Positive Behavior Support - PowerPoint by bD7w3X8

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									Positive Behavior Support
 An introductory overview of PBS for
   Rehoboth Road Middle School
          RRMS PBS TEAM
•   Administrator    Lindy Pruitt
•   Coach             Ray Nash
•   Team Leader       Karen Hyland
•   Communicator      Sarah Poole
•   Recorder         Sonja Sands
•   Time Keeper      Stoney Setzer
•   Data Spec.       Teresa Graddick
•   Behavior Spec.   Geraldine Sands
•   Snack Master     Christine Spear
   Positive Behavior Philosophy

    “If a child doesn’t know how to read, we teach.”
    “If a child doesn’t know how to swim, we teach.”
  “If a child doesn’t know how to multiply, we teach.”
    “If a child doesn’t know how to drive, we teach.”
      “If a child doesn’t know how to behave, we…
                        teach? …punish?

“Why can’t we finish the last sentence as automatically as
           we do the others?” (Herner, 1998)
          Why PBS is different!
                                                    Positive Behavior Support
                                                Active administrative leadership
      Previous Programs                         and participation
(think of programs used in the
past that encouraged positive                   Proactive systems
           behavior)                            (procedures/routines) in place

                                 Similarities   Buy in and support from staff
                                                Aligned with RTI

                                                Adapted to fit RRMS

                                                Co-exists with other school-wide
                                                programs

                                                Research-based

                                                A collaborative, assessment-based
                                                approach to developing effective
                                                interventions

                                                Emphasizes the use of prevention,
                                                instruction, and reinforcement-
                                                based strategies

                                                Rewards for students & teachers
Brainstorm RRMS Terminology
• Define and provide examples of the
  following words/phrases:
• Respectful
• Responsible
• Maintain Positive Attitude
• Strive for Success
         RRMS Keys for Success
Respectful
• Allow others to be different
• Keep hands, feet, objects and unkind words to yourself
Responsible
• Come to school/class on time
• Be prepared for class
• Follow dress code/rules
Maintain Positive Attitude
• Show school pride
• Be polite to others
• Help others
Strive for Success
• Pursue knowledge
• No excuses
• Complete tasks
• Do your best
                                     Week of________________________
                                      RRMS Classroom Infraction Report
Parent,
We respectfully request your support to resolve the problem behavior mentioned below. This form is used to document a recurring
classroom behavior incident. The student has been given a warning and re-taught the expectation and specific rule concerning the
infraction prior to recording on this form. This is not a referral. However, continuation of this behavior may result in an office
discipline referral.



Student                                                 Teacher                                     Grade           Gender
INCIDENT TYPE “Verbal Warning” (Check One):
   Inappropriate language                     Disruption                                  Tardy
   Lying/cheating                             Property damage                             Defiance/Disrespect
   Forgery/Theft                              Harassment/tease/bully                      Other: Ex. Chewing gum
   Physical contact                           Dress code                                   __________________________



2nd Step       Date                          Time                      Other:

INTERVENTION                                                          POSSIBLE MOTIVATION                OTHERS INVOLVED
(Check One):                                                          (Check One):                       (Check One):

   Student conference          Student contract                        Avoid Adult                         None
   Re-teach expectation        Phone parent ____________               Avoid Peer(s)                       Peers
   Seating change              Loss of item/class privilege            Avoid Task/Activities               Staff
   Peer mediation              Verbal cue                              Don’t Know                          Teacher
   Recovery in room            Extra time spent on task                Obtain Adult Attention              Substitute
   Curricular                  Loss of recess                          Obtain Items/Activities             Unknown
    modification                Other:                                  Obtain Peer Attention               Other:
                                                                         Other: ______________                ____________




3rd Step       Date                          Time                      Other:

INTERVENTION                                                          POSSIBLE MOTIVATION                OTHERS INVOLVED
(Check One):                                                          (Check One):                       (Check One):

   Student conference          Student contract                        Avoid Adult                         None
   Re-teach expectation        Phone parent ____________               Avoid Peer(s)                       Peers
   Seating change              Loss of item/class privilege            Avoid Task/Activities               Staff
   Peer mediation              Verbal cue                              Don’t Know                          Teacher
   Recovery in room            Extra time spent on task                Obtain Adult Attention              Substitute
   Curricular                  Loss of recess                          Obtain Items/Activities             Unknown
    modification                Other:                                  Obtain Peer Attention               Other:
                                                                         Other: ______________                ____________



4th Step       Date                          Time                      Other:

INTERVENTION                                                          POSSIBLE MOTIVATION                OTHERS INVOLVED
(Check One):                                                          (Check One):                       (Check One):

   Student conference          Student contract                        Avoid Adult                         None
   Re-teach expectation        Phone parent ____________               Avoid Peer(s)                       Peers
   Seating change              Loss of item/class privilege            Avoid Task/Activities               Staff
   Peer mediation              Verbal cue                              Don’t Know                          Teacher
   Recovery in room            Extra time spent on task                Obtain Adult Attention              Substitute
   Curricular                  Loss of recess                          Obtain Items/Activities             Unknown
    modification                Other:                                  Obtain Peer Attention               Other:
                                                                         Other: ______________                ____________


Parent Signature                                                                                        Date
                                        RRMS STUDENT DISCIPLINE REPORT
STUDENT                                                    GENDER             GRADE              REPORTED BY               DATE      TIME
NAME________________________________

ETHNICITY:_________ BIP: Yes/No
Reason for Referral:




INCIDENT LOCATION                                                                 POSSIBLE MOTIVATION             OTHERS INVOLVED
(Check One):                                                                      (Check One):                    (Check One):
  Bathroom/Restroom  Library                                     Avoid Adult                None
  Bus Ramp               Office                                  Avoid Peer(s)              Peers
  Cafeteria              On Bus #_____                           Avoid Task/Activities      Staff
  Classroom              Other                                   Don’t Know                 Teacher
  Commons/Common  Parking Lot                                    Obtain Adult Attention     Substitute
   Area                   Playground/P.E.                         Obtain Items/Activities    Unknown
 Gymnasium               Special Event/Assembly/Field Trip       Obtain Peer Attention      Other: ____________
 Hallway/Breezeway                                                Other: ______________
INCIDENT TYPE (Check One):                 * SESIR defined behaviors
 Electronic Device Violation
                                                                         Threat/Intimidation*     Homicide*
 Abusive Language/ Inappropriate    Fighting/Physical Aggression*
   Language                                                              Sexual Harassment*       Disorderly
                                     Bomb Threat/False Alarm*                                         Conduct*
 Defiance/Disrespect/ Insubordi-                                        Sexual
   nation/Non-compliance             Use/Possession of Tobacco*             Offense/Misconduct*  Assault/Battery
 Lying/Cheating                     Use/Possession of Alcohol*         Sexual Battery*          Other: *
 Harassment/Tease/Taunt                                                                          Other type: _________
                                     Use/Possession of Drugs*           Breaking/Entering*
 Disruption
 Tardy                              Use/Possession of Weapons*         Trespassing*
 Skip Class/Truancy                    Weapon Type: _________________
                                                                         Robbery*
 Dress Code Violation
                                     Vandalism*                         Kidnapping*
 Forgery/Theft
 Use/Possession of Combustibles     Arson*                             Sale/Distribution of
 Property Damage
                                     Larceny*                               Drugs*
 Other: _________________
ACTION CODE (Check One):                     FOR OFFICE USE ONLY
 Time in Office                       Individualized Instruction                  Bus Suspension
 Loss of Privileges                   Saturday School                             In-School Suspension
 Conference with Student              Expulsion                                   Out-of-School Suspension
 Parent Contact                       Corporal Punishment                         Other: __________________
 Detention                               State Witness: _____________

INCIDENT CODE _______                  ACTION CODE ________   ACTION LENGTH _______ ACTION DATE_______
LOCATION    CONTEXT                  PARTICIPANTS           WEAPON TYPE   OTHER DATA (May check multiple fields)

____SCH            ____DSH           ____ S (Student)                    ____ F       ____ C       ____ Police   ____ Drugs
____SPM            ____SPA           ____ N (Non-student)                ____ K       ____ E       ____ Hate     ____ Alcohol
____SST            ____NSS           ____ B (Both)                       ____ O       ____ U       ____Gang      ____ Weapon
                                     ____ U (Unknown)


If suspended (school or bus), for ______ days beginning __________________through _________________
                                                           Beginning date          Last day of suspensi on

COMMENTS: ____________________________________________________________________________________________
If parent conference was requested, give date and time of conference: _______________________________

ADMINISTRATOR                                                                PARENT
SIGNATURE & DATE:                                                            SIGNATURE & DATE:

               Superintendent – White                      File – Gold                     Parent – Yellow          Teacher - Pink
     School Rules vs. Classroom
            Procedures
       Rules
Respectful
Responsible
Maintain a positive attitude
Strive for success
    Procedures
Do not get out of seat before raising your hand to
  sharpen pencils and throw away trash.
The bell and/or clock does not dismiss you.
                    and many, many more
     7 Habits of Highly Effective Teens

1. Be Proactive; Not Reactive
2. Begin with the End in Mind
3. Put First Things First
4. Think Win-Win
5. Seek First To Understand, Then be
   Understood
6. Synergize
7. Sharpen the Saw
  Classroom vs. Administration
• Gossiping              •   Cursing out teacher
• Social cursing         •   Fighting
  (overheard)            •   Property vandalism
• Materials              •   Any type of drugs,
• Refusing to complete       alcohol, tobacco
  assignments            •   Stealing
• Dress code             •   Bus violations
• Horse playing          •   Skipping school/class
• Note writing           •   Bullying/harassing
• cheating               •   Weapons
                         •   Bomb threats
          Committee/Teacher
           Responsibilities
Committee: meet monthly based on
 discipline data to develop lesson topic;
 organize events, rewards, and meetings

Teacher: teach and re-teach the
 expectations; find teaching moments when
 you have discipline issues; be positive role
 models for the students
        Purpose of Program
• Administration will be more visible
• Students written up are usually the ones
  that need to be in class learning
• Student success is the most important
  aspect of the school day
• Expectations   must    be clear because:

  - New situations may be
 confusing & challenging

 - Knowing what is expected makes the
 student feel safe & gives a
 sense of belonging

 - Knowing what is expected helps with
 decision making

           Jim Lawson Mosley High School
September Lesson Plans
 • Positive Bus Expectation
          • Lesson Plan for Expectations Worksheet
                   • Expectation Positive Bus Behavior
•
     Here is a breakdown of the behaviors that have been occurring on the bus by write
    ups. Confrontation = 9; Disrespect = 3; Disruption = 15; Hitting = 3;
    Inappropriate Behavior = 3 Bullying = 2. Discuss all of these behaviors with your
    students. We need to make sure they all have a clear understanding what each
    behavior means. These discussions can be bell work or closing activities.
•      Examples
•    Sit quietly facing the front
•   Keep feet and bags out of the isle
•   Speak with an inside tone
•   Only talk to the people sitting around you
•   Raise your hand for the driver to acknowledge you
•   Stay seated the entire bus ride.
•   Keep your hands and feet to yourself3. Non-Examples
•      Non-Examples
•   Throwing paper
•   Cursing
•   Hitting and/or Kicking
•   Yelling
•   Turned around in your seat
•   Feet and Objects in the isle
•   Standing and/or walking on the bus while in motion
•

•
           • Activities to Enhance Concept Development
•
    Tues: TTW review the handbook rules for the students. TTW also discuss the Take Five
    strategy used in school. This strategy will be implemented on the buses. When the bus
    driver says Take Five, all students should raise their hand and get quiet. TSW begin making
    some mini Take Five posters for the bus. Each student will develop their own poster (some
    can be used throughout the school). Reminder: the posters can not be very big. The
    windows on the bus can not be covered.
•   Wed: TSW complete the Take Five posters. TTW pick out three to five of the best
    constructed posters to present to Mr. Nash to go on the buses.
•   Thurs: TTW show the faculty bus video during class. TSW answer questions related to the
    video for an assessment. TT and TS will discuss the positive behaviors displayed on the
    bus. (Develop questions based on the bus trip if you participated. Develop questions
    on positive behavior if you did not participate.)
•   Fri: TTW show the students the video on School Bus Security and the Cipher Video. TT can
    have an open discussion about the tapes before writing an essay or TT can let the students
    begin writing their essay about bus behavior immediately after viewing the video.

                      •   Activities to Check for Understanding

•   Tues: Thumbs up and Thumbs down
•    Wed: Take Five Posters
•    Thurs: Answer questions
•    Fri: Essay Writing 6. Activities to Extend Concept Development
•   Module: Developing Lesson Plans to Teach Expectations
•
    Students can role play some situations
•   Students can share some personal experiences
•   Etc.

								
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