Bayshore ElementaryBayshore ElementaryPositive Behavior Positive Behavior

SupportSupport2007-20082007-2008

PBS Core TeamPBS Core Team Leslie DangerfieldLeslie Dangerfield Ana RodriguezAna Rodriguez Guidance- Cynthia HeightonGuidance- Cynthia Heighton Psychologist- Gary GolbeskyPsychologist- Gary Golbesky K- Jodi deGraaffK- Jodi deGraaff 1- Marge Cuellar1- Marge Cuellar 2- Garth Gitten2- Garth Gitten 3- Kerry Milligan3- Kerry Milligan 4- Gina Marinello4- Gina Marinello 5- Janet Baraniak5- Janet Baraniak ESE- Sharon DudashESE- Sharon Dudash Resource-Pam GarrityResource-Pam Garrity

If child doesn’t know how to read, we teach.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 swim, we teach.

If a child doesn’t know how to multiply, we If a child doesn’t know how to multiply, we teach.teach.

If a child doesn’t know how to drive, we teach.If a child doesn’t know how to drive, we teach.

If a child doesn’t know how to behave, we…If a child doesn’t know how to behave, we…

teach?teach?punish?punish?

Why can’t we finish the last sentence as automatically as we do the others?Why can’t we finish the last sentence as automatically as we do the others?

- Herner, 1998- Herner, 1998

Why do we need a system for Why do we need a system for teaching behavior?teaching behavior?

We can no longer assume students We can no longer assume students know expectations, rules, and know expectations, rules, and appropriate ways to behaveappropriate ways to behave

We must assume we need to teach We must assume we need to teach expectations, rules, and appropriate expectations, rules, and appropriate ways to behaveways to behave

as effectively as we teach academicsas effectively as we teach academics

A closer look… A closer look…

Traditional DisciplineTraditional Discipline Focus:Focus:

Student’s negative Student’s negative behaviorbehavior

Goal:Goal:

To stop undesirable To stop undesirable behavior behavior

PBS DisciplinePBS Discipline Focus:Focus:

Students Students demonstrating the demonstrating the desirable behaviordesirable behavior

Goal:Goal:

To teach appropriate To teach appropriate skills and reward skills and reward appropriate behaviorappropriate behavior

Do you know students who:Do you know students who: are disruptive?are disruptive? talk out?talk out? are unprepared?are unprepared? use inappropriate languageuse 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?

Children and BehaviorChildren and Behavior

Some children use behavior to Some children use behavior to communicate needscommunicate needs

Undesirable behaviors interfere with Undesirable behaviors interfere with learninglearning

PBS helps us understand the PBS helps us understand the PURPOSE of the behaviors and PURPOSE of the behaviors and teaches children the necessary skills teaches children the necessary skills to replace undesirable behaviorsto replace undesirable behaviors

Possible StrategiesPossible Strategies Student conferenceStudent conference Peer mediationPeer mediation Re-teach expectationRe-teach expectation Role playingRole playing Seating changeSeating change Note to parentNote to parent Phone parentPhone parent Parent conferenceParent conference Curricular AccommodationCurricular Accommodation Refer to guidanceRefer to guidance Classroom intervention Classroom intervention

Positive Behavior SupportPositive Behavior Support

a research-based proactive approach for a research-based proactive approach for handling classroom and school campus handling classroom and school campus behaviorsbehaviors

proven to increase academic achievement and proven to increase academic achievement and attendanceattendance

a means for providing a more effective learning a means for providing a more effective learning environment and keeping each student engagedenvironment and keeping each student engaged

requires reflection as it is always in development requires reflection as it is always in development

Why should I do PBS?Why should I do PBS?

Decrease in negative behaviors = Decrease in negative behaviors = increase in academic timeincrease in academic time

Increase in academic time = increase Increase in academic time = increase in academic success in academic success

What does PBS look like at What does PBS look like at Bayshore? Bayshore?

Introductory Events Introductory Events – August 29: Pre-K, K, & 1August 29: Pre-K, K, & 1– August 30: 2 & 3August 30: 2 & 3– August 31: 4 & 5August 31: 4 & 5

On-going direct instructionOn-going direct instruction Embedded instructionEmbedded instruction Booster trainingsBooster trainings ModelingModeling ConsistencyConsistency School-wide activitiesSchool-wide activities

School ExpectationsSchool ExpectationsSPOTSSPOTS

SS PP OO TT SS

afeafe

oliteolite

n-taskn-task

reat others with respectreat others with respect

how how to be responsiblehow how to be responsible

School RulesSchool RulesSite-SpecificSite-Specific

HallwayHallway WW AA LL KK SS

alk quietlyalk quietly

llow for personal spacellow for personal space

ook forwardook forward

eep hands and feet to selfeep hands and feet to self

how how to be responsiblehow how to be responsible

School RulesSchool RulesSite-SpecificSite-Specific

CafeteriaCafeteria

TT AA BB LL EE

ake your food politelyake your food politely

llow for personal spacellow for personal space

e sure to use table mannerse sure to use table manners

eave your area clean eave your area clean

nter and exit in a quiet linenter and exit in a quiet line

School RulesSchool RulesSite-SpecificSite-Specific

ClassroomClassroomork quietlyork quietly

bey directionsbey directions

aise your handaise your hand

eep hands and feet to selfeep hands and feet to self

olve your problems peacefullyolve your problems peacefully

WW OO RR KK SS

School RulesSchool RulesSite-SpecificSite-Specific

BusBus

RR II DD EE

emain seatedemain seated

nside voicenside voice

o obey the drivero obey the driver

nter/exit safelynter/exit safely

Why develop a reward Why develop a reward system?system?

Jazzy CashJazzy Cash

Focuses on desired behaviorFocuses on desired behavior Increases the likelihood that the Increases the likelihood that the

desired behavior will be repeateddesired behavior will be repeated Fosters a positive school climateFosters a positive school climate

Jazzy Cash for StudentsJazzy Cash for StudentsGuidelinesGuidelines

Reward frequently in beginningReward frequently in beginning Distribute at least 15 per day Distribute at least 15 per day

(5 students in another class)(5 students in another class) Target all studentsTarget all students ALWAYS explain which SPOT was observedALWAYS explain which SPOT was observed NEVER take Jazzy Cash away once earnedNEVER take Jazzy Cash away once earned NEVER give Jazzy Cash to the whole classNEVER give Jazzy Cash to the whole class Bank procedures Bank procedures

Name different Name different ways students ways students can can earnearn Jazzy Jazzy

CashCash

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Name different Name different ways students ways students

can can spendspend Jazzy Jazzy CashCash

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

AdministrationAdministration

Core team membersCore team members

Staff RecognitionStaff Recognition

DisciplineDiscipline

ProceduresProcedures

Classroom InterventionClassroom Intervention

Inappropriate language/gesturesInappropriate language/gestures Physical contactPhysical contact DefianceDefiance DisrespectDisrespect Non-ComplianceNon-Compliance DisruptionDisruption

Completing a Completing a School-wide Incident ReportSchool-wide Incident Report

When do I call for an When do I call for an administrator?administrator?

VERY serious situationVERY serious situation– WeaponWeapon– AttackAttack– DrugsDrugs

Repeated situation Repeated situation (already completed 3 similar incident reports)(already completed 3 similar incident reports)

– Worked with studentWorked with student– Worked with parentWorked with parent– Worked with administratorWorked with administrator

Calling for administrative Calling for administrative assistanceassistance

Contact the officeContact the office State: “May I please have an State: “May I please have an

administrator?”administrator?” Complete referral (if possible)Complete referral (if possible) Administrator or designee arrives, no Administrator or designee arrives, no

discussion, unless appropriatediscussion, unless appropriate

How do I write a referral?How do I write a referral?(6 easy steps!)(6 easy steps!)

1.1. 06/07 Form06/07 Form

2.2. DemographicsDemographics

3.3. Description of the incidentDescription of the incident

4.4. Incident specificsIncident specifics

5.5. Your signatureYour signature

6.6. DateDate

Step 1: 06/07 FormStep 1: 06/07 Form

Step 2: DemographicsStep 2: Demographics

Step 3: Description of Step 3: Description of incidentincident

Step 4: Incident SpecificsStep 4: Incident Specifics

Steps 5 & 6: Steps 5 & 6: Signature/DatesSignature/Dates

Example of a ReferralExample of a Referral

Step 1: 06/07 FormStep 1: 06/07 Form

Step 2: DemographicsStep 2: Demographics

Step 3: Description of Step 3: Description of incidentincident

Completing a ReferralCompleting a Referral

Step 4: Incident SpecificsStep 4: Incident Specifics

Steps 5 & 6: Steps 5 & 6: Signature/DatesSignature/Dates

Now that I’ve completed a Now that I’ve completed a referral, what happens to it?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 Bayshore’s PBS DataData

Bayshore’s GoalsBayshore’s Goals2007-20082007-2008

Recognize staff implementation of PBSRecognize staff implementation of PBS Share data with staff on a regular basisShare data with staff on a regular basis Improve school-wide consistencyImprove school-wide consistency Involve familiesInvolve families Address problem behaviors through lesson Address problem behaviors through lesson

plansplans Survey studentsSurvey students

– PBS knowledgePBS knowledge– RewardsRewards