Transcript Early Learning Center STARS

Early Learning Center
S*T*A*R*S
School-wide Positive
Behavior Support
Program
Presented by :
Bridget Bergeron
Nikki Viator
Session 21A 9:30 am
Session 21B 12:45
Our School Demographics
• ~ 275-300 PK and K students
• ~ 85 % Free and Reduced lunch status
• ~ 75% Black and 25% White,
less than 1% Asian
• Highly transient population
What is our goal?
• Research proven results: Students taught
specific behavior skills, and receive
informative and positive feedback and
reinforcement.
• School environments and procedures that are
positive, proactive, preventative &
predictable.
• Behavior supports include primary (80%),
secondary (~15%), and tertiary (~6%) systems.
PBS is…
• A broad range of strategies aimed at
teaching important social and learning
outcomes while preventing problem
behaviors.
• A focus on adult behavior as well as
student behavior.
• For ALL students; not a particular group
of students.
Keys to Success
• Focuses on ADULT behavior school-wide.
• Teacher-Student interaction:
*High rate of positive interactions and
reinforcements
*Teach and re-teach expectations and social
skills
*Active supervision (both in and out of
the classroom)
*Redirection for minor behavior errors
*Frequent pre-corrections for chronic errors
Levels of PBS
• School-wide- Procedures and processes intended for all
students and staff in specific settings and across
campus. Reinforced by ALL staff.
• Classroom- Lesson Plans and procedures that reflect
school-wide expectations for student behavior with
preplanned strategies. Taught by classroom teacher.
• Target Group- Procedures designed to address
behavioral issues of students with similar behavior
problems. Programs for struggling students.
• Individual Student- Procedures and team-based
strategies to address problem behaviors of individual
students. Strategic interventions and supports.
Juvenile Justice Reform Act (1225)
• States that good behavior and discipline of
students are essential prerequisites to academic
learning, the development of student character,
and the general, as well as educational,
socialization of children.
• Subpart C-1: BESE formulated and approved a
plan which includes positive behavior supports
and other effective disciplinary tools.
• This mandate is part of each school’s Discipline
Master Plan.
Elements of School-wide PBS
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Establish team/faculty buy-in.
Data-based decision-making.
Specific discipline referral process/forms.
Establish SCHOOL-WIDE rules.
Define classroom managed (Minor)
vs Office managed (Major) behaviors.
Develop lesson plans to teach expectations and
procedures both in classroom and around school
grounds.
Create a reward/incentive program.
Define consequences and procedures for dealing with
behavior infractions.
Continuously evaluate, modify, and monitor.
Key Points:
• Teaming and Faculty Input are critical
• Define behaviors: Minor vs Major
• Referral Process: Flow chart with steps
and written procedures (posted in classrooms)
• Plan for clear consequences for rule
violations
• Lesson Plans for teaching Expectations
• Plan a hierarchy of positive reinforcements
for both in the classroom and school-wide
ELC STARS PBS Plan
• Discipline team members selected and attended PBS in-service.
• Skeleton plan developed by team.
• Mandatory faculty in-service held. ***100% faculty buy-in !!!
• All faculty members collaborated to finalize the discipline plan.
• Team members were assigned specific components (Book of
Products).
• The plan was implemented school-wide on the first day of school.
Early Learning Center
Positive Behavior Support Discipline Plan
School-wide Expected Behaviors:
Three B’s:
*Be Responsible
*Be Respectful
*Be Safe
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Problem Solve with Student:
**Immediately correct problem behaviors**
Redirect and prompt student toward expected behavior
Name the problem behavior
State the school-wide expected behavior (STARS).
Model expected behavior
Ask student to demonstrate behavior
Provide acknowledgement
If administering a consequence, follow established
procedures (ex: apology, cool-off, etc.)
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Minor Behaviors:
Inappropriate/abusive language,
profanity (not towards others)
Defiance, disrespect,
non-compliance
Harassment, teasing
Property damage
Lying, cheating, stealing
Disruption
Break rules (repeatedly)
*Depending on severity and Intent:
Inappropriate touch
Physical aggression
Fighting
Threats
Possible Interventions:
Counseling & verbal reprimand
Parental contact (mandatory)
Detention (recess in class, lunch, etc.)
Special work assignment
Withdrawal of privileges
Behavior contract
Family support referral
Guidance referral
*After 3 classroom intervention
incidents, teacher completes a
Minor referral form
*Chronic Minors may become
Majors*
Levels: 1st minor- parent contact
2nd- parent conference
3rd- meeting w/ administration
4th minor becomes a Major per grading period
• Major Infractions:
• Inappropriate/abusive language/
• Profanity (directed toward others)
• Physical aggression toward another
student or teacher
• Inappropriate touch
• Fighting
• Threats
• Repeated minor infractions
• Weapons
• Drugs/tobacco
Possible
Interventions:
Office referral
**(mandatory)
Parent contact
**(mandatory)
Due Process
**(mandatory)
All other interventions
at the discretion of the
principal, and
following
Parish guidelines.
*4th minor infraction per grading period becomes a Major
**Behavior plan mandatory after 2nd Major with documentation, and
revisions as needed.
Infractions
• Minor Infractions: (use infraction form)
1st- parent contact/phone call/note home, remember to document.
2nd- parent conference with teacher, use conference report
3rd- Family Support meeting.
4th- per grading period becomes a major infraction, see below.
• Major Infraction: (use state referral form)
1st office visit, conference with principal, state form must filled out.
Consequences will be determined by principal and teacher.
2nd major: Mandatory Behavior Plan w/ interventions.
***Reminder: Please remember to Problem-solve (steps 1-7) with student
and follow interventions listed on infraction form, ex: time-out, seating
change, parent contact, re-teach expectation, verbal warning, etc.
Discipline Flow-Chart
Procedures for Dealing
with Problem Behaviors
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Observe the Problem Behavior.
Problem Solve with Student(s) (1-7).
Determine if behavior is minor or major.
If in doubt: When learning or teaching can no longer take place,
it is probably a major infraction.
• If NO, follow intervention procedure (see plan).
• If YES, notify administrator (due process procedures).
• Follow up procedures.
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Teachers and staff are updated on procedures at the beginning of each
school year and at mid-term.
The students are taught school-wide procedures and rules at the beginning
of the year. They are reviewed each 9 weeks. Taught and reinforced daily.
There are five rules – SCHOOLWIDE!!!
Teachers send home a daily conduct sheet to inform parents of each child’s
behavior.
Pocket chart
Recess Referrals
Procedures:
Recess duty personnel follow procedures for handling students who do
not follow recess rules.
1st- warning, problem-solve.
2nd- time-out.
3rd- second time-out and character recess referral.
*Severe infractions are dealt with immediately and may go to office.
Character Recess:
-A teacher is assigned as Character recess duty person.
-This person provides social skills instruction and re-teaches expectations
and procedures to students who are referred.
-This instruction is provided during their regular recess time.
1st referral- student conference and re-teaching of expectations.
2nd- note home
3rd-phone call to parent
4th-minor infraction/parent conference.
Incentives
• Daily- Happy tickets, stickers, verbal praise, hugs, treats, etc.
• Weekly- Student of the Week (star student), treasure chest, treat,
homework pass, etc. Shop in PBS Store on fridays.
• Monthly- Student of the month (certificate, t-shirt, shop in PBS
store, pizza party), school-wide incentive (criteria).
• Year-end- Class ceremonies (individual recognition)
• Teacher Incentives: Shining Stars (parking spot), free dress for
perfect attendance, treats in lounge.
School-wide Support
Programs that support our discipline program:
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Family Support Committee: meets with family to problem-solve and formulate a
plan to help the student to be successful at school.
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School Building Level Committee (SBLC): Identifies interventions and supports for
students who require a more intensive plan to support their success at school.
Request support from Special Services behavior Interventionist if necessary.
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Early Intervention Program: Coordinated effort between the school system and the
District Attorney’s office to assist students and families in crisis situations, or who
show signs that cause concern.
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School-based Health Centers: School-based program that provides counseling and
health services to school aged children.
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ECSS- Early Childhood Supports and Services: Mental health intervention
program for families of children 0-6 years old who may need counseling or other
interventions and assistance.
Family and Community
• Open House: Explain PBS to parents
• Newsletters and publications
• Family Nights: Guest speakers from
community with whom parents can identify
(ex: church and community groups).
• Fun Fests: Parent volunteerism
• Newspaper: Publish pictures of PBS
student activities
• Businesses: Provide support for PBS
Team Meetings
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Team meetings are held monthly.
Share success stories.
Review data for decision-making.
Determine monthly incentive.
Discuss classroom level problems and
school-wide concerns
• Discuss possible solutions.
Evaluation
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Teacher Surveys
Parent Surveys
Student Surveys
District SET evaluation and BOQs
Action Plan
In Summary:
The Process for PBS includes…
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A committed team.
Positively stated behavior expectations/rules.
Plans for teaching expectations and procedures.
Procedures for encouraging expected behaviors
Procedures for discouraging violation of
expectations/rules.
• Method for collecting and analyzing data.
• Plan for monitoring implementation and
effectiveness.
School Performance Scores:
2004-05 school year- 70.3 %
2005-06 school year- 72.5 %
2006-07 school year- 80.4%
2007-08 school year- 85.6%
% Reading On K Grade Level at end of School year:
2005-06 school year- 62 %
2006-07 school year- 76 %
2007-08 school year- 80 %
Please complete evauations
Presented by :
Bridget Bergeron
Nikki Viator
Session 21A 9:30 am
Session 21B 12:45
Comments!
and
Questions?
[email protected]
[email protected]