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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