Early Learning Center S*T*A*R*S School-wide Positive Behavior Support Program Presented by : Bridget Bergeron Nikki Viator Session 21A 9:30 am Session.

Early Learning Center S*T*A*R*S

School-wide Positive Behavior Support

Program

Presented by : Bridget Bergeron

Nikki Viator

Session 21A 9:30 amSession 21B 12:45

Our School Demographics

• ~ 275-300 PK and K students

• ~ 85 % Free and Reduced lunch status

• ~ 75% Black and 25% White, less than 1% Asian

• Highly transient population

What is our goal?

• Research proven results: Students taught specific behavior skills, and receive informative and positive feedback and reinforcement.

• School environments and procedures that are positive, proactive, preventative & predictable.

• Behavior supports include primary (80%), secondary (~15%), and tertiary (~6%) systems.

PBS is…

• A broad range of strategies aimed at teaching important social and learning outcomes while preventing problem behaviors.

• A focus on adult behavior as well as student behavior.

• For ALL students; not a particular group of students.

Keys to Success

• Focuses on ADULT behavior school-wide.• Teacher-Student interaction:

*High rate of positive interactions and reinforcements*Teach and re-teach expectations and

social skills*Active supervision (both in and out of

the classroom)*Redirection for minor behavior errors*Frequent pre-corrections for chronic errors

Levels of PBS• School-wide- Procedures and processes intended for all

students and staff in specific settings and across campus. Reinforced by ALL staff.

• Classroom- Lesson Plans and procedures that reflect school-wide expectations for student behavior with preplanned strategies. Taught by classroom teacher.

• Target Group- Procedures designed to address behavioral issues of students with similar behavior problems. Programs for struggling students.

• Individual Student- Procedures and team-based strategies to address problem behaviors of individual students. Strategic interventions and supports.

Juvenile Justice Reform Act (1225)

• States that good behavior and discipline of students are essential prerequisites to academic learning, the development of student character, and the general, as well as educational, socialization of children.

• Subpart C-1: BESE formulated and approved a plan which includes positive behavior supports and other effective disciplinary tools.

• This mandate is part of each school’s Discipline Master Plan.

Elements of School-wide PBS

• Establish team/faculty buy-in.• Data-based decision-making.• Specific discipline referral process/forms.• Establish SCHOOL-WIDE rules.• Define classroom managed (Minor)

vs Office managed (Major) behaviors.• Develop lesson plans to teach expectations and procedures

both in classroom and around school grounds.• Create a reward/incentive program.• Define consequences and procedures for dealing with

behavior infractions.• Continuously evaluate, modify, and monitor.

Key Points:

• Teaming and Faculty Input are critical

• Define behaviors: Minor vs Major• Referral Process: Flow chart with steps and

written procedures (posted in classrooms)

• Plan for clear consequences for rule violations

• Lesson Plans for teaching Expectations

• Plan a hierarchy of positive reinforcements for both in the classroom and school-wide

ELC STARS PBS Plan

• Discipline team members selected and attended PBS in-service.

• Skeleton plan developed by team.

• Mandatory faculty in-service held. ***100% faculty buy-in !!!

• All faculty members collaborated to finalize the discipline plan.

• Team members were assigned specific components (Book of Products).

• The plan was implemented school-wide on the first day of school.

Early Learning Center

Positive Behavior Support Discipline Plan

School-wide Expected Behaviors:

Three B’s:

*Be Responsible

*Be Respectful

*Be Safe

• Problem Solve with Student:

**Immediately correct problem behaviors**1. Redirect and prompt student toward expected behavior2. Name the problem behavior3. State the school-wide expected behavior (STARS).4. Model expected behavior5. Ask student to demonstrate behavior6. Provide acknowledgement7. If administering a consequence, follow established

procedures (ex: apology, cool-off, etc.)

• Minor Behaviors: Possible Interventions:• Inappropriate/abusive language, Counseling & verbal reprimand• profanity (not towards others) Parental contact (mandatory)• Defiance, disrespect, Detention (recess in class, lunch,

etc.)

non-compliance Special work assignment• Harassment, teasing Withdrawal of privileges• Property damage Behavior contract• Lying, cheating, stealing Family support referral• Disruption Guidance referral• Break rules (repeatedly)• *Depending on severity and Intent:

Inappropriate touch *After 3 classroom intervention Physical aggression incidents, teacher completes aFighting Minor referral formThreats *Chronic Minors may become

Majors*Levels: 1st minor- parent contact

2nd- parent conference3rd- meeting w/ administration4th minor becomes a Major per grading period

• Major Infractions: Possible Interventions:

• Inappropriate/abusive language/ Office referral• Profanity (directed toward others) **(mandatory)• Physical aggression toward another Parent contact

student or teacher **(mandatory)• Inappropriate touch Due Process• Fighting **(mandatory)• Threats• Repeated minor infractions All other

interventions• Weapons at the discretion of

the• Drugs/tobacco principal, and

following Parish guidelines.

*4th minor infraction per grading period becomes a Major **Behavior plan mandatory after 2nd Major with documentation, and

revisions as needed.

Infractions

• Minor Infractions: (use infraction form)

1st- parent contact/phone call/note home, remember to document.

2nd- parent conference with teacher, use conference report3rd- Family Support meeting.4th- per grading period becomes a major infraction, see below.

• Major Infraction: (use state referral form)

1st office visit, conference with principal, state form must filled out.Consequences will be determined by principal and teacher.2nd major: Mandatory Behavior Plan w/ interventions.

***Reminder: Please remember to Problem-solve (steps 1-7) with student and follow interventions listed on infraction form, ex: time-out, seating change, parent contact, re-teach expectation, verbal warning, etc.

Discipline Flow-Chart

Procedures for Dealing

with Problem Behaviors• Observe the Problem Behavior.• Problem Solve with Student(s) (1-7).• Determine if behavior is minor or major.• If in doubt: When learning or teaching can no longer take place,

it is probably a major infraction.• If NO, follow intervention procedure (see plan).• If YES, notify administrator (due process procedures).• Follow up procedures.

• Teachers and staff are updated on procedures at the beginning of each school year and at mid-term.

• The students are taught school-wide procedures and rules at the beginning of the year. They are reviewed each 9 weeks. Taught and reinforced daily.

• There are five rules – SCHOOLWIDE!!!

• Teachers send home a daily conduct sheet to inform parents of each child’s behavior.

• Pocket chart

Recess Referrals

Procedures:

Recess duty personnel follow procedures for handling students who do

not follow recess rules.

1st- warning, problem-solve.

2nd- time-out.

3rd- second time-out and character recess referral.

*Severe infractions are dealt with immediately and may go to office.

Character Recess:-A teacher is assigned as Character recess duty person.

-This person provides social skills instruction and re-teaches expectations

and procedures to students who are referred.

-This instruction is provided during their regular recess time.

1st referral- student conference and re-teaching of expectations.

2nd- note home

3rd-phone call to parent

4th-minor infraction/parent conference.

Incentives• Daily- Happy tickets, stickers, verbal praise, hugs, treats, etc.

• Weekly- Student of the Week (star student), treasure chest, treat, homework pass, etc. Shop in PBS Store on fridays.

• Monthly- Student of the month (certificate, t-shirt, shop in PBS store, pizza party), school-wide incentive (criteria).

• Year-end- Class ceremonies (individual recognition)

• Teacher Incentives: Shining Stars (parking spot), free dress for perfect attendance, treats in lounge.

School-wide SupportPrograms that support our discipline program:

• Family Support Committee: meets with family to problem-solve and formulate a plan to help the student to be successful at school.

• School Building Level Committee (SBLC): Identifies interventions and supports for students who require a more intensive plan to support their success at school. Request support from Special Services behavior Interventionist if necessary.

• Early Intervention Program: Coordinated effort between the school system and the District Attorney’s office to assist students and families in crisis situations, or who show signs that cause concern.

• School-based Health Centers: School-based program that provides counseling and health services to school aged children.

• ECSS- Early Childhood Supports and Services: Mental health intervention program for families of children 0-6 years old who may need counseling or other interventions and assistance.

Family and Community

• Open House: Explain PBS to parents• Newsletters and publications• Family Nights: Guest speakers from

community with whom parents can identify (ex: church and community groups).

• Fun Fests: Parent volunteerism• Newspaper: Publish pictures of PBS student

activities• Businesses: Provide support for PBS

Team Meetings

• Team meetings are held monthly.

• Share success stories.

• Review data for decision-making.

• Determine monthly incentive.

• Discuss classroom level problems and school-wide concerns

• Discuss possible solutions.

Evaluation

• Teacher Surveys

• Parent Surveys

• Student Surveys

• District SET evaluation and BOQs

• Action Plan

In Summary: The Process for PBS includes…

• A committed team.• Positively stated behavior expectations/rules.• Plans for teaching expectations and procedures.• Procedures for encouraging expected behaviors• Procedures for discouraging violation of

expectations/rules.• Method for collecting and analyzing data.• Plan for monitoring implementation and

effectiveness.

School Performance Scores:

2004-05 school year- 70.3 %

2005-06 school year- 72.5 %

2006-07 school year- 80.4%

2007-08 school year- 85.6%

% Reading On K Grade Level at end of School year:2005-06 school year- 62 %

2006-07 school year- 76 %

2007-08 school year- 80 %

Please complete evauations

Presented by : Bridget Bergeron

Nikki Viator

Session 21A 9:30 amSession 21B 12:45

Comments!

and

Questions?

[email protected]

[email protected]