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Loitering Noncompliance PDA Sexual Harassment Tardies Technology Violation Theft

Absences Altercation Cell Phone Disruption Falsification Gang Reference Gum Harassment Inappropriate Act Inappropriate Language Insubordinate. Loitering Noncompliance PDA Sexual Harassment Tardies Technology Violation Theft Threat to Student/Teacher Unprepared Vandalism

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Loitering Noncompliance PDA Sexual Harassment Tardies Technology Violation Theft

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  1. Absences Altercation Cell Phone Disruption Falsification Gang Reference Gum Harassment Inappropriate Act Inappropriate Language Insubordinate Loitering Noncompliance PDA Sexual Harassment Tardies Technology Violation Theft Threat to Student/Teacher Unprepared Vandalism Weapons Other What are the top four?

  2. Behavior Topics

  3. PBS: School-Wide Positive Behavior Support

  4. School-Wide Positive Behavior Support School-wide Positive Behavior Support is a set of strategies and systems to increase the capacity of schools to (a) reduce school disruption, and (b) educate all students including those with problem behaviors.

  5. “Pupil achievement & behavior can be influenced (for better or worse) by the overall characteristics of the school environment.” Rutter & Maughan, 2002

  6. Academic Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  7. Impact of SW-PBS Logic: How does behavior support help? • Behavior support improves minutes in instruction • Behavior support makes instructional minutes more effective • Behavior support creates a climate that is more calm and conducive to learning.

  8. Implementing SW-PBS:Build a Culture of Competence • Develop building level support • Define behavioral expectations • Teach behavioral expectations • Monitor and reward appropriate behavior • Provide corrective consequences for behavioral errors • Information-based problem solving

  9. Teaching Behavioral Expectations Step 1: Define the expectation Step 2: Provide a rationale Step 3: Teach the acceptable behavior Step 4: Model and practice expectations

  10. Teaching in the Actual Setting

  11. Wolfpack PRIDE • P – Preparation • R – Respect • I – Integrity • D – Dedication • E - Excellence

  12. 5 cards: treat (school pencil, button, etc) first in line for lunch 10 cards: early release to bus 15 min. computer time lunch with an adult 50 tickets (whole class): popcorn party extra recess PRIDE Rewards Program

  13. Example Middle School

  14. Example High School

  15. PBS Model Pyramid Red Zone (5%) Yellow Zone (10%) Green Zone (85%)

  16. Pyramid of Interventions Red Zone SpEd Programs Learning Specialist Rm. + Aides ESD services SLP Room Counseling referrals Behavior plans Yellow Zone ESD Services – SAT at risk students SAT team Mentor program Excel Plus Time-outs – cooperating teacher Options Green Zone Behavior MatrixClassroom behavior lessonsSchool-wide common languagePride CardsPBS PostersAdvisory/6th grade Social Skills lessonsESD services – social skills groupTeachers in halls/greeting studentsCooperating teachersFull-time counselorLeadership teamOptionsSpirit AssembliesFamily Night Discipline referral

  17. NMMS: Our PBS Behavioral Pyramid Red Zone 10 or more referrals Yellow Zone 3-9 referrals Green Zone 0-2 referrals

  18. NMMS: Our PBS Pyramid (for 1st & 2nd trimester) Red Zone (4%) 10 or more referrals;19 students Yellow Zone (17%) 3-9 referrals; 72 students Green Zone (79%) 0-2 referrals;340 students; average of 0-1 referrals per trimester

  19. Discipline Data

  20. Discipline Data % who’ve never had a referral: 55% (or 237 students)

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