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Welcome Back!

Welcome Back!. Working on the Critical Elements. PBS TEAM FACULTY COMMITMENT EFFECTIVE PROCEDURES FOR DEALING WITH DISCIPLINE DATA ENTRY AND ANALYSIS PLAN ESTABLISHED Data analysis GUIDELINES FOR SUCCESS AND EXPECTATION . REWARD/RECONGITION PROGRAM ESTABLISHED

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Welcome Back!

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  1. Welcome Back!

  2. Working on the Critical Elements • PBS TEAM • FACULTY COMMITMENT • EFFECTIVE PROCEDURES FOR DEALING WITH DISCIPLINE • DATA ENTRY AND ANALYSIS PLAN ESTABLISHED • Data analysis • GUIDELINES FOR SUCCESS AND EXPECTATION • REWARD/RECONGITION PROGRAM ESTABLISHED • LESSON PLANS FOR TEACHING GFS & EXPECTATIONS • IMPLEMENTATION PLAN • CRISIS PLAN • EVALUATION Today On going On going Day 5 ½ On going Today

  3. PBIS 5 Guiding Principles TEACH the behavior you want... to STAFF AND STUDENTS! Teach Define Encourage ENCOURAGE the DEFINE the behavior you want… what does it look and sound like? behavior you want… from STAFF AND STUDENTS! PBIS 5 Correct Supervise SUPERVISE student behavior.Protect, expect, connect! CORRECT student behavior. Calm, brief, respectful!

  4. Your Team Will Drive an Ongoing Improvement Process: Review Implement Prioritize Continuous Improvement Process Revise/Develop Adopt The Improvement Cycle!

  5. PBIS DECISIONS ARE . . . based on data and sound research

  6. What to Do with Data • Collect It – Different measures: numbers (office referrals), perceptional data (surveys), and direct observational (common area observations, BoQ) • Analyze It – Find patterns. Make statements about data; no judgment or solutions yet! • Display/Present It – Share data in graphic format to staff every 4-8 weeks

  7. What to Do with Data • Collect It – Different measures: numbers (office referrals), perceptional data (surveys), and direct observational (common area observations, BoQ) • Analyze It – Find patterns. Make statements about data; no judgment or solutions yet! • Display/Present It – Share data in graphic format to staff every 4-8 weeks

  8. Analyze this data! • One piece at a time… • Benchmark of Quality (BoQ) • Surveys---staff and student • Common area observations • Referrals

  9. Data Analysis: Surveys • Surveys tell you how people “feel” about a building’s culture and climate • Surveys will often raise concerns that office referral data will not. • Look for patterns of responses by students and staff. • Compare survey data year to year • (Is school culture and climate improving?)

  10. Common Area Observation Form Item 1 Time students scheduled to be in area Item 2 Number of scheduled supervising staff members present Item 3 Number of staff members present not scheduled to be supervising students Items 4- 8 SAFETY ITEMS Items 9-15 CIVILITY ITEMS Items 16-18 PRODUCTIVITY ITEMS Items 19-20 GENERAL ITEMS • VISITOR? • OVERALL RATING

  11. Give Me Strength/ What are concerns? What are the STRENGTHSof…? What are the CONCERNSabout…? • the campus and building structure • the faculty and staff • the students • school-wide level behavior supports • The 5 PBS Principles: • defining, • teaching, • encouraging, • supervising, • correcting • civility • productivity

  12. PBS DATA ANALYSIS

  13. What to Do with Data • Collect It – Different measures: numbers (office referrals), perceptional data (surveys), and direct observational (common area observations, SET) • Analyze It – Find patterns. Make statements about data; no judgment or solutions yet! • Display/Present It – Share data in graphic format to staff every 4-8 weeks. Develop proposals, get faculty adoption— follow the improvement cycle!

  14. T.C. Cherry Elementary – Office Referrals

  15. Class of 2008

  16. # 0f Students at Each Grade Level with Referral(s) 05-06

  17. T.C. Cherry Elementary: After-School Detentions Detentions

  18. Number of Referrals by Grade05-06

  19. Common Areas • Structuring for Success • Teaching Responsible Behavior • Lesson Plans for Students • Training for Staff • Launch • Effective Supervision

  20. Considerations to address when working on Common Areas • Purpose of the setting • Structural variables • Supervision arrangements • Defining and teaching behavior expectations for the setting • Effective supervision

  21. Structural and Organizational Variables • Physical setting and materials • Entry and exit • Scheduling • Crowding • Procedures • Emergency • Quiet-down, e.g. cafeteria • Clean-up, dismissal

  22. Pease MS - Common Areas • Restructure hall duty- assign staff to restrooms, middle of hall, between two classes • Separate before school by grade level • Stagger releases into building • Cluster hallways by grade level • Teach students to walk to the right

  23. Pease Lunch Procedures • Students escorted to cafeteria by teacher and picked up by teacher • Students sit at teacher-assigned table • Students released by table to get lunch • Students raise hand if they need to go to the restroom • 1 team reports to patio/ 1 to cafeteria • Grade level lunch

  24. CA Expectations • Clear • Age-appropriate • Detailed • Reasonable

  25. Teaching Responsible Behavior • Organizing to Ensure Expectations are Taught • Launching and Implementing Lessons • Sample Lessons for CAs

  26. Let’s go to the MOVIES . . .

  27. Remember to tie expectations to your school-wide guidelines for Success! USE YOUR MATRIX

  28. Teaching It • Teachers were given time during Social Studies to teach the expected rules and expectations for the cafeteria and hallways. • Students were shown a video of proper behavior in the cafeteria and hallways.

  29. How were expectations taught? • Rules and expectations were introduced in words. • Expectations were modeled by the teachers. • Students role-played situations. • Re-teaching was done before and after Winter break.

  30. Common Area: Cafeteria Arrows Number System

  31. Common Area: Cafeteria Stop Sign

  32. Common Area Support:Encouraging Appropriate Behavior

  33. Student and Class Behaviors Encouraged Individual Eagle Feathers Class Eagle Feathers

  34. Supervision Arrangements • Number of supervisors needed • Schedule for supervisors • Strategic placement • Emergency communication procedures

  35. Tardies—for secondary only • Check-out the “Start on Time” Program START on Time! Safe Transitions and Reduced Tardies A CD-ROM training program to assist staff in creating safe hallway transitions and reduce tardiness schoolwide in middle and high schools. Grades 6-12. www.safeandcivilschools.com

  36. Sample Map of Round-Up Zones

  37. Common Area Lesson Plan Template Tell Phase • Teach specific expectations for that setting in a creative way • Provide rationale on why this is important; make sure reasons are student-centered and relevant to them Show/Practice Phase • Students practice and review expectations to show they understand and can apply them in this setting • Be creative—act out or discuss scenarios, watch a video and discuss right and wrong examples Conclusion • Review main points of lesson

  38. Lesson Plans • ..\Lesson Plan for Cafeteria Winston.doc..\dawgs lesson plan 1.doc • Lesson Plans.PDF • ..\Harlandale Guidelines for tickets.doc

  39. Common Area Lesson Plan Con’t Follow-up • Include review schedule for this Common Area and include activities for teachers to use • Include related topics that will be addresses Describe encouragement procedures to students

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