Transcript Document 7235934

Instructions for Submitting Your
School-wide PBIS Plan
When submitting your SW PBIS Plan,
please use the following in the E-mail
Subject line:
SW PBIS Plan-Your School’s Name
E-mail your completed SW PBIS Plan
by Sept. 30, 2011 to:
[email protected]
Revised 7/10
1
School Name
School-wide PBIS Plan
(Discipline Plan)
2012-2013
Raymond Vasser, Principal
3796 Frayser-Raleigh Road
Memphis, Tennessee 38128
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Guiding Principles
Our mission at Spring Hill Elementary is to enable children to:
•Be successful, life-long learners so they can
•Achieve mastery of basic and higher order skills and
•Develop reasoning skills such as problem solving, creativity,
and analytical thinking while
•Creating an environment of tolerance and teamwork which will
•Qualify them for high level careers and positions so they can
•Become productive citizens in the future.
2
Vision
The vision of Spring Hill Elementary School is that
• Learning is the chief priority and that students should be actively involved in
the learning process.
• Also, staff, students, families, and the community form a partnership that
shares in the responsibility to provide a safe, supportive learning environment.
• Teachers will use multiple instructional strategies and assistive technologies to
ensure that all children are given the opportunity to learn.
• Various assessments improve students’ learning as they guide the instructional
practices of the teachers.
• Students have access resources that will allow them to accomplish high levels
of learning and become fully prepared for higher education and their
successful future in the workforce.
3
Belief Statements
Spring Hill Elementary believes
•That everyone should be treated with dignity and
respect and that,
•Each person deserves the opportunity to
demonstrate their best in everything that they do and,
• Circumstances give us the change to show our
growth and development into better citizens.
4
Philosophy Statement
Our philosophy stated simply is “All children can learn.”
Our belief system does not stop there. Not only can all
children learn, but all teachers teach. We do not deny the
variety that exists among our students, therefore, we
acknowledge that our teachers come with a variety of
experiences that give our students a perspective that they
may not have ever had access to prior to attending our
school. It is because we are different that we are also great.
It is because we disagree that we have cohesion. Being
unique opens the possibilities that the products that we
bring forth will also share a quality of uniqueness that will
also make them great.
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Previous Results
• What progress have you made toward 201011 school wide discipline goals?
• List graphs and short explanations
comparing years 08-09, 09-10, & 10-11
• Data sources may include:
– SMS
– PBIS data website
– Research, Evaluation & Assessment
Department
– Self Assessment Survey (SAS), School
Evaluation Tool (SET) if available, & Benchmark
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Tool
Goals or Objectives
• Input goals or objectives for 2011-12 (for
example… decrease suspensions by 10%,
decrease office referrals by 15%, increase
student attendance, time on task, etc.)
• Action Plan based on SAS, SET, and
Benchmark Tool should be submitted
separately
Revised 7/11
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MCS School-wide PBIS (Discipline) Team Worksheet 2011-12
Name of School:
_________________
PBIS Team is representative
of the school faculty and
includes an administrator.
Principal*
Assistant Principal (recommended)
Professional School Counselor*
School Psychologist
General Education Teacher(s)
MEA Representative*
Elected Teachers (2)*
Fill in the names of team
members and designate
counselor who will serve as
Team
Leader (TL) / Internal Coach
Special Education Teacher(s)*
Related Arts Teacher(s)
Students
Educational Assistant(s)/ Non-Certified Staff
Community Member
Parents (2)*
ISS Assistant (recommended)
Cafeteria/Custodial Staff
*Indicates members mandated by
MEA contract; others may be
invited as needed
Bus Driver
External PBIS Coach
Revised 7/11
See next slide for further instructions
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SW PBIS Team
(This slide is for information purposes only; do not
include in Plan)
• What needs to happen for this team to
meet once every 2-4 weeks?
• Someone on team designated to be
responsible for data from PBIS DATA
Website and/or SMS 20 day reports
• Complete Meeting Schedule for the year
Revised 7/11
10
Meeting Schedule
See Next Slide for Further Instructions on Names of Team Members
20 Day
Reporting
Period
Approximate
Dates of Reporting
Periods
All data for
period entered
into system (A)
1
8/9/11-9/3/11
9/10/11
2
9/7/11-10/4/11
10/8/11
3
10/5/11-11/3/11
11/5/11
4
11/4/11-12/6/11
12/10/11
5
12/7/11-1/19/12
1/21/12
6
1/20/12-2/16/12
2/18/12
7
2/17/12-3/24/12
3/25/12
8
3/25/12-4/21/12
4/22/12
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4/25/12-5/20/12
5/20/12
SW PBIS Team
meeting dates (B)
Revised 7/10
Faculty meeting dates to
report interpretation of
20 day data (C)
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Refer to slide 10 and insert names of Team members
below:
(A)
Data should be entered promptly to enable review of accurate data.
Deadline for data entry is the Friday following the end of the reporting period.
Principal should identify person responsible for entering behavior data.
Name and title of data entry designee:
(B)
Committee should meet within one week of final data entry for reporting period.
Enter projected meeting dates in this column.
Identify team member responsible for data summary to report to SW PBIS Team.
Name and title:
Determine how you wish to examine your data: by location, by student, by infraction, by
time of day, number of referrals per day per reporting period. Also consider office referral
procedures and data integrity.
(C)
Faculty meeting to discuss behavior should be held within a week of the SW PBIS Team’s
Meeting.
Enter projected dates in this column.
Identify persons responsible for sharing data trends for previous reporting period with the
faculty.
Name and title:
Team may wish to lead faculty in brainstorming intervention strategies based on data.
Share successes and areas of continued efforts.
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Monitoring Process
• How is data used by the School-wide PBIS
Team to determine progress toward goals
and Action Plan?
Revised 7/11
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SAS Action Plan
• SAS results from 2010-11 available if taken:
– You may access your SAS report at
https://www.pbisassessment.org/login
• Develop your prioritized 2011-12 Action Plan based
on 2010-11 data:
– SAS Summary form
http://www.mcsk12.net/aboutmcs_blue_ribbon.asp
– Benchmark Tool
• Complete Action Plan and submit with SWPBIS Plan
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Self Assessment Survey Analysis
of School-wide System Chart
• If significant number of your staff took online
survey in 2010-11, you may access your
results from
https://www.pbisassessment.org/login
– Go to the top of page, right corner. Click “Login.”
– Enter your School ID in the “School ID” box.
– Click “Login.”
– Copy tables from Systems “In Place” and Analysis
of School Wide System and paste in next slides
Revised 7/11
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Sample SAS Tables
Revised 7/11
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-SampleAnalysis of School Wide System
Analysis of School-wide System
100%
90%
Percentage of Respondents
80%
79%
76%
70%
70%
68%
70%
In Place
62%
60%
Partially In Place
53%
Not In Place
50%
42%
40%
30%
26%
30%
22%
21%
24%
21%
20%
10%
0%
5%
0%
7%
9%
8%
0%
Expectations Expectations
Defined
Taught
0%
Reward
System
Violations
Monitoring
System
SWPBIS Feature
Revised 7/11
Management
District
Support
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Celebration
• Attendance Celebration~
– Communicated to parents and faculty using
newsletters and meetings
• Positive Referrals~
– Announcements and Positive referral form
– Bulletin Board
• ELT/Envoy Leaders~
– Badges and T-shirts
• Teacher/Faculty Shout-Outs
Revised 7/11
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Celebration
• Attendance Celebration~
– Communicated to parents and faculty using
newsletters and meetings
• Positive Referrals~
– Announcements and Positive referral form
– Bulletin Board
• ELT/Envoy Leaders~
– Badges and T-shirts
• Teacher/Faculty Shout-Outs
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School Rules
1. Follow all classroom, school, and
district rules.
2. Treat others and yourself with others.
3. Keep hands, feet, and objects to
yourself.
4. Be on time and have all necessary
materials to learn.
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Rules
Classroom
Cafeteria
Hallway
Restroom
Bus
Follow all
classroom, school,
and district rules.
Raise your hand before
speaking. Stay in your
seat. Respect and honor
teacher
directions/instructions.
Speak softly to the
people close to
you. Stay in your
seat. Eat your own
food.
Walk on the
right side of the
hall. Use low
voices, if you
need to speak.
Use materials
sparingly. Wash
your hands. Use
low voices if you
need to speak.
Keep your hands to
yourself.
Stay in your seat
while the bus is
moving. Speak
softly to those who
are close to you.
Keep body inside
the bus at all times.
Treat others and
yourself with
respect.
Use kind words and
actions.
Use materials correctly.
Eat only your
food. Use kind
words and actions.
Obey all Quiet
Zones by not
talking.
No playing/horseplaying. Use low
voices if you need
to speak.
Speak softly to
those who are close
to you. Use kind
words and actions.
Do as the bus
driver asks you to
do.
Keep hands, feet,
and objects to
yourself.
Respect personal space
of others.
Touch only things that
belong to you.
Throwing food is
not allowed.
Respect the
personal space of
others. Touch only
things that belong
to you.
Always walk
with your hand
to your side.
Respect
personal space
of others.
Do not throw water,
soap, or bodily
fluids on the wall.
Respect personal
space of others.
Respect personal
space of others.
Touch only things
that belong to you.
Fighting is not
allowed.
Be on time and
have all necessary
materials to learn.
Arrive at school no
later than 8:30 A.M.
Make sure you have
everything you need for
class.
Come prepared to
learn.
Enter the cafeteria
with your class.
Have lunch
number and
money ready. Be
prepared to choose
your lunch.
Stay with your
class/teacher.
Walk/move with
purpose.
Go to the bathroom
with your class.
Use a hall pass
when you are not
with your teacher.
Get on the bus as
soon as you leave
the building. Sit in
your seat. Make
sure you have all
siblings with you
before the bus
leaves.
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Spring Hill Staff & Office
Managed
Behavior Chart
Minor Problem
Behavior (Staff)
Inappropriate
Language
Physical
Contact/Physical
Aggression
Defiance/
Disrespect/
Insubordination/
Non-Compliance
Definition
Any spoken, written,
or non-verbal
communication that
insults, mocks,
belittles, or slanders
another person.
Student engages in
non-serious, but
inappropriate physical
contact.
Student engages in
brief or low-intensity
failure to respond to
adult requests.
Minor Examples
Major Problem
Behavior
(Office)
Comments (profanity)
and gestures that are not
directed at an individual,
harmless rumors. “All
your family is dumb,”
“This sucks,” “Crap,”
“Butthead”, “Stupid”,
“What the!”
Abusive
Language/
Inappropriate
Language/
Profanity
Silly horseplay, playful
grabbing, pinching, nonaggressive punching or
slapping, chasing,
shoving, inadvertent
physical contact, stepping
on feet
Fighting/
Physical
Aggression
Talking back, not
following directions,
sleeping, refusal to
complete assignments,
ignoring request of adult
Defiance/
Disrespect/
Insubordination
/
NonCompliance
Definitions
Major Examples
Verbal messages that
include profanity,
name calling or use of
words in an
inappropriate way.
Profanity directed at an
individual, hostile
threats either written,
spoken, or non-verbal
Actions involving
serious physical
contact where injury
may occur (e.g.,
hitting, punching,
hitting with an object,
kicking, hair pulling,
scratching, etc.).
Hitting, punching,
kicking, hair pulling,
scratching, choking,
biting
Refusal to follow
directions, talking
back and/or socially
rude interactions.
Refusal to comply with
established rules,
leaving class without
permission, overtly
verbally
defiant/argumentative
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Develop Pre-referral Flow Chart
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Teach the Rules, Expectations and
Procedures
School-wide rules, expectations and procedures are communicated
by the following:
– Classroom rules are cohesive to school-wide rules
behavioral expectations differ by location i.e. P.E., recess, etc.
– Lesson Plans
• Are taught the first 20 days of the school year and the first
5 days of each semester. In addition, ongoing booster
sessions as needed during Morning Meetings, intercom
announcements, and teacher communications to parents)
– Opportunities for practice for perfection
– Active monitoring of expectations by all faculty and staff
– Rules are prominently displayed in all areas of the building
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Teaching Behavioral Expectations
Sample Lesson Plan
Define the Expectation:
Provide a Rationale:
Teach the Critical Discrimination:
Demonstrate Appropriate Behavior
Demonstrate Unacceptable Behavior
Practice telling the difference with multiple examples
If there is a “signal” teach the signal (when should the
appropriate behavior occur?)
Teach for fluency?
How will this skill be maintained?
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Code of Conduct test Information
School: Spring Hill Elementary
Principal: Raymond Vasser
School Enrollment:
Number of Post-test administered:
% of students scoring 80% or above: 100%
Date make up/retest scheduled (for absentees and students scoring
below 80%):
Name of Person Submitting Form: Mae Cleaves
Title: Guidance Counselor
Phone: (901) 416-1119
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Annual PBIS Kick-off
• Teachers will teach the MCS Code of Conduct the 1st Twenty
Days of school.
• School-wide Rules and Behavior Expectations are taught using
the matrix by the Guidance Counselor during grade-level
assemblies
• Teachers will administer Code of Conduct test
• When district and school universal rules and expectations are
understood, celebrate the beginning of a new, positive school
year
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School Procedures
•
•
•
•
•
•
•
•
•
List school procedures for entering school
Closing of school/buses
Passing Classes
Lunchroom
Assemblies
Referrals
Restrooms
Hall passes
Ongoing orientation for new students
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Classroom Procedures
Describe your consistent School-wide
Classroom procedures, such as:
•
•
•
•
•
•
•
Hall Passes
Asking for help
Cooperative groups
Turning in homework
Writing assignment protocol
Make up work
Communication with parents (Parent CONNECT,
phone calls, e-mail, notes, etc.)
• Etc.
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School-wide Incentives
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Teacher Incentives
31
Teacher Incentives
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Identify Your Resources for
Incentives
For Example:
• Adopters
• Community agencies & businesses
• Restaurants
• Fundraisers
• Churches
• Parent organizations
• Others
Revised 7/11
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Communication with Parents &
Community
• Document communications and activities
with parents and community members
about PBIS and your School-wide PBIS
Plan.
– Letter Home
– Website
– Parent Newsletter
– Parent Meetings
– E-mail
Revised 7/11
– Parentlink
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Character Education
• How does your school support character
education (i.e., Health & P.E., morning
announcements, class meetings, curricula,
etc.)
• Can be infused with SW Rules
• Please give implementation details: who
(staff & students), what, when
• MCS 6 Character Traits: Honesty, Respect
for self & others, Responsibility, Kindness,
Fairness, Hope Revised 7/10
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ATOD Prevention
• What does your school do to teach Alcohol,
Tobacco and Other Drug prevention
education (i.e., Health & P.E. lessons,
morning announcements, curricula, class
meetings, extracurricular activities or clubs,
etc.)?
• Please give implementation details: who
(staff & students), what, when
Revised 7/11
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Bullying Prevention
• Training with faculty: Please give
implementation details
– professional development provided by whom, to
whom, how often
– must include defining bullying/intimidation,
recognizing early stages, and providing strategies for
addressing
• Training of students: Please give
implementation details
– taught by whom, to whom, how often
– is program used in addition to standard MCS
curriculum?
Revised 7/11
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Violence Prevention Programs
• What are you are using to address
comprehensive violence prevention (such
as Mendez Too Good for Drugs, Too
Good for Violence, Second Step,
Responsive Classroom, Facing History,
Peer Mediation, Peaceable Schools,
Kingian Nonviolence, bullying prevention
programs, conflict resolution, etc…)?
• Implementation (taught by whom, to
whom, how often)
Revised 7/11
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Tier 2/Intervention Team
• School Counselor, administrator, appropriate
instructional staff and behavior related
personnel.
• Will monitor group and targeted interventions
such as group counseling, Check in Check
out, and skill building.
• Evaluate outcomes of interventions and
make adjustments for students
Revised 7/11
39
Intervention Strategies
• Describe secondary interventions (Tier 2)
for students who have been referred to the
office 2 - 5 times, such as:
– group counseling (give types of groups and
with whom),
– targeted intervention programs for select
students (i.e., Check In, Check Out),
– mentoring,
– Brief/simple behavior plans for repeated minor
infractions and over 5 days out of school
suspension (using BIM and other resources),
– In-School Suspension
40
Additional Tier 2 Interventions
– Self monitoring programs
– Think sheets
– Peer mediation
– Increased academic/behavioral supports &
practices
– Parent Training & collaboration
– Self management training and support
– Social skills instruction
– Behavioral Contract
– Others
Revised 7/11
41
Secondary Intervention (Tier 2)
Evaluation
• What is your Tier 2 Team using as
indicators of progress & success for
students who participate in your secondary
interventions (Tier 2)? For example:
– Number of office referrals
– Observation data
– Anecdotal reports
– Student surveys
– Other
Revised 7/11
42
Tertiary Interventions (Tier 3)
• How does your School Support Team (STeam) identify and plan for these students?
• Number of Functional Behavior Assessments
and comprehensive Behavior Intervention
Plans
• Number of participants in SHAPE Program
http://www.mcsk12.net/shape/
• Number of Threat Assessments
• Number of expulsions
• How do you monitor success of interventions?
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Green zone 0 – 1, yellow zone 2 – 5, red zone 6+ office referrals
CONTINUUM OF
School-wide
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
%
%
Tier 1
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Tier 3
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Tier 2
Secondary
Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
% of Students
Revised 7/11
44
Insert Your 10-11 Triangle
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Computation for Triangle
1.
2.
3.
4.
5.
6.
Number of students with 6+ office referrals (red zone)=
Divide this number by total enrollment for % in red zone
Number of students with 2 – 5 office referrals (yellow zone)=
Divide this number by total enrollment for % in yellow zone
Number of students with 1 office referral=
Add together totals from 1, 2, & 3 and subtract from total
enrollment to get students with 0 office referrals
0–1 office referral (green zone)=add totals from 3 & 4. Divide
by total enrollment for % in green zone
Total students referred (total of first 3 lines)=
Divide by total enrollment body for % students referred
Computation template on MCS website
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