you want that behavior to change 3. Using behavior science to change that behavior a. Develop a theory about why you think the behavior is occurring b. Test your theory 4. Using supports that have been tested and proven to work a. Teach new skills to get the same results b. Change environments and daily routines c. Reward positive behaviors Positive behavior support does not mean changing the child; rather, it means creating a new environment that supports the positive behavior you want to achieve. It means creating a plan that determines who will help and what you will do differently. So how do you do this? Tips for helping younger children Let’s take a hypothetical child: Let’s call the child Taylor.  Taylor refuses to eat dinner almost every night.  Let’s think about what behavior we want: We want Taylor to eat a healthy, balanced dinner. Let’s brainstorm reasons that Taylor may be refusing to eat:  Taylor doesn’t like the food.  Taylor fills up on other things before dinner.  Parents give lots of attention when dinner is refused. · Let’s test the reasons that Taylor won’t eat dinner:  Ask Taylor to help plan the menu with favorite foods.  Limit Taylor on any snacks prior to dinner  Give Taylor lots of attention by helping cook dinner, set the table, etc. · As each reason is tested, note which one causes Taylor to eat more dinner. · Praise positive results · Let’s assume that more is eaten when Taylor plans the menu.  For the first few times, you may have to fix macaroni and cheese and peanut butter and jelly sandwiches with jellybeans; however, Taylor eats the entire meal.  Praise Taylor for eating the entire meal.

41. ·After several successful meals, as Taylor is planning the meal tell Taylor that you are going to fix 3 things. Taylor gets to choose all three but they must be from the choices you present.  Give Taylor five choices and have Taylor choose three o Macaroni and cheese o Peanut butter and jelly o Hamburgers shaped like hearts o Celery filled with peanut butter and raisin ants (call them “ants on a log”) o Pears decorated to look like a funny animal ·Notice how two of the choices were the things that Taylor has already proven likelihood of eating. Tell Taylor that if the plate is clean, it will be Taylor’s choice the next evening. · As Taylor eats more and more, give increasing praise for eating dinner and for doing a good job of planning a good meal. · Keep changing the choices to healthy choices until you are actually replacing the macaroni and cheese and peanut butter and jelly with more healthy choices.  Eventually, Taylor will be willing to try new things as taste buds evolve.  Taylor feels powerful because there was choice in the meals and now has acceptance of varied foods. · We changed the environment, and it produced more positive results than demanding that Taylor eat dinner. How many of us remember sitting at the table until it was bedtime because we refused to eat our vegetables? I doubt it really made us want to eat them again the next time. In the interest of peace and harmony, does it matter if we altered the child’s environment to get what we want or do we want him or her to do it because we say so? Most of us do the things we do because there is a payoff. Would you go to work every day if you did not get paid? We do not have to pay our children to be good, but we do have to alter the environment so there is a payoff for good behavior. Usually the pay off is more attention from parents or a friend. Most of the time our children misbehave because they want attention and the only way they can think of to get it is to misbehave. How many times have you been in the grocery store behind a mother who is asking her child the following questions?  Do you want a spanking?  Do you want me to take you out to the car?  Do you want me to tell your father when we get home? Children cry, grab, scream and beg because they want to communicate something to you. The only way to change this habit is to teach them what we call “replacement behaviors”. These are new behaviors that are socially acceptable. The only way to teach these behaviors is to model and practice them. Have your child switch roles with you. Tell him or her ahead of time that you are going to practice asking for things and learning the difference between yes and no. Tell your child this is going to be fun because s/he gets to be the parent for an hour. Don’t worry about what people will think of you in the store. Think about what they think of you when your child is screaming “I want…” Walk through the cereal aisle at the store and do the following:

42.  Pick up a box of cereal that has a toy in that you want  Walk over to your child and say, “I’d really like to have this cereal this week because it has a CD game of Monopoly in the box.”  I promise I will eat this cereal even if it tastes horrible, because I want the game. Tell your child ahead of time to tell you “No” to whatever you ask for.  When your child tells you “no,” ask him or her for a reason.  Accept his or her reason and put the cereal on the shelf. Then have your child do the same thing back to you  Have him or her choose a box of cereal that has a toy in it wants  Have him or her tell you they would like the cereal because of the toy  Have him or her promise he or she will eat the cereal no matter what Tell him or her no  Have him or her ask you for a reason and then give one  When they accept your reason praise him or her for following directions  Practice this several times and then practice it several more time during subsequent trips to various stores with various items. On the same days that you practice saying “no,” also practice saying “yes.” Have him or her model saying “thank you” and then compliment him or her on his or her manners. You will need to model this the same way you did for the “no” model. It isn’t a miracle, and it isn’t going to happen over night. But soon, you will start to see a difference when you tell your child “no.” It is fair for him or her to understand why you said, “no,” so explaining your reason is reasonable. Your children will respect you for not using the “I’m the mommy that’s why,” and you will respect him or her for using good manners by accepting your reason. Be honest in your reason. “It’s too expensive.” “It’s not good for you.” “I don’t have the money this week,” are all good responses. The most important lesson is to practice, practice, and practice the new behavior. You have to be consistent. If you say “no” and give a reason, then don’t give in and purchase the item if further begging ensues. This only tells the child that you have a breaking point and to keep trying. If you’ve said “no” and given a reason, then you should not say “no” again nor give another reason. When your child accepts your answer and your reason, then it is very important for you to compliment him or her on this good behavior. It is also very important that both parents and/or caregivers are consistent. What can you do if the above does not work? The truth is every child is different, even children in the same family. What works for some children doesn’t work for all. Here are some other ideas: · When you enter a store remind your child that you have “X” dollars to spend and that anything they want to add will go over the limit which might take away from something else they want (going to the movies). · Give your child $5 or whatever limit you want to set. Tell your child he or she may ask for something but he or she will have to be able to purchase it with the money that you have set aside for extras. If your child wants a certain cereal, then he or she will have to pay for it. Suddenly, your child will likely become very choosy about what he or she purchases.

43. Tips for helping older children This is a personal experience: We quickly became indebted to fast food restaurants, video stores, and the popular teen clothing establishments. We investigated the reason for this loss of money and determined: 1) we let it happen because we kept giving our children more money, and 2) our children didn’t understand the concept of budgeting. We decided to remedy this by creating a budget box. We bought a plastic recipe box and put in envelopes and labeled them:  Pizza  Movies  Videos  Fast food  Gas money  Gifts for friends  New clothing Each month we put in a certain amount of money in each envelope. If our children wanted to order pizza, they had to check the budget box and pay for it from the appropriate envelope. Suddenly, coupons were very important to them when coupons were a dirty word when mom and dad footed the bill. Suddenly, those extra cokes at the drive through were not quite as important. They considered every purchase and weighed the options. If we had to drive our children somewhere, each child had to pay us one dollar out of the budget box. We wanted our children to understand that when they had their own cars, they would need to budget trips instead of driving all over town wasting gas. We did not have to say “no” when asked about purchases. All we had to say was “check your envelope.” We allowed no trading from one “account” to the other. The children were responsible for their own box. They quickly realized that decisions regarding the whole month were more important than living for the moment. This created an environment where everyone was happy. Our children learned to think before they acted, and it was good practice for when they became independent young adults. This method was far superior to ranting and raving about money which was an abstract idea to them. They saw that we had a checkbook, credit cards, and cash and did not understand that we would not have those items if we spent money every time we saw something we wanted. If they wanted something, our children learned to save from one month to next to make major purchases. We did not give them extra money; when we said “no” we meant “no,” and our reason was our budget. We praised our children:  when we checked their boxes at the end of the month  when they paid for their own purchases  when they saved up for something big In the world of PBIS, we changed the environment (basically we changed our behavior, we didn’t dole out money any longer). We taught our children a new skill, and we provided positive feedback when they performed their new skills. Our hypothesis was that our children didn’t understand the concept of budgeting. We proved that hypothesis when they learned to budget for themselves.

44. PBIS Home Expectations Please use this matrix as a guide as you build your own home matrix. I am Respectful: Listen to my parents Be truthful to my parents Play cooperatively Speak nicely to others I am Responsible: Put away my toys, bike, and equipment Help with jobs at home Follow my parents’ directions I am Safe: Play safely with others Stay in designated areas Stay away from strangers I am prepared: Finish homework and share with parent Pack backpack and night for school the next day Go to bed on time Get up and get ready for school when called

45. Park Lawn Elementary Home Behavior Matrix Be Respectful, Be Responsible, Be Safe Expectations Morning Homework Dinner Time Chores Bed Time Routine Routine Be Respectful Be Responsible Be Safe Directions: Think about what it means to be RESPECTFUL, RESPONSIBLE, and SAFE in your home. Focus on behaviors that you can SEE and in terms your child can easily understand. Include your child in this activity and make them think! Write down what you have decided on a poster for your home.

46. Pawsitive Panthers Newsletter… Helpful Hints for Continuing Positive Behavior at Home Respectful Responsible Safe Continuing Positive Behavior at Home Many parents have found that when they have the same behavior expectations and use the same language as school, it is easier for children to make good choices at home. Also, when parents practice Pawsitive Behaviors at home, they support what their child is learning at Top 10 Positive Behavior Tips school and create better behaviors outside of school. Below are the four key components for establishing Pawsitive Behaviors at home: 1. Remember 5 positives to 1 negative Learn the Expectations 2. Set the stage for success, reward the effort Use the Language 3. Give clear, specific directions Be A Role Model 4. Stay calm, use a calm voice – Reward Positive Behavior Nagging gets you nowhere! 5. Set reasonable goals – Learn the Expectations: Think about what it means to be Respectful, Avoid using “always” or “never” Responsible and Safe in your home. Determine what each behavior looks 6. Be CONSISTENT! like at home in terms your child can easily understand. Include your child “Yes means Yes and No means No” in this activity! 7. Set the example – Actions speak louder than words Use the Language: Think about the words you use when you are trying 8. Proactively anticipate situations to teach one of your expectations at home, and replace those words with 9. Have patience – A little goes a long way the expectations. Try to get your child to THINK about their behavior and 10. Have fun and enjoy the ride! to PROBLEM SOLVE. Be A Role Model: Children learn behavioral skills from us! Demonstrate for your child what you would like to see from them. Model what positive behavior looks like, and even what it doesn’t look like! The more Be A Pawsitive Role Model you practice, the more your child will learn the expectations. Being Respectful, Responsible and Safe really Reward Positive Behavior: Positive Behavior is learned. Children are not does speak louder than words. Some examples naturally motivated to show positive behavior…they learn to do it of how parents can be Pawsitive role models because of the reaction they get from us! While children will learn from are by showing good manners to everyone, positive or negative consequences, they are motivated and create listening when others are talking, doing their lifetime motivation (not just when we are around) when the results are work with pride and respecting others. positive. Children may not always listen, but they are always watching adult behavior. We Praise and Reward students when we see them use what they have learned!

47. Respectful Responsible Safe ABOVE THE LINE Recognize Pawsitive Behavior Respectful Responsible Safe 5:1 is the ratio of positive to negative comments you should make to your children daily. Research shows that positive Looks Like recognition must be given over negative recognition at least five times to one for behavior change to occur. Make a conscious effort to say at least five positive statements to Sounds Like Feels Like your child each day and watch the changes that occur! When you praise your children for displaying positive behaviors, be specific and tell them exactly what they did Below the line that was respectful, responsible and safe. Just as we reward students for displaying these positive behaviors at school, you might be interested in rewarding these behaviors at home as well. Some suggestions for home rewards include: Bottom Line  Cook them their favorite dinner  Extra computer time  Watch their favorite movie  Play a board game or complete a puzzle together  Play a game of catch outside with a family member of their choice  Read a story to your child or have your child read to you  Stay up 15 minutes past bedtime on the weekend  Put a special congratulatory note in with their lunch the next day When Your Child is “Below the Line” Natural Consequences Lead With A Question Kids learn best when they make mistakes and live with the natural The goal is to switch kids from the consequences. As yourself, “what would happen if I didn’t interfere “emotional brain” to the “thinking brain”. in this situation?” If we interfere when we don’t need to, we rob children of the chance to learn from the consequences of their Question #1: “Is that Above the Line behavior?” actions. By allowing consequences to do the talking, we avoid (Respectful, Responsible, Safe) disturbing our relationships by nagging or reminding too much. For example, if your child forgets their homework, don’t bring it to Question #2: “Do you want to fix-it or have a school for them. Allow them to find a solution and learn the consequence?” importance of remembering. Question #3: “What do you think I will have to do as a result of your behavior?” “Where will our country find leaders with integrity, courage, and strength – all family values– in ten, twenty, or thirty Continually coach & teach the correct behavior: years? The answer is that you are teaching them, loving Demonstrate & Teach them, and raising them right now.” ~ Barbara Bush Practice, Practice, Practice

48. RespectfulResponsible Safe Pawsitive Panthers Newsletter…Helpful Hints for our Park Lawn Substitute Teachers Top 10 Positive Behavior Tips 1. Remember 5 positives to 1 negative 2. Set the stage for success, reward the effort 3. Give clear, specific directions 4. Stay calm, use a calm voice – Nagging gets you nowhere! 5. Set reasonable goals – Avoid using “always” or “never” 6. Be CONSISTENT! “Yes means Yes and No means No” 7. Set the example – Actions speak louder than words 8. Proactively anticipate situations 9. Have patience – A little goes a long way 10. Have fun and enjoy the ride! RC and PBIS? In your folder you will find a PBIS brochure for your reading pleasure. Please take some time to review the voice scale on the back of the brochure as well as familiarize yourself with how RC and PBIS works in our school. Recognize Pawsitive Behavior 5:1 is the ratio of positive to negative comments you should make to your children daily. Research shows that positive recognition must be given over negative recognition at least five times to one for behavior change to occur. Make a conscious effort to say at least five positive statements to your child each day and watch the changes that occur! When you praise your children for displaying positive behaviors, be specific and tell them exactly what they did that was respectful, responsible and safe. Just as we reward students for displaying these positive behaviors at school, you might be interested in rewarding these behaviors at home as well. Major and Minor Referrals Here at Park Lawn, we fill out major and minor referral forms for poor behavior choices. You will find copies of these forms in your sub folder. We track data from these reports to better support our students’ learning. Please utilize these referrals during your time here at Park Lawn. Respectful Responsible Safe

49. The Panther PRess Park Lawn Elementary School Park Lawn Website: http://www.oasd.k12.wi.us/page.cfm?p=2999 January 10, 2013 Check out the PKL Facebook Page PBIS Update (Positive 4K and New-to-District 5K Registration ~ Behavior Interventions and January 7th through January 18th. If you have any Supports) from Jennifer new neighbors in the area, please let them know Jones ~ As a PKL Staff Team, about this important event. we met Tuesday morning to begin learning about Bullying and PTO Sponsored what we can do to work towards keeping it out of PKL. Over the McTeacher’s Night Jan. course of the next couple of weeks I wil include bits 16th—Mrs. Jones and and pieces of what we are learning in the Panther PKL staff will be serving! Press for families to reinforce at home. Our first step A portion of all food sales is to learn a definition that we will work from: Bullying between 4:00 and 7:00 is intentional behavior using words or actions intended pm will go to support to cause fear, intimidation, or harm. Bullying may be Park Lawn School. repeated behavior and involves an imbalance of power (WI DPI, 2012) PANTHER’S IN ACTION ~ There are two new There are four key factors of bullying: Panther's in Action videos on our Park Lawn website  Power Difference of “Unfair Match” for your viewing pleasure. You can access these  Intentional videos by first going to our website, "clicking" on the  Usually repeated Our School tab towards the top, and then "clicking"  Emotional or physical harm on Panthers in Action. Check them out and see your child in the Each week I will also include a couple of questions so Learning you can test you knowledge of bullying (the answers Zone! will appear in next week’s Panther Press). 1—Bullying is just part of growing up. The effects of bullying on victims are short term and minor. (T or F) 2—Bullying is not a serious problem for the bullies; they eventually grow out of this behavior. (T or F) The Mankins Minute ~ During the coming month, we will work on recognizing the major differences between books that tell stories and books that give information. Students in third and fourth grade have been working on finding information in the library, on the internet and in reference books. We will also be talking about internet safety. There are so many resources on our school website under family resources. Please take some time to go and look at the Online library tab and use the wonderful resources that are available right at your fingertips right from your home! "As a child, my number one best friend was the librarian in my grade school. I actually believed all those books belonged to her." - Erma Bombeck As always, if you have any questions about any resources feel free to contact me at school or through my email. Ms. Mankins Rebecca.mankins@mail.oasd.k12.wi.us

50. Calendar Guide for Upcoming Park Lawn Events—January, 2013 Monday Tuesday Wednesday Thursday Friday 7 8 9 10 11 4K and New-to- FREE—Parent Chess Club Wear your District 5K Information Night 3:45 to 4:45 pm Spirit Gear Registration—NOW “Facebook for through Jan. 18th Parents—Basics and Beyond” OHS Little Theater 6:30 to 8:00 pm 14 15 16 17 18 PTO Meeting Chess Club PTO McDonald’s Chess Club Wear your 4:00 pm 3:45 to 4:45 pm Night 3:45 to 4:45 pm Spirit Gear 4:00 to 7:00 pm Board of Education Meeting at OHS Little Theater 7:00 pm—Everyone is invited to attend 21 22 23 24 25 NO SCHOOL Chess Club Talent Show Talent Show Wear your 3:45 to 4:45 pm Auditions— Auditions— Spirit Gear FOR 3:45 pm—Music 7:30 am—Music STUDENTS— Room Room 5K to 2nd Grade TEACHER Reading Rocks WORK DAY Chess Club 8:00 to 8:30 am 3:45 to 4:45 pm PTO Happy New Year, Park Lawn Families! Sponsored Your Park Lawn PTO would like to alert Family you to another Box Top Collection Spaghetti Contest. We will have this special Night ~ classroom collection from January 14- February 25. Clip and save, and make sure you 15th 5:00 to write your child’s teacher's name on 7:00 pm your baggie or envelope when you bring your box tops to your classrooms! We have already raised Planning $1478.34 in 2012-13. meeting scheduled for Jan. 23rd at 3:45. Please Let's bring in $3000 this school year with this valuable program!! join us!