Example #1
• Student runs up to you & says two “big kids” are walking through back playground, & she thinks one of them has gun. 2nd & 3rd grade classes are having recess on playground.
• What do you do?
Example #2
• You are teaching Heloise to write her address & telephone number. As you assist her, she begins to get frustrated & begins biting her hand. You’re attempts to soothe her fail, & she escalates to biting her fingers which begin to bleed & hitting the tabletop with her forehead.
• What do you do?
Example #3
• Two students run into classroom & scream that strong smell is coming from the gym. They indicate that smell hurts their eyes & throat & it seems to be spreading through hallways.
• What do you do?
Example #4
• The parents of one of your students is arguing with another parent. Their voices are loud, & students & students are gathering. One parent pushes other against wall, & that parent has picked up trash can is threatening to throw it.
• What do you do?
Other Examples• Stranger in the building
• Bomb threat/explosion
• Student with gun/weapon on campus
• Serious injury/death
• Serious fight
• Drug deal on campus
• Weapon possession
• Natural disasters
• Kidnapping/hostage taking
• Student/staff/other out-of-control and violent behavior
• ________________________________
What would you do first,...next?(5 minutes)
You are walking down hallway & you hear loud yelling. When you turn corner you see group of 15 kids around 2 girls who are fighting. One girl has other around throat; other girl has grabbed the other’s hair & is punching her in face. One girl’s nose is bleeding.
Generic Sequence
• Assess
• Request help/assistance
• Monitor/defuse/control crowd & wait for help/experts….follow procedures
• Let help/experts take over.
• Follow-up
Lessons Learned: White House Conference on School Safety
• Students, staff, & community must have means of communicating that is immediate, safe, & reliable
• Positive, respectful, predictable, trusting student-teacher-family relationships are important
• High rates of academic & social success are important
• Positive, respectful, predictable, trusting school environment/climate is important for all students
• Metal detectors, surveillance cameras, & security guards are insufficient deterents
Lessons Learned: White House Conference on School Safety
Early Correlates/Indicators
• Significant change in academic &/or social behavior patterns
• Frequent, unresolved victimization
• Extremely low rates of academic &/or social success
• Negative/threatening written &/or verbal messages
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
4 PBS Elements
Guiding Principles
• Safety is number one consideration.– “Teachable Moments” are secondary
• Escalations are likely to run their course, & are inversely related to self-control.
• Planned responses & debriefing are required after crisis/emergency.
• Prosocial responses must be relevant, effective, efficient, & taught.
• Practice. Practice. Practice.
Necessary Prerequisites
• Comprehensive, school-wide PBS system
• Crisis response team
• Home-school-community linkage
• High rates of academic & social success
• Clear written policy & procedures
• Regular, supervised opportunities to practice
Other Provisions to Establish
• “Safe” areas
• Clear roles & responsibilities of key personnel
• Clear “fool proof” communication systems
– Predictable & reliable for students, staff, & community
• Means of securing immediate external support
• Procedures for securing or “locking down” a classroom or school
• Instructions for unique situations
• Establish procedures for accounting for whereabouts of all students & staff
• Procedures for documenting dangerous & potentially dangerous situations
Process for Investigations
• Assess event
• Insure accountability
• Inform others
• Interview key players
• Follow through
• Follow up
“Physical Intervention”
• Use as last resort to insure safety & protect from injury
• Follow procedures & policy
• Implement by trained personnel who practice regularly
• Document description of episode
• Debrief after each episode (review & plan)
Example #1
• Student runs up to you & says two “big kids” are walking through back playground, & she thinks one of them has gun. 2nd & 3rd grade classes are having recess on playground.
• What do you do?
Example #2
• You are teaching Heloise to write her address & telephone number. As you assist her, she begins to get frustrated & begins biting her hand. You’re attempts to soothe her fail, & she escalates to biting her fingers which begin to bleed & hitting the tabletop with her forehead.
• What do you do?
Example #3
• Two students run into classroom & scream that strong smell is coming from the gym. They indicate that smell hurts their eyes & throat & it seems to be spreading through hallways.
• What do you do?
Example #4
• The parents of one of your students is arguing with another parent. Their voices are loud, & students & students are gathering. One parent pushes other against wall, & that parent has picked up trash can is threatening to throw it.
• What do you do?
CONTACT INFO
www.pbis.org
SETTING
All Settings
Hallways
Playgrounds
Cafeteria
Library/
Computer Lab
Assembly Bus
Respect Ourselves
Be on task.Give your best
effort.Be
prepared.
Walk.Have a plan.
Eat all your food.Select
healthy foods.
Study, read,
compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.Hands/feet to self.Help/share with
others.
Use normal voice
volume.Walk to right.
Play safe.Include others.Share
equipment.
Practice good table
manners
Whisper.
Return books.
Listen/watch.
Use appropriat
e applause.
Use a quiet voice.Stay in
your seat.
Respect Property
Recycle.
Clean up after
self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage
can.
Replace trays & utensils.Clean up eating area.
Push in chairs.Treat books
carefully.
Pick up.Treat chairs
appropriately.
Wipe your feet.Sit
appropriately.
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