Transcript Bayshore Elementary

Bayshore Elementary
Positive Behavior Support
2007-2008
PBS Core Team
Leslie Dangerfield
Ana Rodriguez
 Guidance- Cynthia Heighton
 Psychologist- Gary Golbesky
 K- Jodi deGraaff
 1- Marge Cuellar
 2- Garth Gitten
 3- Kerry Milligan
 4- Gina Marinello
 5- Janet Baraniak
 ESE- Sharon Dudash
 Resource-Pam Garrity


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…
teach?
punish?
Why can’t we finish the last
sentence as automatically as we
do the others?
- Herner, 1998
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
A closer look…
Traditional Discipline
 Focus:
Student’s negative
behavior
 Goal:
To stop undesirable
behavior
PBS Discipline
 Focus:
Students
demonstrating the
desirable behavior
 Goal:
To teach appropriate
skills and reward
appropriate behavior
Do you know students who:
are disruptive?
 talk out?
 are unprepared?
 use inappropriate language
 are tardy?
 are defiant?
 refuse to work?
 have difficulty taking turns?
 refuse to share?
 move about the classroom?
 are aggressive?
 may have low academic achievement?

Children and Behavior
Some children use behavior to
communicate needs
 Undesirable behaviors interfere with
learning
 PBS helps us understand the PURPOSE of
the behaviors and teaches children the
necessary skills to replace undesirable
behaviors

Possible Strategies











Student conference
Peer mediation
Re-teach expectation
Role playing
Seating change
Note to parent
Phone parent
Parent conference
Curricular Accommodation
Refer to guidance
Classroom intervention
Positive Behavior Support

a research-based proactive approach for
handling classroom and school campus
behaviors

proven to increase academic achievement and
attendance

a means for providing a more effective learning
environment and keeping each student engaged

requires reflection as it is always in development
Why should I do PBS?
Decrease in negative behaviors = increase
in academic time
 Increase in academic time = increase in
academic success

What does PBS look like at
Bayshore?

Introductory Events
– August 29: Pre-K, K, & 1
– August 30: 2 & 3
– August 31: 4 & 5






On-going direct instruction
Embedded instruction
Booster trainings
Modeling
Consistency
School-wide activities
School Expectations
SPOTS
S afe
 P olite
 O n-task
 T reat others with respect
 S how how to be responsible

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
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
School Rules
Site-Specific
Classroom
W ork quietly
 O bey directions
 R aise your hand
 K eep hands and feet to self
 S olve your problems peacefully

School Rules
Site-Specific
Bus
R
I
D
E

emain seated
nside voice
o obey the driver
nter/exit safely
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

Jazzy Cash for Students
Guidelines
Reward frequently in beginning
 Distribute at least 15 per day
(5 students in another class)
 Target all students
 ALWAYS explain which SPOT was observed
 NEVER take Jazzy Cash away once earned
 NEVER give Jazzy Cash to the whole class
 Bank procedures

Name different
ways students can
earn Jazzy Cash
Name different
ways students can
spend Jazzy Cash
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

Staff Recognition

Administration

Core team members
Discipline
Procedures
Classroom Intervention
Inappropriate language/gestures
 Physical contact
 Defiance
 Disrespect
 Non-Compliance
 Disruption

Completing a
School-wide Incident Report
When do I call for an administrator?

VERY serious situation
– Weapon
– Attack
– Drugs

Repeated situation
(already completed 3 similar incident reports)
– Worked with student
– Worked with parent
– Worked with administrator
Calling for administrative assistance
Contact the office
 State: “May I please have an
administrator?”
 Complete referral (if possible)
 Administrator or designee arrives, no
discussion, unless appropriate

How do I write a referral?
(6 easy steps!)
1.
2.
3.
4.
5.
6.
06/07 Form
Demographics
Description of the incident
Incident specifics
Your signature
Date
Step 1: 06/07 Form
Step 2: Demographics
Step 3: Description of incident
Step 4: Incident Specifics
Steps 5 & 6: Signature/Dates
Example of a Referral
Step 1: 06/07 Form
Step 2: Demographics
Step 3: Description of incident
Completing a Referral
Step 4: Incident Specifics
Steps 5 & 6: Signature/Dates
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
Bayshore’s PBS
Data
Bayshore’s Goals
2007-2008






Recognize staff implementation of PBS
Share data with staff on a regular basis
Improve school-wide consistency
Involve families
Address problem behaviors through lesson plans
Survey students
– PBS knowledge
– Rewards