Hospital Schools NYC DEPARTMENT OF EDUCATION PBIS Power of Choice Manual “We do not stop playing because we grow old; we grow old because we “We do not stop playing because we grow old; we grow old because we stop playing.”-Anon Last Updated: 8.1.2007
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Hospital Schools
NYC DEPARTMENT OF EDUCATION
PBIS Power of Choice
Manual
“We do not stop playing because we grow old; we grow old because we stop playing.”-Anon
“We do not stop playing because we grow old; we grow old because we stop playing.”-Anon
L a s t U p d a t e d : 8 . 1 . 2 0 0 7
Table of Contents
Letter from the Principal
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Mission 4Introduction 5Statement of Need 6Principles 7School wide Power of Choice Program, PBIS
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How Does it Work? 9Documentation for Power of Choice Program
The New York City Phone 718-794-7260Department of Education Fax 718-794-7263
____________________________________
Mary Maher, Principal Steven Klein, Assistant Principal
Cynthia Biondi, Assistant Principal
Dear Staff, The Power of Choice is a program that educates and encourages our students to reach their optimal potential, socially emotionally and academically. The framework provides a consistent structure that teaches responsibility through positive communication and modeling. It is our goal to support our students in reaching the highest standards. This
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program will enable teams to respond to challenging behaviors in a positive and consistent manner. By clarifying and communicating expectations, we will provide positive learning environments that are safe and productive. The expectations for Hospital Schools are:
BE SAFE BE RESPONSIBLE BE RESPECTFUL
We have been working hard to build upon our successes and continue to strive for excellence. Your commitment to this program is crucial to its success. I look forward to working together in order to best meet the needs of our students and supporting their achievement.
Sincerely,
Mary MaherPrincipal
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Mission
The mission of the Power of
Choice Program is to
enhance children’s success in
school and life by promoting
social, emotional and
academic learning as an
essential part of education
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from Pre-K through High
School.
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Introduction
This manual provides a framework for
the implementation of the Power of
Choice program. The Hospital
School’s Power of Choice program is
based upon the Positive Behavioral
Interventions and Supports (PBIS)
philosophy, as developed by Dr.
Robert March. A goal of PBIS is to
establish learning environments that
support the positive behavior of
students through pro-active
instruction, routines, incentives,
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classroom management and
intervention policies.
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Statement of Need
The students served in our program
often demonstrate behaviors which
interfere with learning. Such
behaviors may include inability to
cooperate with others, difficulty
focusing, low frustration, tolerance,
and poor impulse control. Planned
efforts must be made to support the
student in learning self-control,
socially appropriate behaviors and
safe ways of expressing their
emotions. The goal is to teach
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students how to make good positive
behavior choices, which will help
them be successful in life.
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Principles
BE SAFE
1. Kept hands to myself.
2. Stayed in supervised area.
3. Accepted the differences of
others.
BE RESPECTFUL
1. Followed directions.
2. Used appropriate language.
3. Interacted well with others.
BE RESPONSIBLE
1. Was prepared.
2. Started on time.
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3. Stayed on task.
School wide Power of Choice Program
How does it work?
Student is present for the day.
Student earns points after each
class.
Student is debriefed after every
class regarding the points earned.
Staff keeps information on the
daily point sheet.
The daily point sheet is completed
at the end of the day.
Points are recorded.
The points are entered into student’s monthly calendar.
Calendar and other Power of Choice program information are
placed on Power of Choice bulletin.
Documentations for Power of Choice Program
Behavioral Contract-Used for
individual students to target
specific behaviors.
Calendar-Used to display daily
points.
Daily Point Sheet-Used to
record daily points for each
class.
Incident Form- Used to track
and document student’s pattern
of behavior.
Student Instructional Log-
Documenting disruptive
behavior is essential to clearly
understand the event and how
best to provide positive
intervention. The use of clear
and objective language is
necessary. The logs are used as
documentations that will be
reviewed by Hospital Schools’
Administrators.
Supplies -needed to start up Power of Choice program (copy paper, folders, certificates, letter from the principal, creative rewards ).
Understanding the Levels
The Power of Choice chart clearly
outlines program expectations and
positive behavior choices.
It is important for students to know
exactly what behaviors are expected
of them, and therefore, which
behaviors will be acknowledged
positively.
Student involvement in the selection
of behaviors that support the
expectations is reinforcing; and
increases the likelihood that these
behaviors will actually be achieved.
Goals and expected behaviors are
geared towards individual students,
as well as the group as a whole.
Understanding the Levels Cont’d
Once a student successfully
demonstrates an expected behavior,
and is acknowledged for this, a new
behavioral expectation can be
introduced, and set as a goal.
Setting goals is ongoing and
previous goals are frequently
revisited.
It is essential that the Power of
Choice Chart be clear, positively
stated, and displayed prominently in
the classroom.
Behaviors involving safety issues
will be addressed by the agency’s
staff, i.e. removal of the student
from the classroom.
Power of Choice liaison and
classroom teacher will work
together to handle inappropriate
behavior.
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Understanding the levels Cont’d
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LEVELS
POINTS NEEDED POSSIBLE REWARDS
Entry level
All students start on entry level.
n/a
Level I
________points for __________day(s)
Certificate of Achievement
Name on the “Power of Choice” Bulletin
Right to use your points to ______________________________________________________
_________________________
Level II
________points for __________day(s)
Certificate of Achievement
Name on the “Power of Choice” Bulletin
Right to use your points to ______________________________________________________
_________________________
Level III
________points for __________day(s)
Certificate of Achievement
Name on the “Power of Choice” Bulletin
Congratulatory letter from the Principal
Right to use your points to ______________________________________________________
_________________________
This form is used to inform the students and staff about the level requirements and rewards. Note that desired amount of points as well as “consecutive day” range will vary based on each specific site and its “average day of stay”.
This form is used to inform the students and staff about the level requirements and rewards. Note that desired amount of points as well as “consecutive day” range will vary based on each specific site and its “average day of stay”.
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This form is used to inform the students and staff about the level requirements and rewards. Note that desired amount of points as well as “consecutive day” range will vary based on each specific site and its “average length of stay”.
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Incident Report Form
PBIS INCIDENT FORM - SCHOOL:_____________SITE:_______________DATE OF INCIDENT __________________________ TIME OF INCIDENT __________________________________
STUDENT______________________________________GRADE: PreK K 1 2 3 4 5 6 7 8 9 10 11 12
Obtain adult attention Avoid tasks/activities Avoid adults Other _________________
OTHERS INVOLVED (check only one) None DOE Staff Substitute Other _________________ Peers Agency Staff Unknown ADMINISTRATIVE DECISION (check only one)
Conference w/student Agency contact ___________ Loss of privilege Time out of class
OTHER INFORMATION/INTERVETIONSExtra Information 1:______________________________________________________________Extra Information 2:______________________________________________________________Extra Information 3:______________________________________________________________COMMENTS:
DOE Staff’s Signature: ___________________________________ Date: _______________
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PLEASE FAX TO YOUR SUPERVISOR IMMEDIATELY(718) 794-7263
Behavior Contract
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Site Assessment Tool
Agency Info1. Who is the agency contact for the
site?Name:Tel #:
2. Does the site have a current point system?
Yes No
3. Is there access to the internet? Yes No
4. Is there a password for internet access?
Yes No
5. What is the average length of stay?
______ day(s)
School Info6. Who is your Power of Choice
program liaison?7. How many teaching periods
should be reflected on your Daily Point form?
______periods.
8. Is there access to a computer? Yes No
9. Do you have DOE email? Yes No
10. Is there access to a copier? Yes No
11. What supplies are needed for Power of Choice program?
Copy Paper Color Paper Certificates Letter from the Principal Reward Coupons Stickers
12. What possible non monetary rewards could be provided?
13. What possible monetary rewards could be provided?
14. What is the location for students' point sheet files?
15. Do you have a wall dedicated to Power of Choice program?
Yes No
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.
This form is be used to assess the unique needs of each the site. Based on information provided, the daily point sheet as well as the level requirements can be modified.
Teacher Teacher utilizes proper Power of Choice program dialogue with the students
Yes No
Teacher Power of Choice program is part of instruction
Yes No
Agency Agency is knowledgeable about Power of Choice program
Yes No
Students Student are informed about Power of Choice program and celebrations
Yes No
Documentations
Student’s monthly calendars Yes No
Documentations
Folders of students’ daily point sheets
Yes No
Documentations
Behavioral Contracts Yes No
Documentation Student Instructional Log Yes
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s No
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Instruction
“IF WE UNDERSTAND THAT BEHAVIORAL SKILLS ARE LEARNED, IT IS NECESSARY TO TEACH EXPECTED BEHAVIORS AS WE WOULD ACADEMIC SKILLS” -D75 PBIS WORKSHOP
The teaching of behavioral expectations should include the following: clearly stating the expectation, stating specific observable behaviors, modeling appropriate student behavior and the opportunity for student practice.
Lessons should outline what the focus will be and what activities will be involved. “Today we are going to learn about……….(insert expectation). It is essential to check for student understanding by asking, “What are we going to learn about?” The demonstration and modeling of positive examples of expectations reinforce learning. Establishing a connection by using real situations, “Sam is doing a nice job of being responsible in the classroom” further reinforces positive behavior.
The success of PBIS is greatest when teachers and paraprofessionals work together as a TEAM. Collaboration, communication, and support build strong teams. The TEAM is the role model for positive behavior choices!
Lessons incorporating positive behavior
Power of Choice lesson plan resources
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include: Newspapers Games Books Content areas
(science/health, math/banking, history/hero’s)
Community service (letter writing)
D75 Helpful Henry.com
TeacherVision.com EdHelper.com Tiger Woods “Start
Something” Program
Ron Clark “Essential 55”
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Instruction Cont’d
POWER OF CHOICE LESSON PLAN
Date: __________Level: __________
EXPECTATION:
BEHAVIOR:
ACTIVITIES/MATERIALS:
METHOD OF DEMONSTRATION/PRACTICE:
REVIEW/REFLECTION: (INDIVIDUAL AND GROUP)
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Support for Power of Choice Program
School PBIS Team
Agency Staff
Student
Parent Coordinato
r
Guidance Counselor
Hospital School
Teachers &
ParaprofessionalsStaff
District 75
PBIS Coach
Hospital School Adm.
PBIS
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Support for Power of Choice Program Cont’d
The PBIS / Power of Choice Program will
be supported with workshops throughout
the year. Monthly Team Meetings will be
held to support site facilitators. The Team
will consist of administration, site
facilitators, and hospital schools program
support staff. The monthly meetings will
address specific site issues in addition to
program content areas.
Meetings will be held at each site by the
Power of Choice Liaison. These meetings
will support the Power of Choice program
in the classrooms and the unit. Specific
site issues will be addressed, as well as
supporting active involvement by all staff.
Throughout the school year, staff from
Power of Choice sites will meet at “Big
Idea” workshops. These workshops will be
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held to support program initiatives and
provide opportunities for the sharing of
instructional strategies. These workshops
will provide the opportunity for staff to
build upon their successes and challenges.
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Acknowledgements
The purpose of
rewards/acknowledgements is to
encourage behaviors we want to see in the
future. By focusing on a proactive rather
than reactive approach we can teach new
behaviors. By rewarding students for
desired behaviors, a positive rather
punitive environment will exist. Rewards
are not bribery. They should be
regular, repeated, realistic, and small.
There needs to be a connection between
the student and reward in order to engage
the student. Circumstances will vary from
site to site. Please check with the site
staff to determine that the rewards you
choose are acceptable. If appropriate,
having a discussion with the students as to
what rewards they would like to earn
would strengthen their “buy-in.”
Acknowledgement Ideas:
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Verbal praise Certificates Stars/stickers Extra activity time/choice time
(computer, game, etc.) Special activity (movie, music, etc.) Lunch with staff member
Celebrations
“We do not stop playing because we grow old; we grow old because we stop playing”
-Anon
Celebrations serve many purposes. Celebrations acknowledge and support staff, students and the learning community in their active participation in the Power of Choice initiative. Celebrations nurture and ensure collaborations promoting ongoing engagement and dedication.
WHY DO WE CELEBRATE? Create rituals Mark milestones Build connections Send messages
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Congratulate Motivate
INGREDIENTS FOR A SUCCESSFUL CELEBRATION
Fun Goodies Excitement planning Establish a theme (for example, “Go Fish”)
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Celebrations Cont’d PLANNING A CELEBRATION
Establish a committee
What funds are needed?
What approvals are needed?
What is the focus? (Child, staff,
community or multi inclusive)
Type? (Ceremony, party, activity,
other)
Invitations and thank you cards
GOALS AND EVALUATION
Who will benefit from the
celebration?
What do you want to celebrate?
Past, present and future celebration
plans.
What resources are available? Fund
raising goals?
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Were the goals accomplished?
Roadblocks, obstacles? How were
they overcome?
Lessons learned?
Record celebrations (scrapbook,
photo’s, audio, other).
Celebrations Cont’d
CELEBRATION IDEAS
Thank you cards and letters
(handmade)
Awards
Newsletter
Bulletin board/mural
Party
Special event
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(movie, guest speaker, cooking and
etc)
Make your own_________ (sundae, art
project etc)
Game time
Wall of Fame
Academy Awards
Agency Involvement
Site facilitators will serve as a
liaison between the agency and
NYDOE.
The Power of Choice program
will provide valuable clinical
information for treatment plans.
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NYCDOE Staff will participate in
community meetings.
Work cooperatively with Agency
Staff in order to meet the needs of
the students.
Power of Choice program
dovetails with existing agency’s
program.
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Resources
Instructional Guidelines
TEACHABLEThe behavior can be defined, demonstrated, and practiced.
ACKNOWLEDGEABLEThere is a systematic process for acknowledging the desired behaviors. Once behaviors are taught, the educator will support the behaviors by acknowledging them.
OBSERVABLE State the behavior in concrete, observable terms.
POWER OF CHOICE LESSONSShould include expectations, behavior, activities/materials, method of demonstration, review/reflection process.
TransitionsTransitions occur both within the classroom and moving to and from different locations. Class routines and structure should be clear and consistent so transitions are smooth. These can be posted or verbally
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reinforced. When a transition involves moving from one location to another, expectations for the transition should be clear. Adult supervision is required for all transitions.
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Resources Cont’d
Setting: ClassroomEntering Classroom (first 7
minutes) Greet students Clear directions should be given
(take your seats, take out your Math book)
State lesson focus and connect to previously taught skills
Present clear instructional directions
Allow time for student response and feedback
Wrap up (final 5 minutes) 5 minute warning signal(clock,
timer ,lights, verbal) Clearly post
assignments/homework Acknowledge students for
following directions Allow time for reflection and
feedback on student expectations Activities should be available for
students to work on while waiting (journal, reading)
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Verbal reinforcement of desired behaviors should be given during transitions. Smooth transitions provide the framework for overall success.
Setting: HallwayHallway Behaviors Walk in line Hands and feet to yourself Listening and quiet Looking forward
Resources Cont’d
Guidelines for developing cafeteria behaviors should be made in conjunction with agency. The expected behaviors should be taught and posted.
Classroom Environment
The classroom environment helps set the tone of the classroom. The learning environment should be clear of clutter and distraction. Materials and supplies should be organized. Materials not in use should be stored away. Writing utensils should be
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counted and collected. The following are suggestions:
Classroom Arrangement Instructional Areas Leisure Area Traffic flowFurniture Arrangement Rows (group & individual work) Tables StationsAcademic Material Location Homework collection Make-up work Warm-up Extra Credit
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Resources Cont’dStorage of Materials Access DistractibilityTechnology Software organization Support instructional activities“My own space-time out” Area Safe Supervised Structured
Useful Concepts
Use personal pronouns: “I care enough about you to be involved.” Spend a few seconds each day reinforcing involvement in the program.
Awareness of behavior is the first step in modifying it. Avoid references to the past, i.e. “There you go again.” Emphasize behavior, not feelings.
Ask students to evaluate their own behavior. “Is what you’re doing helping you?”
Work with the students to formulate alternatives to their
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behaviors. Keep the plan simple, and build success into it.
Make sure to follow up on the plan, and give positive reinforcement as often as possible.
Do not allow excuses for behavior, but rather focus on corrective actions.
Resources Cont’d
No punishment! Punishment removes the responsibility for a behavior. Students should be aware of what rewards or consequences accompany their behavior.
Interventions and Consequences
Intervention: Intervention provides the student with the opportunity to think about and/or write a plan for improving his/her future behavior when confronted again with similar circumstances. Successful interventions are those which enable the student to describe alternate behaviors that are appropriate. Interventions
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should support students in developing behaviors that are safe and acceptable. Interventions should provide students with the opportunity to identify, control and resolve inappropriate behaviors. Staff support is essential in assisting the student in planning alternative and productive strategies which allow for the successful return to his/her classroom.
Consequences: Confronting issues of discipline and problematic behavior is stressful. These are tools and strategies that can be used by the staff and students.
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Resources Cont’d
S.A.N.E = Small consequences
Avoid punishing self
Never humiliate
Effective consequences delivered consistently
4B’s= Brakes-press palms together
Breath-take 2 deep breathsBrain-place hands on head, focus on calming downBody-wrap arms around yourself, “I can calm down”
Technology- Power of Choice program documents are available on Hospitals School’s webpage. Steps to retrieve the information include:1. Access the internet with the
Power of Choice Program Bulletin Sample- all sites should have a Power of Choice program bulletin board.
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Thank you
Thank you to the Power of Choice program team members that spent
many hours brainstorming and working to create this manual. They remain at the helm of this
initiative.
Cynthia BiondiPierre Clement
Tina ErferJosephine Glasford
Keri KaufmanNancy KleinSteve Klein
Maureen Murphy
I greatly appreciate your dedication to make this a useful resource for our
staff at the psychiatric hospitals.
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“Smooth seas do not make skills sailors”- African Proverb
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Our School Mission We are committed to providing educational services for all school aged public, private, and parochial students who are hospitalized for chronic/acute medical, orthopedic or psychiatric conditions. Our program adheres to all New York State and New York City Performance Standards and establishes a close liaison with the students' home schools to provide a continuum of educational services. This enables hospitalized students to return to school with individual academic gains and continuation of their educational standing.
Hospital Schools
Mary Maher, PrincipalSteve Klein, Assistant Principal
Cynthia Biondi, Assistant Principal
3450 East Tremont AvenueBronx, New York 10465
Phone (718) 794-7260Fax (718) 794-7263
Hospital Schools
Mary Maher, PrincipalSteve Klein, Assistant Principal
Cynthia Biondi, Assistant Principal
3450 East Tremont AvenueBronx, New York 10465
Phone (718) 794-7260Fax (718) 794-7263
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Special Thanks to Dr. March and District 75 PBIS Coaches for their support.
Note: Celebration component of this book was adapted from Dr. Novik “Celebration” Power Point.