2. Positive Behavior Support: Behavior Change is a Family Affair Kiki Mc Gough Positive Behavior Support Coordinator Colorado Department of Education

3. 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

4. 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 Families Partnering with PBS

5. Highlights of our upcoming Level Two PBS 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

7. 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 Initiatives as well as representation from a school district and a University.

8. Colorado Expansion of School-wide Positive Behavior Support

9. 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

10. 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

11. Eight Practices of School-wide Positive Behavior Support 1.Administrative Leadership 2.Team Implementation 3.Define Concrete Expectations 4.Teach Behavior Expectations 5.Acknowledge and Reward Positive Behavior 6.Monitor and Correct Behavior 7.Use Data for Decision Making 8.Family and Community Collaboration

12. 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”

13. 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

14. What Will You See in a PBS School? Small # positively stated & behaviorally exemplified expectations are taught & 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.

15. 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

16. Wildflower Elementary

17. Stratmoor Hills Elementary

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

19. Behavior Expectations HallwayCafeteriaRestroomsPlaygroun d Media Center Assemblies Special Events Compute r 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

20. 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!

21. 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.

22. SOAR Slips Staff to Students Students to Students Students to Staff Parents to Students 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

23. 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

24. Westgate Elementary Respect Responsibility Safety

25. 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?

26. 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?

27. 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?

28. Parent Engagement in School-wide PBS Schools

29. Systems Approach: Community Perspective Student Family School Community

30. 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

31. NO CHILD LEFT BEHIND Stronger accountability for results Increased flexibility and local control Expanded options for parents An emphasis on teaching methods that have been proven to work

32. 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/

33. 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

34. 1Parenting Six Types of Parent Involvement 2 Communicating 3 Volunteering 4 Learning at Home 5 School Decision Making and Advocacy 6 Collaborating with the Community

35. 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

36. 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

37. 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

38. 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

39. 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

40. 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

41. 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

42. 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?

43. 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!

44. 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?

45. 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”.

46. 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?

47. 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

48. 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”?

49. Westgate Elementary Respect Responsibility Safety

50. 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?

51. 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?

52. SAFETY What does safety look like in the community? How do we teach and reinforce safety in a variety of community settings? How do we know if there are safety concerns or issues for our children and their friends?

53. Competing Pathway Model Process to look at the ABC’s of behavior Answers the question: WHY the child is doing this?

54. Competing Pathway Model What situations “set up” behavior: tired, change in routine, visitation, babysitter? What situations: “set off” this behavior: asking him to turn off the TV or computer, time for bed, no friends over this weekend, can’t have snacks and pop NOW? How does our behavior reinforce this “series of unfortunate events”? What is the “payoff” for this behavior?

55. The ABC’s of Life’s Struggles at Home SETTING EVENT: Situations or characteristics that “set up” the problem? ANTECEDENT: what happens before the behavior to “set it off”? BEHAVIOR: what is the specific problem behavior? CONSEQUENCE: our response/”the payoff”?

56. A New Way to See Behavior Behavior has a “Communicative Intent” Serves a useful purpose (function) for the person of concern

57. The WHY’s of Behavior Pos ReinfNeg Reinf

58. Instead I wish my child…… Wants help with homework Whines Gets help/ Attention Asks for Help O’Neil et al. (1997)

59. Identify Replacement Behavior Getting shoes on Whines Gets help/ Attention Asks for Help O’Neil et al. (1997)

60. Select Intervention Strategies Wants help with homework Whines Gets help Asks for Help Do homework in Small chunks of Time Set aside calm time When you can help Teach child Ways to get help From parent -green/red cup -10 minute check in with timer Reinforce Efforts to Complete work Reinforce Use of cup or timer O’Neil et al. (1997) A B C

61. Select Intervention Strategies Get shoes on Whines Gets help Asks for Help Provide positive Encouraging prompt Set aside calm time When you can help Teach child Ways to get help From parent Teach in simple steps Reinforce Efforts to Complete work Reinforce Calmly waiting O’Neil et al. (1997) A B C

62. Improving Decision-Making Problem Reaction From To Problem Solving Solution

63. One Behavior at a Time Start with one behavior. Think about the Big 5: WHAT is the specific behavior? WHO is involved? WHEN does the behavior occur? WHERE does the behavior take place? WHY did the behavior occur? How are you responding that may reinforce this behavior? What is the new behavior you want your child to learn?

64. Map out the plan The behavior I wish to change…… The behavior I wish to achieve…. The first steps to this behavior are… I know it is working by…….. Remember….reinforce steps in the right direction!

65. Competing Pathway Process 4. Something that “sets up” this behavior: (physical, health, sleep, routines) 2. Something that “sets off” this behavior: (happens right before) 5. Instead I wish he : 1. I wish my child didn’t: 6. And then he would get: 3. I think he’s doing it because He wants/needs: 7. A first step might be:

66. Setting Events Look and Listen for … Broader issues that may be influencing behavior: Daily activity schedule Predictability of routines Variety of activities or materials Social relationships Preferences of the student Medical and physical issues (nutrition, illness, medications, sleep patterns) Challenging family situations Mental health diagnosis

67. Antecedents or Triggers Look and Listen For … Under what circumstances is the behavior most/least likely Changes in the environment Time of day/activities Clarity of expectations of activity/task Reinforcement of expected behavior Nature of interactions (tone, proximity, contact) Amount & type of attention (peer, group, adult) Child’s ability matched to the activity

68. Maintaining Consequences Look and Listen For… WHAT DO THEY GET or AVOID? Social reaction/attention Change in activity/routine Increases assistance from adults or peers Access to materials, activities, food/drink Sensory stimulation or reduction Change in the physical environment Allowed space or movement Delays activity/event Avoids negative attention,

69. Is there a routine that is defined? Is there a clear beginning? Is there a clear sequence to complete the routine? Does the child understand the transition to the next routine or activity?

70. Schedule (Times) ActivityLikelihood of Problem Behavior Specific Problem Behavior 7:00 am Getting ready for school1 2 3 4 5 6 7:45 am Get in car1 2 3 4 5 6 8:30 am Enter school1 2 3 4 5 6 3:00 pm Get in car1 2 3 4 5 6 3:45 pm Free time and snack1 2 3 4 5 6 4:30 pm Homework and chores1 2 3 4 5 6 5:30 pm TV time1 2 3 4 5 6 6:30 pm 7:15 pm Dinner time Bath and bedtime 1 2 3 4 5 6 Routine Analysis Anne Todd, 2006

71. Remember… Positive Behavior Support is the redesign of environments, not the redesign of individuals Positive Behavior Support asks us to change our behavior to help our child change theirs.

72. PBS Tips for Positive Behavior 1. Remember 5:1 with positives. 2. Set the stage for success..reward the effort. 3. Give clear, specific directions. 4. Stay calm. Use a calm voice. 5. Set reasonable limits.

73. PBS Tips for Positive Behavior 6. Be consistent. YES means YES and NO means NO. 7. Set the example. Actions speak louder than words. 8. Proactively anticipate the situation. 9. Have patience. A little goes a long way!! 10. Have fun and enjoy the ride!

74. 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

75. “STICK WITH THE PLAN” Look at your Home Matrix and your list of behaviors you want to address Identify 5 – 10 POSITIVELY stated behaviors Write each one on a stick in a bright color and decorate These will be your daily reminders for positive behavior change

76. Colorado School-wide Positive Behavior Support Kiki McGough, PBS Coordinator 303-866-6768 mcgough_k@cde.state.co.us Shirley Swope 719-531-9400 sswope@peakparent.org ehavior upport ositive