2. Bayshore Elementary Positive Behavior Support 2007-2008

3. PBS Core Team Leslie Dangerfield Leslie Dangerfield Ana Rodriguez Ana Rodriguez Guidance- Cynthia Heighton Guidance- Cynthia Heighton Psychologist- Gary Golbesky Psychologist- Gary Golbesky K- Jodi deGraaff K- Jodi deGraaff 1- Marge Cuellar 1- Marge Cuellar 2- Garth Gitten 2- Garth Gitten 3- Kerry Milligan 3- Kerry Milligan 4- Gina Marinello 4- Gina Marinello 5- Janet Baraniak 5- Janet Baraniak ESE- Sharon Dudash ESE- Sharon Dudash Resource-Pam Garrity Resource-Pam Garrity

4. If 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…

5. teach? punish? Why can’t we finish the last sentence as automatically as we do the others? - Herner, 1998

6. Why do we need a system for teaching behavior? We can no longer assume students know expectations, rules, and appropriate ways to behave We must assume we need to teach expectations, rules, and appropriate ways to behave as effectively as we teach academics

7. A closer look… Traditional Discipline Focus: Focus: Student’s negative behavior Goal: Goal: To stop undesirable behavior PBS Discipline PBS Discipline Focus: Focus: Students demonstrating the desirable behavior Goal: Goal: To teach appropriate skills and reward appropriate behavior

8. Do you know students who: are disruptive? are disruptive? talk out? talk out? are unprepared? are unprepared? use inappropriate language use inappropriate language are tardy? are tardy? are defiant? are defiant? refuse to work? refuse to work? have difficulty taking turns? have difficulty taking turns? refuse to share? refuse to share? move about the classroom? move about the classroom? are aggressive? are aggressive? may have low academic achievement? may have low academic achievement?

9. Children and Behavior Some children use behavior to communicate needs Some children use behavior to communicate needs Undesirable behaviors interfere with learning Undesirable behaviors interfere with learning PBS helps us understand the PURPOSE of the behaviors and teaches children the necessary skills to replace undesirable behaviors PBS helps us understand the PURPOSE of the behaviors and teaches children the necessary skills to replace undesirable behaviors

10. Possible Strategies Student conference Student conference Peer mediation Peer mediation Re-teach expectation Re-teach expectation Role playing Role playing Seating change Seating change Note to parent Note to parent Phone parent Phone parent Parent conference Parent conference Curricular Accommodation Curricular Accommodation Refer to guidance Refer to guidance Classroom intervention Classroom intervention

11. Positive Behavior Support a research-based proactive approach for handling classroom and school campus behaviors a research-based proactive approach for handling classroom and school campus behaviors proven to increase academic achievement and attendance proven to increase academic achievement and attendance a means for providing a more effective learning environment and keeping each student engaged a means for providing a more effective learning environment and keeping each student engaged requires reflection as it is always in development requires reflection as it is always in development

12. Why should I do PBS? Decrease in negative behaviors = increase in academic time Decrease in negative behaviors = increase in academic time Increase in academic time = increase in academic success Increase in academic time = increase in academic success

13. What does PBS look like at Bayshore? Introductory Events Introductory Events –August 29: Pre-K, K, & 1 –August 30: 2 & 3 –August 31: 4 & 5 On-going direct instruction On-going direct instruction Embedded instruction Embedded instruction Booster trainings Booster trainings Modeling Modeling Consistency Consistency School-wide activities School-wide activities

14. School Expectations SPOTS S P O T Safeoliten-task reat others with respect how how to be responsible

15. School Rules Site-Specific Hallway W A L K S alk quietly llow for personal space ook forward eep hands and feet to self how how to be responsible

16. School Rules Site-Specific Cafeteria T A B L E ake your food politely llow for personal space e sure to use table manners eave your area clean nter and exit in a quiet line

17. School Rules Site-Specific Classroom ork quietly bey directions aise your hand eep hands and feet to self olve your problems peacefully W O R K S

18. School Rules Site-Specific Bus R I D E emain seated nside voice o obey the driver nter/exit safely

19. Why develop a reward system? Why develop a reward system? Jazzy Cash Focuses on desired behavior Increases the likelihood that the desired behavior will be repeated Fosters a positive school climate

20. Jazzy Cash for Students Guidelines Reward frequently in beginning Reward frequently in beginning Distribute at least 15 per day Distribute at least 15 per day (5 students in another class) Target all students Target all students ALWAYS explain which SPOT was observed ALWAYS explain which SPOT was observed NEVER take Jazzy Cash away once earned NEVER take Jazzy Cash away once earned NEVER give Jazzy Cash to the whole class NEVER give Jazzy Cash to the whole class Bank procedures Bank procedures

21. Name different ways students can earn Jazzy Cash

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83. School-wide PBS Activities September – Sports Caps and Jerseys October – Storybook Character Day November – BINGO December – Dance January – Prize Patrol February – Raffle (prizes) March – BINGO April – Raffle (limo trip to SuperPlay) May – Variety Show

84. Administration Administration Core team members Core team members Staff Recognition

85. DisciplineProcedures

86. Classroom Intervention Inappropriate language/gestures Inappropriate language/gestures Physical contact Physical contact Defiance Defiance Disrespect Disrespect Non-Compliance Non-Compliance Disruption Disruption

87. Completing a School-wide Incident Report

88. When do I call for an administrator? VERY serious situation VERY serious situation –Weapon –Attack –Drugs Repeated situation Repeated situation (already completed 3 similar incident reports) –Worked with student –Worked with parent –Worked with administrator

89. Calling for administrative assistance Contact the office Contact the office State: “May I please have an administrator?” State: “May I please have an administrator?” Complete referral (if possible) Complete referral (if possible) Administrator or designee arrives, no discussion, unless appropriate Administrator or designee arrives, no discussion, unless appropriate

90. How do I write a referral? (6 easy steps!) 1. 06/07 Form 2. Demographics 3. Description of the incident 4. Incident specifics 5. Your signature 6. Date

91. Step 1: 06/07 Form

92. Step 2: Demographics

93. Step 3: Description of incident

94. Step 4: Incident Specifics

95. Steps 5 & 6: Signature/Dates

96. Example of a Referral

97. Step 1: 06/07 Form

98. Step 2: Demographics

99. Step 3: Description of incident

100. Completing a Referral

101. Step 4: Incident Specifics

102. Steps 5 & 6: Signature/Dates

103. Now that I’ve completed a referral, what happens to it? Turn it into school site administrator or designee Administrator communicates with student, parent, and officer (if necessary) Administrator determines consequences and shares with originator Administrator processes referral Copy sent to originator

104. Bayshore’s PBS Data

111. Bayshore’s Goals 2007-2008 Recognize staff implementation of PBS Recognize staff implementation of PBS Share data with staff on a regular basis Share data with staff on a regular basis Improve school-wide consistency Improve school-wide consistency Involve families Involve families Address problem behaviors through lesson plans Address problem behaviors through lesson plans Survey students Survey students –PBS knowledge –Rewards