field elementary school (formal design)
TRANSCRIPT
Field Elementary School
PBIS Handbook 2016-2017
Table of Contents
PART 1: OVERVIEW .....................................................................................
PBIS AT FIELD ............................................................................................ 1-2 FIELD FALCON BEHAVIOR MATRIX ...................................................................... 3 EXPECTATION EXAMPLES .................................................................................. 4
PART 2: PROCEDURES .................................................................................
BEHAVIORAL FLOW CHART ............................................................................... 5 TEACHER AND OFFICE MANAGED BEHAVIORS ....................................................... 6 REPORT AND REFERRAL DIRECTIONS ................................................................... 7 PREVENTATIVE STRATEGIES ........................................................................ 10-11 SOAR TO SUCCESS TICKETS ............................................................................... 8
PART 3: FORMS ...........................................................................................
MINOR INFRACTION REPORT ............................................................................. 9 OFFICE DISCIPLINE REFERRAL ...........................................................................12
PART 4: LESSONS .........................................................................................
BE SAFE ......................................................................................................... Classroom................................................................................................# Cafeteria .................................................................................................# Playground ..............................................................................................#
BE RESPECTFUL ................................................................................................ Classroom................................................................................................# Cafeteria .................................................................................................# Playground ..............................................................................................#
BE RESPONSIBLE ..............................................................................................
Field Falcons Soar on the Wings of Safety,
Respect and Responsibility!
Classroom................................................................................................# Cafeteria .................................................................................................# Playground ..............................................................................................#
PBIS at Field:
A General Overview
The main focus of Positive Behavioral Interventions and Supports (PBIS) is to provide a
clear system for expected behaviors at Field Elementary. While many faculty and students may
have assumptions of what is expected behavior, we cannot assume that everyone’s beliefs are
similar. Through PBIS, we will work to create and maintain a productive, safe environment in
which ALL school community members have clear expectations and understandings of their role
in the educational process.
Proactive Approach to School-Wide Discipline
Schools that implement school-wide systems of positive behavior support focus on taking
a team-based system approach and teaching appropriate behavior to all students in the school.
Schools that have been successful in building school-wide systems develop procedures to
accomplish the following:
1. Behavioral Expectations are Defined. A small number of clearly defined behavioral
expectations are defined in positive, simple rules:
Be Safe
Be Respectful
Be Responsible
2. Behavioral Expectations are Taught. The behavioral expectations are taught to all students
in the building, and are taught in real contexts. Teaching appropriate behavior involves much
more than simply telling students what behaviors they should avoid. Specific behavioral
examples are:
Safety means following directions and using equipment appropriately.
Respect means treating people the way that you would like to be treated.
Responsibility means following school rules and being in charge of your own learning.
Behavioral expectations are taught using the same teaching formats applied to other curricula.
The general rule is presented, the rationale for the rule is discussed, positive examples (“right
way”) are described and rehearsed, and negative examples (“wrong way”) are described and
modeled. Students are given an opportunity to practice the “right way” until they demonstrate
fluent performance. Remember Harry Wong’s emphasis on PROCEDURES and ROUTINES to
manage behavior rather than CRIME and PUNISHMENT.
3. Appropriate Behaviors are Acknowledged. Once appropriate behaviors have been defined
and taught, they need to be acknowledged on a regular basis. Field has designed a formal
system that rewards positive behaviors. Soar to Success Tickets are immediate forms used by
all staff at their discretion to encourage and reinforce positive behaviors. Staff members can
award Soar to Success Tickets to students, whether they teach them or not. Soar to Success
Tickets are turned in to the office to enter students into drawings for tangible rewards which
are chosen each week. Additionally, students and teachers are entered into a monthly drawing
which is made at the Pride Assembly each month.
4. Behavioral Expectations are Taught Proactively. When students violate behavioral
expectations, clear procedures are needed for providing information to them that their behavior
was unacceptable, and preventing that unacceptable behavior from resulting in inadvertent
rewards.
5. Behavioral Errors are Addressed Systematically. Minor Infraction Reports (MIR) are used to
document and record incidents managed by the teacher in the classroom or other staff
members. Office Discipline Referral (ODR) forms are used to refer major incidents or chronic
disruptions to the administration. The Soar to Success Behavioral Flowchart is used to help
teachers distinguish between classroom and office managed behaviors.
6. Decisions about behavior management are Data Based. One of the most important features
of PBIS is synergy tracks what types of discipline incidents are occurring, where, what time of
the school day and who is involved in them. It allows decision makers to create reports that
enable them to devote resources and time to the precise place, parts of the school day and
people that need them.
Adapted from Chesapeake High School PBIS Handbook 2006-2007 www.pbis.org
Field Falcon Behavior Matrix
BE
SAFE
BE
RESPECTFUL
BE
RESPONSIBLE
CL
AS
SR
OO
M
Follow Directions
Stay in seat until dismissed
Keep hands, feet and other objects to yourself
Follow Directions
Think before you act
Be polite
Always do your best
Accept the consequences for your actions
Arrive prepared and ready to learn
CA
FE
TE
RIA
Follow directions
Stay in seat until you are dismissed
Use inside voices
Use polite manners
Use inside voices
When finished, clean your own area
Follow directions
Stay in your seat until you are dismissed
When finished, clean your own area
PL
AY
GR
OU
ND
Follow Directions
Think before you act
Use equipment properly
Line up quickly and quietly when the whistle blows
Use kind words
Share equipment
Follow directions
Use equipment properly
Think safety
Remain in your designated area
Field Falcons Soar on Wings of
Safety, Respect and Responsibility!
Expectation Examples
• Students will:
• Follow directions the first time they are given.
• Stay in their seat/assigned area until they are dismissed.
• Keep hands, feet, and other objects to themselves.
• Walk in all areas of the school except the playground.
• Use appropriate volume.
• Use materials and equipment properly.
• Think before they act.
• Report unsafe behavior to an adult.
BE SAFE
• Students will:
• Use appropriate language. Avoid using sarcasm, gossip, or putting down others.
• Follow directions the first time they are given.
• Be polite and use manners.
• Clean up after themselves.
• Share materials and equipment with others.
• Take proper care of textbooks, materials, and equipment.
BE
RESPECTFUL
• Students will:
• Strive for success and believe it is possible.
• Accept the consequences for your actions.
• Arrive to school on time and be ready to learn.
• Conduct themselves in a manner that allows the teachers to teach, and all students to learn.
• Remain on school property during school hours.
• Carry materials needed for each class according to teacher expectations.
• Complete and turn in assignments on the due date.
• Return as quickly as possible whenever out of class in order to maximize learning.
BE RESPONSIBL
E
Field Elementary
Behavioral Flowchart
Teacher Managed Office Managed
Aggression
Destruction of Property
Dishonesty
Disruption
Inappropriate Language
Inappropriate Technology Use
Non-compliance
Stealing
Unprepared for Class
Aggression
Destruction of Property
Harassment
Inappropriate Technology Use
Leaving the Classroom without Permission
Possession/Use of Drugs
Theft
See Teacher & Managed Behaviors for specific examples.
Restate expectation with verbal redirection
Reteach expectation
Intervention 1
Reteach expectation
Intervention 2
Reteach expectation
Intervention 3
Reteach expectation
Office Discipline Referral
Office Discipline Referral (ODR)
Principal determines
consequence
Principal provides feedback
Is the behavior office managed?
Please note: Interventions start over
every two weeks
Every MIR recorded
must have a different
intervention
MIRs are separate
incidents
YES NO
Teacher & Office Managed Behaviors
Teacher Managed Office Managed Aggression
Not keeping hands, legs, feet to self
Roughhousing
Pushing in line
Aggression
Biting
Fighting/ physical contact
Threats of bringing or using a weapon
Inappropriate Technology Use
On the playground
Non-approved social media or gaming
Visible or on
Inappropriate Technology Use
Sexting
Unauthorized downloads
Inappropriate sites
Stealing
Minor acts of stealing
Taking pencils etc.
Theft
Stealing from staff
Stealing objects with monetary value
Destruction of Property
Writes of desks or walls
Breaking pencils
Writing/ripping books
Destruction of Property
Flooding of bathrooms
Causing doors to break by hanging on them
Excessive graffiti
Inappropriate Language
Swearing
Unkind Words
Put-downs
Teasing
Harassment
Threats
Intimidation (Verbal or Written)
Obscene or threatening gestures
Inappropriate sexual comments or actions
Extortion
Non-compliance
Low intensity failure to respond to adult requests
Failure to serve assigned detention
Leaving the classroom without permission
Disruption
Eating at inappropriate times
Low intensity but disruptive behaviors: rocking, leaning in seat, making sounds, out of line, yelling, tossing objects, etc.
Dishonesty
Cheating
Forging signatures
False reporting
Lying Unprepared for Class
Does not have materials needed for class
Leaving the Classroom without Permission
Leaving the class after directions to stay
Attempts to leave school Possession/Use of
Weapon/Explosive device
Imitation Weapons
Drugs or Imitation Drugs
Drug Paraphernalia
OTC Medication
Controlled Substance Chronic Violation
3 separate MIR on SAME BEHAVIOR
Report & Referral Directions
Remember: Only behaviors that apply to the matrix are tracked through PBIS.
Every MIR recorded must have a different intervention strategy.
MIRs are separate incidents, not a continuation of the same incident.
Restate expectations and re-teach expected behaviors every time.
Forms can be found in the front office outside of the conference room.
How to: 1. Determine if the behavior is Teacher Managed or Office
Managed.
Office Managed: Fill out the Office Discipline Referral
(ODR) and send to the office. If the offense requires
immediate removal, teacher should call the office.
Teacher Managed: Restate expectations and re-teach expected behavior.
If behavior is resolved do not record.
If behavior happens again:
Restate expectations and re-teach expected behavior.
Administer appropriate classroom based intervention.
Document intervention on Minor Infraction Report.
2. If student violates the same expectation (safe,
responsible, respectful) after the initial incident has ended:
Restate expectations and re-teach expected behavior.
Administer a different classroom based intervention.
Document interventions on the Minor Infraction Report.
Repeat this step until you documented three different
interventions and filled out three Minor Infraction Reports
on the same expectation.
3. If the student does not follow the expectation again complete the Office Discipline
Referral (ODR), attach the completed Minor Infraction Report (MIR), and turn into
office. When turning referral into the office hand to principal or secretary and if the
offense requires immediate removal call the office.
Soar to Success Tickets
Soar to Success Tickets are immediate forms used by all staff at their discretion, as a tool of encouragement and a student motivator. Use Soar to Success Tickets to encourage and reinforce positive behaviors seen throughout the campus. Staff members are encouraged to pass out tickets to all students and should give out a minimum of 10 tickets a day.
Passing out Soar to Success Tickets 1) Reward student with a Soar to Success Ticket 2) Restate Expectation by referring back to the matrix (be safe, be respectful, be responsible) 3) Explain Behavior
For example: “Thank you for being safe by walking from the cafeteria to the playground.”
“I appreciate you demonstrating responsibility by lining up quickly and quietly.”
“Sam you are being respectful by using kind words to resolve your problem.”
Rewards In the classroom: Teachers can choose how they would like to reward students in their
classroom. Here are a few suggestions:
o Weekly Class Drawing to win prizes or choose privileges from a menu.
o Token Economy where tickets can be exchanged for goods.
o More ideas: www.pbisrewards.com/pbis-incentives/
Weekly Drawings: All tickets should be turned in by Monday morning for the weekly
drawing where one student from each grade level will be rewarded for being safe,
respectful and responsible!
Pride Assembly:
o The tickets will accumulate throughout the year. A student from each grade level
will be chosen at the assembly. Those students will earn a bigger prize and a PBIS
Recognition Award for their classroom!
o A staff member will be chosen from the winning tickets and they will be able to
choose from an incentive menu. Some examples include: Computer Lab Coverage,
Sweep the Lot for a Week, Duty Coverage, Guest Reader in the Classroom, etc.
Preventative Strategies
Non-verbal Responses
Positive Teacher Responses Looks Like/Sounds Like
1. Withitness: Know what is happening at all times in the classroom.
Walk around the room. Make sure you spend time in each quadrant.
Scan the faces of the students, making eye contact with as many as possible.
Look for behaviors that can turn into problems—make eye contact, move toward student, and/or say something.
2. Signaling: eye contact, facial expressions, gestures
Look at the student in a way that it sends the message: “I know what you are doing.”
Use your teacher look.
Gestures include: pointing to the rules posted in the room, holding up your hand, shaking your head, leaning in toward a student, placing your index finger to your lips, placing hands on hips and folding arms.
3. Proximity Move around the classroom.
Stand next to a student who is misbehaving.
Arrange seats so that you can get to any student quickly.
4. Planned Positioning Stand next to the classroom door.
Sit between two students.
Never turn you back on the students.
5. Waiting Stop talking. Stand quietly and wait. Wait until all students are doing what they are supposed to be doing.
Verbal Responses
Positive Teacher Responses Looks Like/Sounds Like
6. Name: Using a student’s name in a positive way
“Jake, I’ll be asking you to share your thoughts on the next question.”
7. Reminders, prompts, and cues Quietly walk over to the student, state the reminder privately, and move away.
Keep a Post-It note on the student’s desk. Add a mark to it each time the student displays the inappropriate behavior.
Place a Post-It note on the desk with the rule on it. Remove the Post-It when the rule is being consistently followed.
8. Descriptive statements “It’s almost time for break.”
“Papers are due in 7 minutes.”
“It’s nearly time to change classes.”
9. Enforceable Statements “I listen to people who raise their hand.”
“When everyone is quiet, I will begin reading.”
10. Questions “Jen, are you aware that your pencil tapping is disturbing others?”
“Brad, do you realize your humming is distracting to others in the class?”
11. Choices “Would you rather work alone or with your group?”
“Feel free to do the first 10 problems or the last 10”
“Which do you prefer, sitting in rows or in a circle?”
12. Removing Distractions Remove the item of distraction. Return the item when the student is back on task.
Pass materials out after you give directions.
13. Positive Interactions: Increase the ratio of positive to negative teacher to student interactions.
Aim for five positive to one negative teacher to student interaction.
14. Whole class reminders: Refocus students without calling out their name.
“Safety please”
“Respect quiet time”
“I see a few students off task. Let me repeat the directions.”
15. Problem Solving “Let’s figure out how you can get to class on time.”
16. Seating: Change seat (student choice or teacher choice)
“Michael, please select another seat where you can focus better.”
“Michael, please move your seat next to me.”
17. Offer Assistance “Emma, how can I help you?
“Juan, what can I do to help you be successful today?”
“Maria, what can I do to help you get started?”
18. Active Listening: Listen to the student and paraphrase back.
“So you are upset because . . .”
19. Verbal Praise: Used to recognize other students doing the right thing which in turn will encourage other students to demonstrate positive behavior.
“Group three is reading the directions together and identifying roles in the group”
20. Differential Reinforcement: Catch them being good and reinforce.
Two or 3 times in a class speak to the student softly and privately. Tell the student: “I like that way you are paying attention and asking questions in class that are thought provoking.”
21. Preemptive: Remind student(s) of appropriate behavior before the activity takes place.
“Bobby, remember that during independent work time I expect you to remain in your seat, work on your assignment and not talk. If you have a question, raise your hand and I’ll help you?”
22. Smile, give feedback, pause, state name, say please + your request, pause, say thank you, and state name.
(Smile and say) “Nathan, please stop talking to Joey and get to work on your assignment. Thank you, Nathan. (Smile again)
23. Response in a positive way with a reminder of the rule
“Thank you for sharing. Can you remember to raise your hand please?”
24. Ask for an alternative appropriate response
“How can you show respect and still get your point across?”
25. Provide an opportunity to practice the skill and provide feedback
“That's much better, thank you for showing respect towards others”
26. Planned Ignoring Ignore the undesirable behavior. Go on with business and wait to catch the student being good.
Recognize the positive behavior of other students.
27. Time Delay: Wait the student out. Give the student time to think it through.
“Let me give you 5 minutes to think it through and I’ll come back and we will talk more”
28. Premacking: Withhold something the student desires until he does what you have asked him.
“You can play the game, after you finish your math problems.”
29. Hurdle Help: Provide help to the student in order to overcome difficulty in completing the assignment, thereby removing the hurdle.
“Nina, you seem stuck. Let’s see if I can help you figure out what you need to do next and how you can help yourself the next time.”
30. Antiseptic Bouncing: Remove the student from the situation
“Let’s talk a walk”
“Please go next door to complete your work. I’ll check on you in 5 minutes.”
“Please go get a drink and come back and we will talk.”
31. Restructure: shifting gears Abandon the activity or switch to an alternative activity.