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State Leadership Team Kiki McGough Barb Bieber Jackie Borock

School-wide. OSITIVE. P. State Leadership Team Kiki McGough Barb Bieber Jackie Borock Cyndi Boezio Randy De Pry Faye Gibson Heather Hotchkiss Rob March Stan Paprocki Michael Ramirez Larry Sargent

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State Leadership Team Kiki McGough Barb Bieber Jackie Borock

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  1. School-wide OSITIVE P State Leadership Team Kiki McGough Barb Bieber Jackie Borock Cyndi Boezio Randy De Pry Faye Gibson Heather Hotchkiss Rob March Stan Paprocki Michael Ramirez Larry Sargent Cindy Wakefield Contact Information: Kiki McGough 303-866-6768 mcgough_k@cde.state.co.us EHAVIOR B  UPPORT S Colorado Department of Education March 2004

  2. Colorado School-wide • Positive Behavior Supports Initiative • Purpose Statement • The purpose of the Colorado School-wide Positive Behavior Supports Initiative is to establish and maintain effective school environments that maximize the academic achievement and behavioral competence of all learners in Colorado. • Guiding Principles • Academic achievement and behavioral competence are the result of school personnel and families working together to provide a continuum of support for all learners. A continuum of academic and behavioral support includes (a) school-wide interventions for all learners, (b) specialized interventions for learners who are at-risk for academic or social failure due to behavior challenges, and (c) individualized interventions for students with intense/chronic behavior challenges. • School-wide Positive Behavior Supports is founded on the following guiding principles: • Social and behavioral competence and character are learned in the home, school and community. • Prevention is more effective than reaction. • Teaching positive behavior is more effective than assuming students already have these skills. • Teaching positive behavior is more effective than punishing negative behavior. • Effective instruction incorporates research-validated methods that are designed and delivered with a high degree of • fidelity over time and across settings. • 6. Instructional and behavioral decisions are based on data. • 7. Systemic change produces long-term sustainability and is best undertaken at the local level by members of the • school and community.

  3. 4 Systems of School-wide Positive Behavior Supports School-wide Non-Classroom Classroom Student www.pbis.org

  4. Eight Practices of School-wide Positive Behavior Support • Administrative Leadership • State, district and school leaders’ active support • 2. Team-Based Implementation • Special and general education staff plan and implement • 3.Define Behavioral Expectations • Concrete, positive behaviors that every student can remember • 4. Teach Behavioral Expectations • Explain, model, practice and process • Acknowledge and Reward Appropriate Behavior • For students and adults • Monitor and Correct Behavioral Errors • Consistent consequences for a continuum of behaviors • 7. Use Information for Decision Making • Data regarding What, When, Where, Who, How • 8. Build Parent Collaboration www.pbis.org

  5. Positive Behavior Support Adams County School Dist. 50 Kathy Greb 2/14/06 PBS Schools: In Fall 2003, Adams County School Dist. 50 began participation in the Colorado Department of Education’s PBS: Positive Behavior Support Initiative with eleven schools including; Baker, Berkeley, F.M. Day, Harris Park, Skyline Vista, Tennyson, Westminster El. Westminster Hills, Hodgkins, Shaw Heights and Westminster High School. In Fall 2004, the District added five PBS sites at Fairview, Sunset, Sherrelwood, Scott Carpenter and Clear Lake. This year, Vista Grande joined the PBS initiative, bringing the District total to sixteen school sites implementing Positive Behavior Supports. Training/Support All PBS teams are supported with training by a District 50 PBS coach and the CDE PBS Leadership Team. PBS teams in year one, complete three CDE PBS trainings; one in the summer and two during the school year. Subsequent years, PBS school teams attend a two day CDE training at the PBS Summer Symposium. Implementation Each of the sixteen PBS schools have a PBS team that develops an annual Action Plan, tracks discipline data for analysis and targeted interventions, and collects PBS data including the Team Implementation Checklist, School Safety Survey and the PBS Staff Survey. The District 50 PBS coach assesses the level of PBS implementation at each school site annually using the SET: School wide Evaluation Tool. University of Oregon PBS research indicates that when a school implements PBS at 80% or above, for three to five years, the school should have an 80% reduction in office discipline referrals.

  6. District 50 Successes: • 16/23 schools have completed CDE training in PBS • 10/16 school at 80% or above PBS implementation (Spring, 2005) • 13/16 schools at 70% or above PBS implementation (Spring, 2005) • Fairview El. 69% reduction in out of school suspensions in first two • years of PBS implementation • Westminster Elementary PBS Testimonial: Mr. Hecocks • Teaching students clear behavioral expectations in different school • settings • Utilizing SWIS for data analysis school wide down to individual • students when developing behavior support plans • Data is used to focus on interventions to reduce office discipline • referrals.

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