Charlotte Central School’s Journey to “Readiness”: Strengths, Challenges, & Strategies

1. Charlotte Central School’s Journey to “Readiness”: Strengths, Challenges, & Strategies Presented by Cassandra Corley, MSW Behavior Specialist & PBS School Coordinator Charlotte Central School November 18, 2008

2. Step 1: Gathering Materials • Materials: • School Action Plan • School Mission Statement • School Discipline Plan/Policies/Procedures • Why important? • Alleviates feeling overwhelmed: Most of you have these in place already. Remember: You’re not reinventing the wheel!

3. Step 2: Forming a PBS Leadership Team • CCS PBS Team includes: • Administrator, Pre K-4 Counselor, 5-8 Counselor, 1st Grade Teacher, 8th Grade Teacher, Para Educator, Special Educator, Head Custodian & Behavior Specialist. • Strategies: • Diverse/broad representation • Include “naysayers” • Monthly meetings important! Must commit! • Think about what committees already meet. Is there already representation? Use that as your team? • Dedicate first meeting to planning future meetings & discuss how decisions are made

4. Step 7: Pre-vote Presentation to Staff • Gaining Staff Buy-in: • Strategies • Entire team participates in presentation. • Answer: “What’s in it for me?” and “What’s expected of me?” • Draw a connection between Responsive Classroom and PBS – very similar • Get support from State Coach in preparing presentation • Create anonymous voting ballot

5. Step 7: Pre-vote Presentation to Staff cont’d… • Gaining Staff Buy-in: • Strategies • Entire team participates in presentation • Diverse team caters to diverse staff • Shows a sense of unity – we’re all on the same page

6. Step 7: Pre-vote Presentation to Staff cont’d… • Gaining Staff Buy-in: • Strategies • Answer: “What’s in it for me?” • School will have common purpose and approaches to discipline - expectations, rewards, and procedures for disruptive behaviors • Access to team and data-based decision-making • Increase in awareness of school-wide expectations of students and staff • Increase in time of quality instruction • Improved teacher satisfaction

7. Step 7: Pre-vote Presentation to Staff cont’d… • Gaining Staff Buy-in: • Strategies • Answer: “What’s expected of me?” • Support the 3-5 school-wide behavioral expectations • Participate in school roll-out activities • Apply and teach school-wide expectations in classrooms • Reward students for following expectations according to reward system (developed by PBS school leadership team) • Use consistent approaches for addressing disruptive behaviors • Review data to direct approaches around behavior change

8. Step 7: Pre-vote Presentation to Staff cont’d… • Gaining Staff Buy-in: • Strategies • Draw a connection between Responsive Classroom/Developmental Design and PBS • 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.

9. Step 7: Pre-vote Presentation to Staff cont’d… • Gaining Staff Buy-in: • Strategies • Get support from State Coach in preparing presentation • Offer support and expertise • Able to answer a multitude of questions • Thanks Sherry!

10. Step 7: Pre-vote Presentation to Staff cont’d… • Gaining Staff Buy-in: • Strategies • Create anonymous voting ballot I support moving forward with PBS I support moving forward but have these reservations: ___________________________________ ___________________________________ I oppose moving forward with PBS

11. Step 12: Developing an ODR Form • Strategies: • If using SWIS, align ODR form with SWIS format • Provide efficient data entry • Consistent data collection • Create a ‘read only’ account for select staff to access data • Designate one person to enter data, can be more if the process is very clear • Enter data weekly! Don’t let it build up! • Distribute data on a bi-weekly basis to cohorts of teachers for review (ie. 1-2, 3-4, 5-6, 7-8 grades)

12. Step 12: Developing an ODR Form cont’d…

13. PBS at CCS! what does it look like?

14. PBS at CCS: A Team Effort! Representative Leadership Team attended the BEST Institute in June! Focused on 6 Components of PBS: • Statement of purpose • Clearly defined expected behavior • Procedures for teaching expected behavior • Continuum of procedures for encouraging expected behavior • Continuum of procedures for discouraging problem behaviors • Procedures for record-keeping and decision making Mrs. Smith Mrs. Healy Ms. Downer Mrs. Filardi Ms. Corley Ms. Rathbun Mr. LeBlanc

15. CCS PBS Launch/Roll-out • August: Staff Launch/Roll-out • Pre-service • Used 6 Components of PBS as outline for presentation • Included group activities • Survey Monkey Questionnaire to gain staff input • September: Student Launch/Roll-out • Developmental Differences • Two different roll-outs on same day for different grades (Pre K-4 and 5-8) • October: Community Launch/Roll-out • “Coffee with the Principal” - parents attended • Presentation at a PTO meeting • Published PBS info in the Newsletter, on our website, and in the local newspaper • Encouraged parents to ask kids about PBS

16. What does it look like at CCS? SHOW YOUR PRIDE IN CCS 1. School-wide Expectations: RESPECT YOURSELF RESPECT OTHERS RESPECT PROPERTY 2. Teachers Taught the School-wide Expectations:

17. What does it look like at CCS? 3. System to Encourage Positive Behavior Name: ______________________________ Date: _______________________________ I showed pride in CCS by: ❏ Knowing the 3 Expectations ❏ Respecting Myself ❏ Respecting Others ❏ Respecting Property • General Guidelines for Reinforcement • (Encouraging) • Tangible to Social • External to Internal • Frequent to Infrequent • Predictable to Unpredictable

18. What does it look like at CCS? 4. Celebration: October 22!!! • Staff and Student Input • Developmental Differences Grades K – 5: Grades 6 – 8: 1 Hour Extra Free Homework Free Choice/ Recess! Weekend!

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26. Next Steps………. • Re-energize ticket distribution efforts • Free Luncheon for all staff provided by PBS Team • During morning announcements include “Remember to respect yourself, others, and property.” • Plan next school-wide celebration • Continue to share data with staff • Attend secondary/tertiary trainings • Continue to get staff and student feedback!

27. Thank you! Questions? Contact Cassandra Corley at (802) 425-6673 or Email at ccorley@cssu.org