Charlotte Central Staff PBS Launch August 25, 2008.

Charlotte Central Staff PBS Launch August 25, 2008

VIDEO: Swanton Schools

BEST Expectations Be present Engage with others Support each other Team solutions

Six Components of School-wide Discipline 1.Statement of purpose 2.Clearly defined expected behavior 3.Procedures for teaching expected behavior 4.Continuum of procedures for encouraging expected behavior 5.Continuum of procedures for discouraging problem behaviors 6.Procedures for record-keeping and decision making

“The purpose of our school-wide discipline system is to provide an environment that promotes the academic and personal growth of all.” Statement of Purpose

CCS Behavioral Expectations Charlotte Central School Behavioral Expectations Behavioral ExpectationsCLASSROOMSCAFETERIARECESSGYM/MPRHALLWAYBATHROOMBUS RESPECT YOURSELF  Do your best  Be on task  Be prepared  Eat your own food  Sit at your own seat  Play safe  Dress for weather  Play fair  Do your best  Play safe  Walk  Be on time to class  Wash your hands  Flush  Follow safety rules  Stay in your seat and assigned area  Remain seated when bus is in motion RESPECT OTHERS  Help others  Stay in own space  Share  Use quiet voices  Let others join your table  Include others  Take turns  Play fair  Share  Include others  Use inside voices  Be mindful of traffic  Respect privacy  Use inside voices  Keep hands to yourself  Keep the aisle clear  Follow the bus driver directions RESPECT PROPERTY  Clean up  Take only what you need  Return materials  Clean up table  Stay seated until turn to leave  Clean up  Use equipment properly  Clean up  Use equipment properly  Admire art on walls  Clean and organized lockers  Clean up area  Report problems  Clean up  Respect the interior and exterior of bus property

Sample Lesson Plan PURPOSE: To promote respect and ensure the safety of all people in our school To show pride in our school by taking care of it DIRECT INSTRUCTION: Review the 3 School-Wide Behavioral Expectations Ask students for examples of what “ RESPECT OTHERS ” “ RESPECT SELF ” “ RESPECT PROPERTY ” look like, sound like, and feel like in each setting. Be sure to ask students to explain their reason. ** Have students reword their “ Don ’ t ……. ” into positively stated behaviors. MODELING/ROLE PLAYS: Teacher with Teacher or Teacher with Student role play of behaviors taken from the matrix. (ex. Inviting another student to join the table or use a quieter voice) Discuss students ’ observations of the role-play. Ask “ What did you notice about … ? ” ; Encourage them to recognize positive behaviors and appropriate social skills. Choose volunteers to role-play various situations. You may want to specifically model how to properly enter the cafeteria, find a seat, stand in line for lunch, carry a tray, clean-up, etc. FOLLOW-UP REINFORCEMENT SUGGESTIONS: Have students illustrate appropriate behaviors in an area of their choice. Take photos of the students following expectations and create a class book or b. board. Have students share their work with another class. Expectation: Respect Self, Respect Others, and Respect Property Setting: Classrooms, Cafeteria, Playground, Gym/MPR, Hallway, Bathroom, Bus

RC/DD Connections Focus on proactive discipline Focus on developing self-discipline within students and community Expectations need to be taught with modeling, group discussion, role play and practice Reinforcement and re-teaching are necessary Teacher language/communication supports positive behaviors in students and works towards expected behaviors being an intrinsic goal Reactive discipline is used when proactive measures are not sufficient A CHALLENGE: In RC/DD, classes develop rules and expectations. To organize PBS, we needed to come up with a starting place, our matrix. We believe these will be able to be integrated without compromising the integrity of either.

Activity! Groups: Pre K-K, 1-2, 3-4, 5-6, 7-8 Brainstorm and share ideas about scheduling, resources, and methodology for teaching the behavioral expectations in various settings. (20 minutes)

Activity! Encouraging Expected Behaviors Neighbor share (2 – 3 people): What have you seen work to encourage positive behavior? What would you like to try? People will be called upon to share – be ready in 10 minutes!

Not all tickets are bad! General Guidelines for reinforcement (Encouraging) Tangible to Social External to Internal Frequent to Infrequent Predictable to Unpredictable

CCS Pride Ticket Details Calendar for Ticket and Student PBS Launch: Aug. 27 – Sept. 4: Teach Behavioral Expectations Matrix to students Sept. 5: Carnation Ceremony: Introduce CCS Pride Tickets to students in 5-8 and PreK-4 assemblies Sept. 8: Tickets given to students for knowing 3 R’s (number of tickets given should be unrestricted) Sept. 15: Tickets given to students for knowing BOTH the 3 R’s and demonstrating them as well What procedures would you like in place to acknowledge display of positive behavioral expectations? Positive Acknowledgement Procedures WhatWhen By WhomHow OftenHow ManyWhere CCS Pride TicketsThroughout the school day and during school sponsored activities in a variety of settings From all staff to all students Unrestricted Everywhere, where school sponsored activities take place

Discouraging Problem Behaviors: Discipline Referral Form CCS Discipline Referral Form Student: ______________________________ Referring Staff: ______________________________ Grade: Prek K 1 2 3 4 5 6 7 8 Time: _________a.m./p.m. Date: ______________ (Circle one) LOCATION: Classroom Playground/Recess Cafeteria Bus Hallway Library Bathroom Arrival/Dismissal Assembly/Field Trip Locker Room Other: __________________ PROBLEM BEHAVIORS: MINOR: Inappropriate Language Physical Contact Defiance/Non-Compliance Disruption Dress Code Property Misuse Tardy Technology Violation Gum Chewing Other: __________________________________ MAJOR: Abusive Language Fighting/Physical Contact Overt Defiance/Non-Compliance (including threats of harm) Dress Code Vandalism Technology Violation Harassment Hazing Bullying Skipping Class Alcohol/Drugs/Weapon Other: __________________________________ POSSIBLE MOTIVATION: Obtain Peer Attention Obtain Adult Attention Obtain Items/Activities Avoid Peer(s) Avoid Adult(s) Avoid Activity/Task Don’t Know Other: _________________________ OTHERS INVOLVED: (List others involved on the back of this form) None Peer(s) Staff Teacher Substitute Unknown Other: ____________ ADMINISTRATIVE DECISION: Success Plan Loss of Privilege Conference with Student Parent Contact/Conference Tolerance Timeout Individualized Education Detention: Lunch/Recess/Afterschool Bus Suspension (# of Days: _____) ISS (# of Days: _____) OSS(# of Days: _____) Restitution Other: __________________________ ACTION ALREADY TAKEN: Verbal Warning Assigned Quiet Time Alternate Seating Other: ___________

Clearly Defined Responses and Consequences Charlotte Central School Consequences Level One Behaviors- Teacher/Team (Minor) Level Two Behaviors- Teacher/Behavior Specialist (Major) Level Three Behaviors- Behavior Specialist/Administration (Major and/or Illegal) Behaviors:  Inappropriate Language  Physical Contact  Defiance/Non- Compliance  Disruption  Dress Code  Property Misuse  Tardy  Technology Violation  Gum Chewing Range of Responses and/or Consequences:*  Positive Encouragement  Redirection  Relocation in class  In-class time-out  Relocation to \ alternative setting  Parent communication  Parental involvement  Opportunities for recognition  Work completion during free time  Loss of privileges  Restitution  Documentation in the Opportunity Room Behaviors:  Include all Level One Behaviors that intensify  Abusive Language (including threats of harm)  Fighting/Physical Contact  Overt Defiance/Non- Compliance  Dress Code  Vandalism  Technology Violation  Skipping Class Range of Responses and/or Consequences:  Referral to the Opportunity Room and/or Administration  Success Plan  Parent Notification  Loss of privileges  Tolerance Timeout  Detention  Lunch  Recess  Afterschool  Individual Education in the area of the violation  Failing grades  ISS  OSS  Restitution Behaviors:  All Level Two Behaviors that intensify  Alcohol/Drugs/We apons  Harassment  Hazing  Bullying  Serious damage to property  Serious physical aggression  Chronic violation of school expectations Range of Responses and/or Consequences:  Referral to Opportunity Room and Administrator  Inter-agency referral and planning  Home/School communication, coordination and support  Individualized Education  Failing grades  ISS  OSS  Expulsion  Consideration for placement in alternative program  Restitution * Range of Responses and/or Consequences differ depending on the individual case and may include but are not limited to the above listed

Procedures for Record-Keeping and Decision Making New record keeping system: SWIS –Accessible discipline data: Charts and graphs at the push of a button PBS Leadership Team will meet on a monthly basis. School discipline data analyzed and shared with school staff throughout the year.

School-wide Evaluation Tool (SET) Purpose:Assess school-wide implementation of PBS practices Format:Interviews with staff, students; observations; review of discipline related documents Completed by: Coaches Manual scoring, graphing When?Before SW implementation, 6-12 weeks after SW implementation, Annually

Effective Behavior Support (EBS) Self-Assessment Survey Purpose:* Assess staff perceptions of PBS practices in place and priority for changes * Design annual action plan Format:Survey Completed by: All staff Manual or on-line scoring, graphing When?Pre- & then annually, preferably in the spring

Closing Remarks Survey Monkey Questionnaire

Charlotte Central Staff PBS Launch August 25, 2008.

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Charlotte Central Staff PBS Launch August 25, 2008.

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