This document summarizes a parent's experience with their child's education and behavior in two different school settings - one without Positive Behavioral Interventions and Supports (PBS) and one with a PBS program. In the non-PBS school, the parent received frequent calls about behavioral issues, their child was disengaged and performing poorly academically. In the PBS school, behavioral incidents and calls home decreased significantly, the child became engaged in school again and their academic performance improved. The only difference between the schools was the presence of PBS, demonstrating the benefits it provided for this student.

1. One families' story How PBS works for us

2. Schools are at different places on the continuum. They’ll get there! Changing into a school that was further along puts me in a position to be able to compare. The benefits have been so remarkable, we considered having our child repeat 6th grade Why am I Here?

3. The behavior benefits of my child’s PBS school program Non-PBS School: There were calls every week, multiple calls in a day. PBS School: I received 5 calls all year – two were calls to brag, and the others were to collaborate and problems solve

4. Non-PBS School: Both my child and I began to avoid contacts from school PBS School: My child began to love school again The Benefits of my child’s PBS School

5. Non-PBS School: The reaction to my child’s behavior learning needs was often blame and exclusion in the form of suspension and detention PBS School: The school developed educational approaches to solve behavior learning challenges at school The benefits of my child’s PBS school

6. Behavior Benefits In the Non –PBS School: She would often storm out of classroom In the PBS School: My child learned self-control-removing herself briefly, becoming more flexible

7. In the Non-PBS School: My child was sleeping in school two hours a day In the PBS School: My child became fully engaged Behavioral Benefits

8. Academic Benefits In the Non-PBS School: My child was reading below grade level (less than 5th) In the PBS School: My child was reading above grade level (7.8)

9. In the Non-PBS school: My child had received 3 F’s and a C In the PBS school: My child made the Honor Roll Academic Benefits

10. Academic Benefits In the non–PBS School: My child couldn’t remember times table In the PBS school: My child caught up and was only ½ year behind in math

11. What’s the Difference? My child has the same IEP We’re the same parents, parenting the same way We had taken Parent Management Training prior to the new school Nothing else in my child’s environment changed (no deaths, didn’t move, still married…) We even STOPPED getting mental health support … The only difference is PBS

12. My child ran her own IEP/school re-entry meeting The team treated her like an equal partner They negotiated a system for behavior support The Principal connected her with a social network from the start The school calls to brag about her What Worked ?

13. She is able to be removed from the class when she needs it and talk about what’s going wrong She is praised for handling her anger well She has a mentor She knows the adults are trying to understand and help, not “get her in trouble” What Else Worked?

14. What Teachers Said The Old Way: “We need to keep her under our thumb more.” “We need to make a [negative] example of her.” The PBS Way: “I LOVE your kid. She is one of my all-time favorites, and I will never forget her. She is so much fun, and so interesting and knowledgeable, and I don’t know who can’t see that.”

15. Lessons learned from the schools’ perspective The reality is that many of us need to heed Covey's advice to "Seek first to understand… then to be understood."

16. “ The premise of ‘one teaching style fits all,’ which is attributed to a teacher-centered instructional approach, is not working for a growing number of diverse, student populations.” Brown, K. (2003) Education, Fall 2003

17. Where trust is present There is: -less stress -more willingness to commit to goals -no feeling of manipulation - easier to anticipate behavior

18. When a student struggles academically, we look for instructional solutions

19. We have to look for solutions when a student struggles behaviorally

20. Parents and professionals need each other. We need to be partners.

21. “ Every parent and family, no matter whether the school has viewed them as difficult, dysfunctional, trouble makers, “crazy,” out of touch, in denial, defenders, rescuers, etc. deserves to be treated with dignity and respect. If we truly want to make a positive difference in every child’s life we have to make a positive difference their parents lives as well.” LESSONS LEARNED

22. SO, LET’S BEGIN…