Charlotte Central Staff PBS Launch

August 25, 2008

VIDEO: Swanton Schools

BEST Expectations

• Be present• Engage with others• Support each other• Team solutions

Six Components of School-wide Discipline

1. Statement of purpose2. Clearly defined expected behavior3. Procedures for teaching expected behavior4. Continuum of procedures for encouraging expected

behavior5. Continuum of procedures for discouraging problem

behaviors6. Procedures for record-keeping and decision making

“The purpose of our school-wide discipline system is to provide an environment that promotes the

academic and personal growth of all.”

Statement of Purpose

Six Components of School-wide Discipline

1. Statement of purpose2. Clearly defined expected behavior3. Procedures for teaching expected behavior4. Continuum of procedures for encouraging expected

behavior5. Continuum of procedures for discouraging problem

behaviors6. Procedures for record-keeping and decision making

CCS Behavioral Expectations

Charlotte Central School Behavioral ExpectationsBehavioral

Expectations CLASSROOMS CAFETERIA RECESS GYM/MPR HALLWAY BATHROOM BUS

RESPECT YOURSELF

Do your best Be on task Be prepared

Eat your own food

Sit at your own seat

Play safe Dress for

weather Play fair

Do your best

Play safe

Walk Be on

time to class

Wash your hands

Flush

Follow safety rules

Stay in your seat and assigned area

Remain seated when bus is in motion

RESPECT OTHERS Help others

Stay in own space

Share

Use quiet voices

Let others join your table

Include others

Take turns

Play fair Share Include

others

Use inside voices

Be mindful of traffic

Respect privacy

Use inside voices

Keep hands to yourself

Keep the aisle clear

Follow the bus driver directions

RESPECTPROPERTY

Clean up Take only

what you need

Return materials

Clean up table

Stay seated until turn to leave

Clean up Use

equipment properly

Clean up Use

equipment properly

Admire art on walls

Clean and organized lockers

Clean up area

Report problems

Clean up Respect the

interior and exterior of bus property

Six Components of School-wide Discipline

1. Statement of purpose2. Clearly defined expected behavior3. Procedures for teaching expected behavior4. Continuum of procedures for encouraging

expected behavior5. Continuum of procedures for discouraging problem

behaviors6. Procedures for record-keeping and decision

making

Sample Lesson Plan

PURPOSE: •To promote respect and ensure the safety of all people in our school•To show pride in our school by taking care of it

DIRECT INSTRUCTION:•Review the 3 School-Wide Behavioral Expectations•Ask students for examples of what “RESPECT OTHERS” “RESPECT SELF” “RESPECT PROPERTY” look like, sound like, and feel like in each setting.•Be sure to ask students to explain their reason.** Have students reword their “Don’t …….” into positively stated behaviors.

MODELING/ROLE PLAYS:•Teacher with Teacher or Teacher with Student role play of behaviors taken from the matrix. (ex. Inviting another student to join the table or use a quieter voice)•Discuss students’ observations of the role-play. Ask “What did you notice about …?”; Encourage them to recognize positive behaviors and appropriate social skills.•Choose volunteers to role-play various situations. You may want to specifically model how to properly enter the cafeteria, find a seat, stand in line for lunch, carry a tray, clean-up, etc.

FOLLOW-UP REINFORCEMENT SUGGESTIONS:•Have students illustrate appropriate behaviors in an area of their choice.•Take photos of the students following expectations and create a class book or b. board.•Have students share their work with another class.

Expectation: Respect Self, Respect Others, and Respect Property

Setting: Classrooms, Cafeteria, Playground, Gym/MPR, Hallway, Bathroom, Bus

RC/DD Connections• Focus on proactive discipline• Focus on developing self-discipline within students and community• Expectations need to be taught with modeling, group discussion, role play and

practice• Reinforcement and re-teaching are necessary• Teacher language/communication supports positive behaviors in students and

works towards expected behaviors being an intrinsic goal• Reactive discipline is used when proactive measures are not sufficient

• A CHALLENGE: In RC/DD, classes develop rules and expectations. To organize PBS, we needed to come up with a starting place, our matrix. We believe these will be able to be integrated without compromising the integrity of either.

Activity!

Groups: Pre K-K, 1-2, 3-4, 5-6, 7-8 • Brainstorm and share ideas about

scheduling, resources, and methodology for teaching the behavioral expectations in various settings. (20 minutes)

Six Components of School-wide Discipline

1. Statement of purpose2. Clearly defined expected behavior3. Procedures for teaching expected behavior4. Continuum of procedures for encouraging

expected behavior5. Continuum of procedures for discouraging problem

behaviors6. Procedures for record-keeping and decision making

Activity!Encouraging Expected Behaviors

Neighbor share (2 – 3 people):• What have you seen work to encourage

positive behavior?• What would you like to try?• People will be called upon to share –

be ready in 10 minutes!

Not all tickets are bad!

General Guidelines for reinforcement (Encouraging)

• Tangible to Social• External to Internal• Frequent to Infrequent• Predictable to Unpredictable

CCS Pride Ticket Details

Calendar for Ticket and Student PBS Launch: 

Aug. 27 – Sept. 4: Teach Behavioral Expectations Matrix to studentsSept. 5: Carnation Ceremony: Introduce CCS Pride Tickets to students in 5-8 and PreK-4 assembliesSept. 8: Tickets given to students for knowing 3 R’s (number of tickets given should be unrestricted)Sept. 15: Tickets given to students for knowing BOTH the 3 R’s and demonstrating them as well 

What procedures would you like in place to acknowledge display of positive behavioral expectations?

Positive Acknowledgement Procedures

What When By Whom How Often How Many Where

CCS Pride Tickets Throughout the

school day and during

school sponsored

activities in a variety

of settings

From all staff to all

students

Unrestricted UnrestrictedEverywhere, where

school sponsored

activities take place

Six Components of School-wide Discipline

1. Statement of purpose2. Clearly defined expected behavior3. Procedures for teaching expected behavior4. Continuum of procedures for encouraging expected

behavior5. Continuum of procedures for discouraging

problem behaviors6. Procedures for record-keeping and decision making

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CCS Discipline Referral FormStudent: ______________________________ Referring Staff: ______________________________ Grade: Prek K 1 2 3 4 5 6 7 8 Time: _________a.m./p.m. Date: ______________ (Circle one)

LOCATION: Classroom Playground/Recess Cafeteria Bus Hallway Library Bathroom Arrival/Dismissal Assembly/Field Trip Locker Room Other: __________________

PROBLEM BEHAVIORS:MINOR: Inappropriate Language Physical Contact Defiance/Non-Compliance Disruption Dress Code Property Misuse Tardy Technology Violation Gum Chewing Other: __________________________________

MAJOR: Abusive Language Fighting/Physical Contact Overt Defiance/Non-Compliance (including threats of harm) Dress Code Vandalism Technology Violation Harassment Hazing Bullying Skipping Class Alcohol/Drugs/Weapon Other: __________________________________

POSSIBLE MOTIVATION: Obtain Peer Attention Obtain Adult Attention Obtain Items/Activities Avoid Peer(s)

Avoid Adult(s) Avoid Activity/Task Don’t Know Other: _________________________

OTHERS INVOLVED: (List others involved on the back of this form) None Peer(s) Staff Teacher Substitute Unknown Other: ____________

ADMINISTRATIVE DECISION: Success Plan Loss of Privilege Conference with Student Parent Contact/Conference

Tolerance Timeout Individualized Education Detention: Lunch/Recess/Afterschool Bus Suspension (# of Days: _____) ISS (# of Days: _____) OSS(# of Days: _____)

Restitution Other: __________________________

ACTION ALREADY TAKEN:

Verbal Warning Assigned Quiet Time Alternate Seating Other: ___________

Clearly Defined Responses and Consequences

Charlotte Central School ConsequencesLevel One Behaviors-

Teacher/Team(Minor)

Level Two Behaviors-Teacher/Behavior Specialist

(Major)

Level Three Behaviors-Behavior Specialist/Administration

(Major and/or Illegal)

Behaviors: Inappropriate

Language Physical Contact Defiance/Non-

Compliance Disruption Dress Code Property Misuse Tardy Technology

Violation Gum Chewing

Range of Responses and/or Consequences:*

Positive Encouragement Redirection Relocation in class In-class time-out Relocation to \ alternative setting Parent communication Parental involvement Opportunities for

recognition Work completion during free time Loss of privileges Restitution Documentation in

the Opportunity Room

Behaviors: Include all Level

One Behaviors that intensify

Abusive Language (including threats of harm)

Fighting/Physical Contact

Overt Defiance/Non-Compliance

Dress Code Vandalism Technology

Violation Skipping Class

Range of Responses and/or Consequences: Referral to the

Opportunity Room and/or Administration

Success Plan Parent Notification Loss of privileges Tolerance Timeout Detention Lunch Recess Afterschool Individual

Education in the area of the violation

Failing grades ISS OSS Restitution

Behaviors: All Level Two

Behaviors that intensify

Alcohol/Drugs/Weapons

Harassment Hazing Bullying Serious damage to

property Serious physical

aggression Chronic violation

of school expectations

Range of Responses and/or Consequences: Referral to

Opportunity Room and Administrator

Inter-agency referral and planning

Home/School communication, coordination and support

Individualized Education

Failing grades ISS OSS Expulsion Consideration for

placement in alternative program

Restitution

* Range of Responses and/or Consequences differ depending on the individual case and may include but are not limited to the above listed

Six Components of School-wide Discipline

1. Statement of purpose2. Clearly defined expected behavior3. Procedures for teaching expected behavior4. Continuum of procedures for encouraging expected

behavior5. Continuum of procedures for discouraging problem

behaviors6. Procedures for record-keeping and decision

making

Procedures for Record-Keeping and Decision Making

• New record keeping system: SWIS

– Accessible discipline data: Charts and graphs at the push of a button

• PBS Leadership Team will meet on a monthly basis.

• School discipline data analyzed and shared with school staff throughout the year.

School-wide Evaluation Tool (SET)

Purpose: Assess school-wide implementation of PBS practices

Format: Interviews with staff, students; observations; review of discipline related documents

Completed by:

CoachesManual scoring, graphing

When? Before SW implementation,6-12 weeks after SW implementation,Annually

Effective Behavior Support (EBS)Self-Assessment Survey

Purpose: * Assess staff perceptions of PBS practices in place and priority for changes* Design annual action plan

Format: Survey

Completed by:

All staffManual or on-line scoring, graphing

When? Pre- & then annually, preferably in the spring

Closing Remarks

Survey Monkey Questionnaire