Transcript School-wide PBS is - Brooke Elementary

School-wide
Positive Behavior Support
Targeting behavior at Brooke Elementary
Norms
Practice Active Listening
Participate
Use Technology Appropriately
Step Up and Step Back
Be Respectful of Time
Goals for today
• Define the logic and core features of Schoolwide PBS
• Define the implementation approach
• Define core features of classroom management
Logic for School-wide PBS
• Schools face a set of difficult challenges today
• Multiple expectations (Academic accomplishment, Social competence,
Safety)
• Students arrive at school with widely differing
understandings of what is socially acceptable.
• Individual student interventions
• Effective, but can’t meet the need as a school.
• School-wide discipline systems
• Establish a social culture within which both social and
academic success is more likely
The Challenge
• Lack of discipline is viewed as one of the most
serious challenges facing public schools
– National Education Goals Report
• Teachers report that “uncivil” behavior is increasing
and is a threat to effective learning
– Skiba and Peterson, (2000)
• There is a link between general level of disruptive
behavior and more extreme acts of violence
– Skiba and Peterson, (2000)
Research Findings
• The same research reviews indicate that
the most effective responses to school
violence are:
– Social Skills Training
– Academic Restructuring
– Behavioral Interventions
– Family supports and follow through
»
»
»
»
Gottfredson, 1997
Elliot, Hamburg, & Williams, 1998
Tolan & Guerra, 1994
Lipsey, 1991; 1992
What is
School-wide Positive Behavior Support?
• School-wide PBS is:
• A systems approach for establishing the social culture and individualized
behavioral supports needed for schools to be effective learning
environments for all students.
• Evidence-based features of PBS
•
•
•
•
•
•
•
Prevention
Define and teach positive social expectations
Acknowledge positive behavior
Arrange consistent consequences for problem behavior
On-going collection and use of data for decision-making
Continuum of intensive, individual interventions.
Administrative leadership – Team-based implementation (Systems that
support effective practices)
School-wide Systems
(All students all settings all times)
Create a positive school culture:
School environment is predictable
1. common language
2. common vision (understanding of expectations)
3. common experience (everyone knows)
School environment is positive
regular recognition for positive behavior
School environment is safe
violent and disruptive behavior is not tolerated
School environment is consistent
adults use similar expectations.
PBS
Subsystems
Classroom
Family
Non-classroom
Student
Activity: 1
Pop Quiz
What does Brooke have in place to target our
students’ behavior?
What has your child communicated to you?
2 minutes (write it on a post it)
Answers
Prevention:
1) Mentoring programs
2) SEL curriculum-Teacher social skills lessons.
3) Positive praise
4) Role model gift certificates
5) Classroom social Contracts
Positive rewards:
1) Lion’s pride
2) Brooke-Mart
3) Grade level activities and prizes
4) Field Trips
Intense behavior interventions
1)
2)
3)
Individual behavior contracts with target behavior goals.
Reach out to parents.
Recommendation for outside supports (counseling, doctor
evaluations, social worker, after school clubs)
4) Daily student and staff conversations
5)Office/lunch reflection time
6) Written reflection papers/social contracts
7) In-school suspension
***********************************************************
8) LAST resort: Home Suspension
*This is a last resort and one that we don’t like to use.
( We need your support to help prevent this)
Social Contracts
Students always have choices to correct behaviors:
JJAEP
DAEP
Home suspension
ISS
Detention
Office Referral
Time – out another room
Time – out in the back of the room
Time – out at your desk
Peace chair-calm down spot
Planned ignoring
Teacher correction
Teacher redirection (verbal)
Teacher redirection (non – verbal)
Ignoring
Token economy
Praise effort
Verbal praise
Non verbal praise
Intermittent praise
Engagement / encouragement
Acknowledgement
Skill development
Motivation
Connection
Activity 2: Table Talk
As a family what can you do to help
our students achieve success
academically and with behavior?
Research recommendations
• Establish “intolerant attitude toward
deviance”
– Break up antisocial networks…change social
context
– Improve parent effectiveness with academics
• Increase “commitment to school”
– Increase academic success
– Create positive school climates
• Teach & encourage individual skills &
competence
Brooke Discipline Data 2014-2015
Grade Level
Office referrals
Type of referral
Pre-K
5
Physical Aggression,
Destruction
Kinder
12
Physical Aggression,
Disruption
1st
4
Disruption
2nd
13
Physical Aggression,
disruption
3rd
8
Rude to student, disruption
4th
19
Insubordination, physical
aggression
5th
65
Insubordination, Physical
aggression, disruption,
theft
Part II: SEL
Social Emotional Learning
The Five Competencies
CASEL has identified five core areas of
social and emotional competence.
Self-Awareness
Responsible
Decision
Making
Relationship
Skills
SelfManagement
Social
Awareness
© CASEL 2012
19
Las Cinco Competencias
CASEL ha identificado cinco areas comunes de la
competencia social e emocional
Conocimiento
de si mismo
Toma de
decisiones
responsables
Mantener
buenas
relaciones
© CASEL 2012
Auto-Control
Conciencia Social
20
Conflict is Normal at Every Stage
Ages 6 – 9:
• Serial Best Friends
• Navigating competition
• Recognizing that others have
different opinions
• Success can lead to feelings
of competence; and failure
leads to feelings of inferiority
Ages 10 – 14:
• Thinking more like adults but
without life experiences
• Accepting by peers and fitting in
• Friendship and romantic
feelings blend
• Group identity can lead to
cliques
Ages 15 – 18:
• Increasing independence and necessity for rules
• Internal issues may lead to mental health issues
• Dating
• Emphasis on friends and time away from home
s
Controlar Sentimientos
•
•
•
•
•
Sentimos emociones
Controlar frustración
Calmar sentimientos fuertes
Controlar enojo
Controlar acusaciones, desilusión,
ansiedad o sentimientos heridos
• Enfrentar humillaciones
• Controlar ansiedad por exámenes
• Resistir el deseo de tomar
venganza y evitar sacar
conclusiones precipitadas
What do you do to calm down?
Que hacen uds. para calmarse?
What are some strategies for self-regulation?
Que son algunas estrategias para auto-regularizarse?
Peace Paths
Middle School Posters
AISD SEL Resources
External SEL Resources
AISD SEL:
austinisd.org/academics/sel
CASEL:
casel.org/
Blog:
aisdsel.wordpress.com/
Second Step:
cfchildren.org/
FB:
facebook.com/AustinISDSEL
School Connect:
school-connect.net/
Twitter:
twitter.com/AustinISDSEL
Kagan:
kaganonline.com/
Pinterest:
pinterest.com/austinisdsel/
Conscious Discipline:
consciousdiscipline.com/
Child Study Team:
childstudysystem.com/
Capturing Kids Hearts:
flippengroup.com/education/ckh
PART III
• Middle school success
• Building good study habits
• Recognizing behavior patterns
• Addressing behavior
• Setting up academic time
Discussion Time
 What does your child’s work space
look like?
Create a Study Zone
 How should it look?
•
•
•
•
•
•
Comfortable
No Distractions
Well lit
Organized
Necessary supplies
Personalize it
 Students remember more if they do their
homework in the same place and same
time each night!
Setting Study Zone Routines
 When student gets home they should empty
Home/School Communication Folder and
organize papers in their Study Zone
 Student adds new information to monthly
calendar
 Parent checks Study Zone
 Student puts signed papers back in
Home/School Communication Folder
 Student and parent create a To-Do list
Handling Homework
1. Ask questions about assignments
2. Discuss your involvement and role in
tonight's study session
3. Student crosses out or checks off each
assignment as it is completed
4. As SOON as each assignment is
completed and parent checks it, the
student should put papers immediately
in their Home/School Communication
Folder
5. Rewards student’s progress!
Activity question:
 How will you act when schools
communicate with you about possible
behavior patterns?







Recommendations:
Be proactive
Find the root of the problem
Communicate with teachers frequently
Talk with your child daily
Monitor their activity online and offline
Ask questions!