CPS Model

Links and Information from the Collaborative & Proactive Solutions Team

CPS Support Blast Week 1

The first is a video featuring parents and teachers discussing their experience with CPS.   


The second link will take you to the Lives in the Balance Walking Tour website.  Here you can watch videos of Dr. Greene implementing all the steps to the CPS model. 

Walking Tour Website  ( training guide for Plan B)


CPS Support Blast Week 2

You will see a video clip of Mark Sander discussing Trauma-Informed Classrooms. You will Mark discuss changing adult behavior, creating a culture of understanding, and compassion. 


How have you embraced CPS so far? Have you thought about your language around behavior? Just tweaking our language from discussing behavior vs. discussing lagging skills and unsolved problems is a good start! Have you talked to someone in your building about CPS? Is it still on your mind? Let us know!

Remember...."Children do well if they can"- Dr. Ross Greene

CPS Support Blast Week 3

Welcome to Week 3 of the CPS Support Blast! This one will focus on the ALSUP (Assessment of Lagging Skills and Unsolved Problems). Even though "assessment" is used in the name,

Dr. Greene has said to use the document as a discussion guide rather than a checklist or rating scale. A copy of the ALSUP can be found using this link - https://livesinthebalance.org/sites/default/files/ALSUP%20060417.pdf

Below is a link to a podcast with Dr. Ross Greene going through an ALSUP with an anonymous school -Anytown Elementary School - for an actual student. 

You will hear him guide a step by step discussion to carefully craft the list of unsolved problems of this student and how to prioritize the starting point. 


CPS Support Blast Week 4

Welcome to week 4 of the CPS Support Blast! This week will focus on the Invitation Step.  The invitation step is the third ingredient of the CPS model. The invitation step involves having the adult and kid brainstorm solutions so as to arrive at a plan of action that is both realistic and mutually satisfactory…in other words, a solution that addresses both concerns and that both parties can actually do.

Once we have identified the student’s unsolved problems as well as the student’s concerns during the Empathy Step, we need to move to a solution in collaboration with the student.  In this video, Dr. Greene teaches parents how to solve problems with their son, while walking them through the three steps of Plan B.  The invitation step begins at 30:40.  This step begins with the words “I wonder if there’s a way…” (to address the concerns of both parties). 



We look forward to hearing about the highlights and concerns of the CPS training that will take place during the CPS professional development this week. Also, this week’s Plan B meeting will be postponed until October 3.  This will provide the opportunity for our non-certified colleagues to attend. 

Together, let’s stop the school to prison pipeline!

CPS Support Blast Week 5

As we move forward with learning more on how to implement the CPS, I will continue to link back to the reasons why we must as a district try to be more proactive and responsive to our students.  There are currently numerous studies happening on the effects of Adverse Childhood Experiences.   The  ACE’s study was one of the first major studies to focus on adverse childhood experiences and the results have been awaking. One of these statistics indicate three out of five adults across the U.S. had at least one adverse experience in their childhood.

According to the CPS model a  “Lucky Kid”  will exhibit behaviors that will help him/her cope with these experiences so as they are not causing great impact or disruption within the school day.

For an “Unlucky Kid” this will not be the case.   Unlucky kids lack the coping mechanisms to help them adjust, be resilient, and build relationships that make them feel as though they are a part of the community, or respond appropriately to traditional forms of discipline and consequences.   The on-going effects of these “unsolved problems” into young adult hood manifest themselves into deeper issues of isolation,  mental and physical  health that have devastating effects for all.

This is why CPS focuses on  what happens “downstream” , before a big event occurs.  To help  our students build the skills to solve problems, so they too can be happy healthy adults.

"Resilience reflects using skills, and the beauty of that is that skills can be learned, taught, modeled, practiced and reinforced, and kids learn better when they're in relationships," he says. "We need to do better job of primary prevention by focusing on emotional learning and promoting safe, stable, nurturing relationships."

Andrew Garner, clinical professor of pediatrics at Case Western Reserve University School of Medicine in Cleveland

To read more on this please visit the linked article:

Childhood Trauma And Its Lifelong Health Effects More Prevalent Among Minorities




CPS Support Blast Week 6

For this week’s blast, we wanted to reach out and ask you for your celebrations, questions, roadblocks, and thoughts. 

Have you been attempting or trying to use new language?

Have you practiced or attempted using the ALSUP?

Have you gone through a PLAN B meeting?

What were some highlights? Where do you need support?

We have had two Wednesday meetings to help and support. We have had some great conversations surrounding CPS. If you cannot make a meeting, but are interested in sharing some thoughts or asking questions, please reach out to the team for support! We are here for you!

Below is a link to the Podcast section of the Lives In the Balance website. There are some wonderful and thought provoking podcasts to challenge our thinking.


We look forward to hearing responses to the questions posed above!

CPS Support Blast Week 7

This marks our 7th week of sharing out information related to the CPS model. We have been hearing some wonderful feedback as well as insightful questions! We are so fortunate to be learning as an entire district. As we learn together, our students will receive the benefits! 

We know that new information can be overwhelming and the learning process takes time. If you don't have the Lives In the Balance website as part of your "favorites", here is the link:


(This link will take you straight to the "Educator" section of the website. )

Now that you have spent nearly 6 weeks with your students and know them as people, revisiting the website with that lens should be helpful. 

In last week's Blast we asked you to share questions, stories, etc. In addition,  if there is information that confuses you that you can't find on the website, please let us know. 

In the event you have not seen the clip of Dr. Greene's documentary "The Kids We Lose", it is attached here......these are the very students that need our help and we all have them!



The B Team!

CPS Support Blast Week 8

QUESTION 1-   How is the district Implementing CPS?

          Anyone who has read the book “Lost at School” and attempted an ALSUP or Plan B understands that CPS (as simple as it seems) can very intense and time consuming.  It is anything but simple.  CPS has been formally added to our SRBI process and has been planned into our PD this year.   The main goal for this year is for all staff members in our district to “change their lenses” and understand the philosophy captured by Dr. Greene in Lost at School .  The expectation and hope is that Bloomfield staff  members will work on building student rapport by practicing the  “ Empathy Step”  and have conversations with students when they failing to meet expectations.   We believe that all children “do well if they can”, and if they can’t it’s our job as educators to figure out what is getting in the way. Shifting the paradigm is the most critical piece to our work.


Some buildings are choosing to move this work forward by doing a formal book study with staff.  On page 216 of Lost at School there is discussion on using Plan B as a Community Meeting platform in the classroom.   This would also be an implementation strategy for the beginning stages of  CPS.  Providing opportunities for our students to have rich discourse and help solve problems within their learning community helps builds their higher level thinking skills and is most definitely appropriate for all  at the Tier 1 level.

          At the Central office level we will continue to identify funding sources in order to bring further training opportunities from Lives in the Balance to the district.  We will be identifying a core group of willing participants in each building who are interested in functioning as the Building B Team. They will have access to technical assistance from Lives in the Balance as they work with students and learn to be proficient in the CPS model.   The Building B Team’s goal will be to build capacity by training others in the building one student at a time, one teacher at time.  This will take time and is not meant to be a process that can be implemented fully in just the first year.  Several buildings have already identified a B TEAM and have worked into the schedule a weekly meeting to work on Plan B’s with some of their students.   

In the meantime let me clear up some confusing notions and explain how they align:

What about PBIS?   Should we still do this?

  Absolutely!!   Everyone needs positive reinforcement and PBIS is good for climate so please do not feel that we are encouraging you to abandon these efforts.

   But remember often times PBIS will fail the students with the most challenging  behaviors as it does not take the time to dig to the source of the problem in order to solve it.  In some cases for students who struggle to meet expectations it might even make things worse.  So PBIS should only be a piece of the whole puzzle. This alone will not solve our unsolved problems.

What  FBA’s and BIPs?  Do we still do these?

Absolutely yes.    These are legal requirements with which we need to comply when we have children who receive 10 days or more of suspension. Some students with IEP’s also require them.   Staff that write these documents however are being encourage to incorporate CPS collaboration into the process with students and with parents to create FBA’s and BIPs that are better informed.

What about restorative justice practices and other forms of discipline?   Does CPS eliminate this?

      All board policies and  state regulations governing student discipline will continue to be followed by your building administrators. Restorative Justice practices are supported by the SDE.  Research shows that other traditional models of aversive disciplinary practices have limited outcomes for learning and do harm to students.  Restorative Justice offers an opportunity for children to learn from their mistakes and  make restitution to repair relationships.  It supplements the CPS model and is highly encouraged.  But again, this is just a piece of the puzzle.   Restorative Justice is required as a reactive response.  One that we might not have needed if we were able to solve the unsolved problem in the first place.

With CPS the hope is that once we all have the skill set to respond in a more proactive manner with our students, the need for these items above will become significantly less.    It is the hope of the B Team steering committee that the entire district is proficient and practicing CPS actively with all students within three years. We are invested in continuing to support you as best we can.   Your feedback is important to us.   We want to thank those of you who have shared your experiences, insights, research and practice videos!!!!!   We will continue to roll these out to the district. 


CPS Support Blast Week 9

I want to extend my gratitude and respect to all the hard work that is being done in the district to learn how to properly use CPS so that we can be responsive and proactive for our students .  

This article highlights why this practice and your efforts are so very important to this growing population.    You can and do make a difference.




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