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Support for Every Child Calapooia Middle School PBIS School-wide Support Systems

Calapooia Middle School February 2008. Support for Every Child Calapooia Middle School PBIS School-wide Support Systems. “Success is Our Expectation”.

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Support for Every Child Calapooia Middle School PBIS School-wide Support Systems

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  1. Calapooia Middle School February 2008 Support for Every Child Calapooia Middle School PBIS School-wide Support Systems “Success is Our Expectation”

  2. Calapooia Middle School AlbanyDemographics • Enrollment: 780 • Free & Reduced Lunch Rate: 48% • Hispanic Population: 17% • Russian & Ukranian: 1% • ELL Population: 6% • Special Education Population: 15% • Attendance Rate: 94.5% • 2006-07 Oregon Ranking: Exceptional • # of years using PBS 5

  3. Part 1: Using Data & Developing Goals • Part 2: Positive Proactive • Discipline Systems • Part 3: Character Education/ • Harassment Prevention Systems • Part 4: Top of the Pyramid Interventions

  4. Presentation Team Sherry Hamilton Leo Huot Val Luscher Sue McGrory

  5. Using Data and Developing Goals Part 1

  6. 2006-07 Problem Behavior Incidents by Time

  7. 2006-07 Student Problem Behavior by Type

  8. # Behavioral Incidents per school day Sept Oct Nov Dec Jan Feb Mar Apr May Jun Black= 2005-06 Teal= 2006-07

  9. Spring 07 Behavioral Analysis Jan Feb Mar AprMay Class Disruption Defiance Not Follow Directions Mischief Tardies TOTALS

  10. 2007-08 Team Goals • Develop a clear school-wide definition of “student defiance” so that we can better understand it and take steps to reduce it. (positively stated: “to increase respect”) • Reduce the number of springtime behavioral incidents

  11. Hypotheses to explain the increase in spring behavioral incidents • Students forgetting behavioral expectations over winter holidays and spring break • More fights • Fewer social events (dress-up days, assemblies, photo days, etc.) • More 5 day weeks with fewer breaks • Colder, rainier weather • Increase in the difficulty and amount of academic work (longer assignments, research reports, etc.) • Teachers holding students accountable for academics which may cause increased student resistance • Others ?

  12. Proposed Activity Every other Friday, create a preferred activity period at the end of the day to reward students with all assignments completed. Shorten each period by 5 minutes. Activities could include table games, dance and/or open gym. Completion of assignments could be validated with a stamped passport system. Students who do not have all work completed would be assigned to a study hall. Reducing the number of missing assignments may reduce student frustration and defiance about attending academic assistance sessions.

  13. Part 2 Positive and Proactive Discipline Systems

  14. Systemic Practices to Promote Positive Proactive School-wide Discipline • Annual review with staff changes to the student handbook, rules or character ed program and update these changes in all staff PBS binders • School rules & expectations are bound into the front of every student planner • Behavior continuum with minimum & maximum consequences is included • School-wide schedule to review all expectations at beginning of each year followed • 8 Basic Social Skills taught throughout the school (Boy’s Town Material) • School-wide Character Education Assembly led by the principal and school resource officer to review school-wide rules, character education, and chargeable offenses • In a series of 18 lessons throughout the year, every teacher teaches students how to respond to, report, and stop harassment

  15. Sample Part of our Behavior Continuum

  16. Following directions Accepting “no” for an answer Talking with Others Introducing Yourself Accepting Criticism or a Consequence Disagreeing Appropriately Showing Respect Showing Sensitivity to Others Boys Town Basic Social Skills

  17. Using the Discipline Referral Form Goal was to create easy, user-friendly check-off forms for staff • This form was created by studying examples from other schools • Time and location are recorded for each incident • The 17 most common behavior categories are listed as check-offs, with room for anecodotal notes • Behavior categories are aligned with student handbook • Motivation is the most difficult to determine • Consequences and Follow-up are assigned by administrators • Problem-solving section allows students the opportunity to process and learn from incidents • Parents are notified by letter or phone- a copy of the NCR form is returned to the teacher

  18. Calapooia Middle SchoolOffice Discipline Referral Form Student:____________________ Grade: 6 7 8 Date:____________ Referring Staff:__________________________ Time: ___________ Others involved: ___________________________________________ None Peers Staff Teacher Substitute Guest LOCATION gym hallway classroom bus loading zone recess bathroom bike cage courtyard ISSUES OF CONCERN what happened?________ cheating/plagiarisminappropriate language _____________________ defiance lying/forgery _____________________ POSSIBLE MOTIVATION attention from peers avoid peers avoid work don’t know CONSEQUENCES apology loss of other privilege student escort program loss of privilege In-school suspension discipline card --------------------------------------------------------------------------------------Follow-up Agreement

  19. Reflective Discipline Packets The Advantage Press, www.AdvantagePress.com Detention Packets:Suspension Packets:Bullying Packets: 1.) Late to School 1.) Fighting 1.) Being Bossy 2.) Late to Class 2.) Insubordination 2.) Coercion 3.) Cut Class 3.) Profanity & Obscenity 3.) Disrespectful of Others 4.) Unprepared for Class 4.) Theft 4.) Embarrassing Others 5.) Class Disturbance 5.) Truancy 5.) Excluding Others 6.) Disrespectful Behavior 6.) Dangerous Items 6.) Extortion 7.) Problems with Relations 7.) Vandalism 7.) Hitting or Kicking 8.) Gum and Candy 8.) Decision Making 8.) Intimidation 9.) Away from Assigned Area 9.) Gang Activity 9.) Sexual Harassment 10.) Inappropriate Responses 10.) Dishonesty 10.) Spreading Rumors

  20. Part 3 Character Education and Harassment Prevention Systems

  21. Character Education Curriculum and Assessment Features • Program was developed by a team of staff. • Annual Fall kick-off with school-wide assemblies led by Principal and school resource officer • 30 minute lessons taught on selected Tuesdays during extended 2nd period (18 lessons/year) • 6th grade program (80%-Second Step) • 7th & 8th grade 2 year looped curriculum • School-wide Harassment Survey administered in fall and spring

  22. 6th Grade Harassment defined Reporting harassment Cyberbullying Reducing stereotyping Anger management Making a complaint Peer pressure Defusing a fight Character Education Topics 7th & 8th Grade • Understanding & responding to bullying • Characteristics of bullies • Cyberbullying • Assertiveness skills • Avoiding gossip • Stereotypes • Sexual harassment • Flirting vs harassment

  23. How do I do this? Logistics • Calendar for Year • Individual Teacher Binders • User-friendly Lessons & Materials • Copies! • Go-to Person

  24. School-wide Definition: Harassment is any repeated physical, verbal, or sexual words, actions, or behaviors which hurt another person.

  25. School-wide Definition SEXUAL HARASSMENT IS ANY TYPE OF REPEATED SEXUAL TALK OR ACTION WHICH MAKES A PERSON FEEL BAD, TRAPPED OR CONFUSED

  26. Harassment Reporting Form • Available for students or teachers to fill out • Teachers instruct students how to use these forms during character ed lessons • Completed forms are forwarded to the front office • Administration investigates reports within 24 hours

  27. Harassment Report Form Name:___________________________Date________________ Person(s) causing concern:______________________________ Where did this occur and when?__________________________ Names of witnesses:____________________________________ Check the following boxes that apply: kicking inappropriate touching hitting sexual comments hurt you physically gestures Signature of reporting person:____________________________

  28. Do You Think Harassment is a Problem at CMS? 6th Grade

  29. If you ignore harassment, why do you ignore it? (Mark as many as apply)

  30. Harassment Survey Results Longitudinal Data Do you think harassment is a problem at Calapooia? 1/05 10/05 5/06 10/06 5/07 10/07 Not a problem at all 15%, 14%, 13%, 18%, 13%, 16% BIt’s a problem, but not too big 61%,63%, 67%, 61%, 61%, 60% CIt’s a big problem 15%, 14%, 14%, 13%, 17%, 14% It’s a huge problem 9%, 9%, 6%, 8%, 9%, 10%

  31. Part 4 Top of the Pyramid Interventions

  32. Student Escort Program • Provides continual adult supervision for high-risk students throughout their day • Provides mentoring opportunities • Serves 5-8 students maximum • Eliminates the possibility of student aggression or intimidation during unstructured time • Students sign a contract • Students are evaluated at the end of 3 weeks • The effectiveness of the program depends upon all staff members working together • Students are gradually transitioned off

  33. Discipline Card * CALAPOOIA DISCIPLINE CARD Name:____________________________ Date:________________________________ STUDENT RULES:TEACHERS, initial each period 1.) Follow directions the first time. 1._________________ 2.________________ 2.) Be in seat when the bell rings and stay there the whole period. 3._________________ 4.________________ 3.) Keep your hands to yourself. 4.) Bring all needed materials every day. 5.__________________ 6. ________________ 5.) Do not argue or talk out. 7.__________________ CONSEQUENCES: Positive Teacher Signatures 1. WARNING 2. 20 MINUTE TIME OUT (Teacher : write your initials & time out of class on back) 3. IN-SCHOOL SUSPENSION (Teacher: write your initials & time out of class on back) SEND STUDENT WITH CARD TO OFFICE Developed by Simmons Associates: www.educationcompany.com

  34. Classroom Management 101What to do before writing that discipline referral Universal highly effective management practices Defiance of Authority Disorderly/Disruptive Emotional Disruptive/Not following directions Disrespectful Name calling/Harassment/Verbal assault Projectiles Side talk during instruction/ passing notes Talks out/ Out of seat Tardiness Unprepared for class Appendix In response to staff request for classroom interventions for high-risk students

  35. Invisible Mentoring Staff Mentoring Data for Returning Students with 10+ Office Contacts

  36. Lunch Buddies Mentoring Program in Partnership with the YMCA • YMCA recruits and screens caring adults • School counselors select students who would benefit • Parents give permission for release of information • Adults and students are matched • Beginning of the year ice breaker helps partners meet • End of the year graduation ceremony celebrates • Adults come weekly for lunch with students at school • Calapooia PTSA, Albany Foundation & Rebekkah’s fund the program

  37. Calapooia Middle School February 2008 Support for Every Child Calapooia Middle School PBIS School-wide Support Systems “Success is Our Expectation”

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