Positive Behavior Support:Behavior Change is a Family Affair Kiki Mc Gough Positive Behavior Support Coordinator Colorado Department of Education
Acknowledgements PBS Leadership Team-Colorado Department of Education PEAK Parent Center George Sugai and Ann Todd-The OSEP Center on Positive Behavioral Interventions and Supports at the University of Oregon
Families Partnering with PBS • Identify ways families and communities can become involved with PBS at school • Identify positive behavior support strategies to use at home • Develop predictable routines at home to support positive behavior • Practice acknowledgement of positive behaviors
Highlights of our upcoming Level TwoPBS Parent Training • Saturday from 9:00 – 1:00 with breakfast/lunch provided • Child care available on site • “Make and Take” with Home Matrix and Positive Action Sticks • Students will be involved in similar activity • Goodie Bag with pencils, Parenting Tips magnet, extra “sticks” for new behaviors and a gift card to local grocery • AVAILABLE BY DISTRICT REQUEST FOR PARTICIPATING PBS SCHOOLS
ROSE RESPECT OTHERS SELF ENVIRONMENT
Colorado State PBS Leadership Team • The mission of the State leadership team is to lead, promote and facilitate the successful implementation of school-wide PBS for the benefit of all learners in educational settings throughout Colorado. • The team is a collaborative between two units at CDE: Exceptional Student Services and Prevention Initiativesas well as representation from a school district and a University.
Current Colorado School Districts implementing PBS Academy 20 Adams 1—Mapleton Adams 12 Five Star Adams 14— Commerce City Adams 50—Westminster Akron Buffalo RE-4J Burlington RE-6J Cherry Creek 5 Cheyenne Mountain 12 Denver Public Schools Douglas County RE-1 Fleming Fremont RE-3—Cotopaxi Hanover 28 Harrison 2 Ignacio 11Jt Jefferson County R-1 Holyoke RE-1J Lake County Lonestar Mesa Valley 51 Moffat County Otis R-3 Pueblo 60 Strasburg 31J Stratton R-4 Thompson R2J Weld RE-6—Greeley Wray RD-2 Yuma 1
Designing School-Wide Systems for Student Success 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 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%
Eight Practices of School-wide Positive Behavior Support • Administrative Leadership • Team Implementation • Define Concrete Expectations • Teach Behavior Expectations • Acknowledge and Reward Positive Behavior • Monitor and Correct Behavior • Use Data for Decision Making • Family and Community Collaboration
Partnering with Families for School-wide PBS • Commitment to include family and community members on PBS team • Families included in all state sponsored trainings • Support awareness training (Level One) at the district/building level • Intensive training for PBS District Coaches on family and community involvement • Highlight successes in newsletter and “Extra…Extra”
PBS School Team Trainings • Overview of family and community engagement in PBS for ALL teams • Team-based Action Planning • Family and community engagement focus and application in new team follow-up at universal, targeted and individual support levels • Intensive support for the 39 PBS Coaches • Collaboration with PEAK Parent Center, CO Foundation for Families and Children and Coordinated School Health Initiative • Exemplar sessions at PBS Symposium and all local education and mental health conferences
What Will You See in a PBS School? • Small # positively stated & behaviorally exemplified expectations aretaught & encouraged. • Positive adult-to-student interactions exceed negative • Data- & team-based action planning & implementation are operating. • Administrators are active participants in all aspects of implementation • >80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged.
What does PBS look like? • Families and communities are actively involved • Time for instruction is more effective & efficient • Function based behavior support is foundation for addressing problem behavior. • Full continuum of behavior support is available to all students
Wildflower Elementary ROAR Respect Organization Achievement Responsiblity
Stratmoor Hills Elementary The Three Bees Bee safe Bee respectful Bee responsible
School PBS Rules SELF-RESPONSIBILITY TEAMWORK ATTITUDE RESPECT SAFETY
Self-Responsibility Tips • March has been designated as Self-responsibility month at Kemp. Let’s work together to focus on how to best teach our students to be responsible for themselves and their actions. • TIPS FOR TEACHERS and PARENTS: • Give students choices • When they feel powerless they lose respect and dignity • This loss of powerless may escalate a minor disruption into a major loss of instruction time • Put the students in charge • By giving students the responsibility to adapt, monitor and measure activities and behavior you will increase student achievement and lower resistance to learning • Model and encourage self-responsibility • Avoid complaining, blaming and excusing • Explain to the students why certain limits or rules exist You may not be responsible for the circumstances in which you find yourself, but you are always responsible for your behavior in those circumstances!
COOL TIPS... • Cool Tips will go home to parents and families in Thursday folders once a month. • Office Referral Data is used to determine what area to focus on each month. • The BEST/PBS team comes up with a catch phrase and prints it to be displayed throughout the building and in each classroom. • Cool Tips are available in English and Spanish.
SOAR Slips • Staff to Students • Students to Students • Students to Staff • Parents to Students 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
5:1 Positive Acknowledgements • Student, teacher, parent Positive Tickets • Weekly, monthly drawings • Classroom acknowledgements • Announcements over PA • Phone calls/post cards home to parents • Write up in newsletter • Community donated prizes • Extra recess • First to lunch
Westgate Elementary • Respect • Responsibility • Safety
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?
RESPONSIBILITY • What does responsibility look like when students are walking in the halls? • 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?
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?
Systems Approach: Community Perspective Student School Family Community
What do Families Bring to the Table? • Knowledge of their child that no one else has • A serious interest in their child’s education • Interest and expertise as their child’s first teachers • Accountability as citizens for successful schools • Strengths and interests to contribute to the educational process • (Sarason. 1995) Sarason, 1995
NO CHILD LEFT BEHIND Stronger accountability for results Increased flexibility and local control Expandedoptions for parents An emphasis onteaching methodsthat have been proven to work
NCLB Require schools to develop ways to get parents more involved in their child’s education and in improving schools. Requires that states and local school districts provide information to help parents make informed educational choices for their child. http://www.ed.gov/nclb/
IDEA 2004 “The Individuals with Disabilities Education Improvement Act of 2004 will help children learn better by promoting accountability for results, enhancing parent involvement, using proven practices and materials, providing more flexibility, and reducing paperwork burdens for teachers, states and local school districts.” President George W. Bush
Six Types of Parent Involvement • 1Parenting 2Communicating 3 Volunteering 4Learning at Home 5 School Decision Making and Advocacy 6Collaborating with the Community
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
TYPE 1:PARENTING • Create “PBS at Home” classes for parents • Create behavior support classes for parents and community members • Provide training in parents’ native language
TYPE 2: COMMUNICATING • Design effective forms of school-to-home and home-to-school communications about school programs and children’s progress. • Share results of PBS assessments and surveys with parents • Create and maintain a PBS bulletin board • Create “PBS In Action” video • Publish a PBS Newsletter • Add a PBS page to school website • Include PBS motto on school letterhead Provide
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 • Survey parents for “donations” to reinforce staff
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
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
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 • Collaborate with local businesses and recreation centers to promote positive behavior expectations • Recognize community partners and parents at PBS celebrations • Create implementation video that shows PBS in action to show at local library, town hall
Transition Activity: A Family Dinner • Think about the rules and expectations for a typical family at home. • How do these change when you have company or visitors? • What about when you go out to dinner at a restaurant? • How about during a picnic?
Meet My Children Use an index card for each of your children. Identify 2 - 3 strengths for each child. List the strengths on the card. Share your cards as you meet the people at your table. Post these cards on your fridge!
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?
I wish my child wouldn’t do that!!! • Think of one or two behaviors that you would like to work on at home. • Record the behavior(s) on the left side of the sheet “Behaviors That Make Life Challenging”.
Please stop! Why are you behaving like that? • The telephone • Getting out the door in the morning • “NO” in the grocery store or at the mall • Driving down the highway • Time to clean that room • One more story….please! • Can I stay out an extra hour?
The ABC’s of Behavior:What would you do? • 14 items in the grocery store • A bad day at work and now…. • A new dog in the neighborhood
Behavior change is a family affair • Do mom and dad respond the same way? • Grandma’s house • Back and forth (and up and down!) • Babysitter for the night out • What are the school rules? How can we provide a “match”?
Westgate Elementary • Respect • Responsibility • Safety
RESPECT • What does respect look like at the dinner table? • How do we positively recognize our children who are demonstrating respect at home? • How will we help our children who are having challenges with respectful behavior at home?
RESPONSIBILITY • What does responsibility look like when our children are doing their chores? • How will we teach responsibility for homework and school materials? • What are the consequences for our children who are not using responsible behavior? • How are working as a family in this process?