School-wide Positive Behavior Support Targeting behavior at Brooke Elementary.

School-wide Positive Behavior SupportTargeting behavior at Brooke Elementary

Norms Practice Active Listening

Participate

Use Technology Appropriately

Step Up and Step Back

Be Respectful of Time

Goals for today

• Define the logic and core features of School-wide PBS

• Define the implementation approach

• Define core features of classroom management

Logic for School-wide PBS

• Schools face a set of difficult challenges today• Multiple expectations (Academic accomplishment, Social competence,

Safety)

• Students arrive at school with widely differing understandings of what is socially acceptable.

• Individual student interventions• Effective, but can’t meet the need as a school.

• School-wide discipline systems• Establish a social culture within which both social and

academic success is more likely

The Challenge

• Lack of discipline is viewed as one of the most serious challenges facing public schools

– National Education Goals Report

• Teachers report that “uncivil” behavior is increasing and is a threat to effective learning

– Skiba and Peterson, (2000)

• There is a link between general level of disruptive behavior and more extreme acts of violence

– Skiba and Peterson, (2000)

Research Findings

• The same research reviews indicate that the most effective responses to school violence are:– Social Skills Training– Academic Restructuring– Behavioral Interventions– Family supports and follow through

» Gottfredson, 1997» Elliot, Hamburg, & Williams, 1998» Tolan & Guerra, 1994» Lipsey, 1991; 1992

What is School-wide Positive Behavior Support?

• School-wide PBS is:• A systems approach for establishing the social culture and individualized

behavioral supports needed for schools to be effective learning environments for all students.

• Evidence-based features of PBS• Prevention• Define and teach positive social expectations• Acknowledge positive behavior• Arrange consistent consequences for problem behavior• On-going collection and use of data for decision-making• Continuum of intensive, individual interventions. • Administrative leadership – Team-based implementation (Systems that

support effective practices)

School-wide Systems(All students all settings all times)

Create a positive school culture:School environment is predictable

1. common language2. common vision (understanding of expectations)3. common experience (everyone knows)

School environment is positive

regular recognition for positive behavior

School environment is safe

violent and disruptive behavior is not tolerated

School environment is consistent

adults use similar expectations.

Classroom

PBSSubsystems

Non-classroomFamily

Student

School-w

ide

Activity: 1Pop Quiz

What does Brooke have in place to target our students’ behavior?

What has your child communicated to you? 2 minutes (write it on a post it)

AnswersPrevention: 1) Mentoring programs2) SEL curriculum-Teacher social skills lessons.3) Positive praise 4) Role model gift certificates5) Classroom social Contracts

Positive rewards:6) Lion’s pride7) Brooke-Mart8) Grade level activities and prizes9) Field Trips

Intense behavior interventions1) Individual behavior contracts with target behavior goals.2) Reach out to parents.3) Recommendation for outside supports (counseling, doctor

evaluations, social worker, after school clubs)4) Daily student and staff conversations5)Office/lunch reflection time6) Written reflection papers/social contracts7) In-school suspension

***********************************************************8) LAST resort: Home Suspension *This is a last resort and one that we don’t like to use. ( We need your support to help prevent this)

Social Contracts

JJAEPDAEP

Home suspensionISS

DetentionOffice Referral

Time – out another roomTime – out in the back of the room

Time – out at your deskPeace chair-calm down spotPlanned ignoring

Teacher correctionTeacher redirection (verbal)

Teacher redirection (non – verbal)Ignoring

Token economyPraise effortVerbal praise

Non verbal praiseIntermittent praise

Engagement / encouragementAcknowledgementSkill development

MotivationConnection

Students always have choices to correct behaviors:

Activity 2: Table Talk

As a family what can you do to help our students achieve success

academically and with behavior?

Research recommendations

• Establish “intolerant attitude toward deviance”– Break up antisocial networks…change social

context– Improve parent effectiveness with academics

• Increase “commitment to school”– Increase academic success– Create positive school climates

• Teach & encourage individual skills & competence

Brooke Discipline Data 2014-2015Grade Level Office referrals Type of referral

Pre-K 5 Physical Aggression, Destruction

Kinder 12 Physical Aggression, Disruption

1st 4 Disruption

2nd 13 Physical Aggression, disruption

3rd 8 Rude to student, disruption

4th 19 Insubordination, physical aggression

5th 65 Insubordination, Physical aggression, disruption, theft

Part II: SEL

Social Emotional Learning

Self-Awareness

Self-Management

Social Awareness

Relationship Skills

Responsible DecisionMaking

The Five CompetenciesCASEL has identified five core areas of

social and emotional competence.

19

© CASEL 2012

Conocimiento de si mismo

Auto-Control

Conciencia Social

Mantener buenas

relaciones

Toma de decisiones

responsables

Las Cinco CompetenciasCASEL ha identificado cinco areas comunes de la

competencia social e emocional

20© CASEL 2012

Conflict is Normal at Every StageAges 6 – 9:• Serial Best Friends• Navigating competition• Recognizing that others have

different opinions• Success can lead to feelings

of competence; and failure leads to feelings of inferiority

Ages 10 – 14:• Thinking more like adults but

without life experiences• Accepting by peers and fitting in • Friendship and romantic

feelings blend• Group identity can lead to

cliques

Ages 15 – 18:• Increasing independence and necessity for rules• Internal issues may lead to mental health issues• Dating • Emphasis on friends and time away from home

s

Controlar Sentimientos

• Sentimos emociones • Controlar frustración • Calmar sentimientos fuertes • Controlar enojo• Controlar acusaciones, desilusión,

ansiedad o sentimientos heridos• Enfrentar humillaciones • Controlar ansiedad por exámenes• Resistir el deseo de tomar

venganza y evitar sacar conclusiones precipitadas

What do you do to calm down?Que hacen uds. para calmarse?

What are some strategies for self-regulation?Que son algunas estrategias para auto-regularizarse?

Peace Paths

Middle School Posters

AISD SEL Resources External SEL Resources

AISD SEL: austinisd.org/academics/sel

CASEL: casel.org/

Blog: aisdsel.wordpress.com/

Second Step: cfchildren.org/

FB: facebook.com/AustinISDSEL

School Connect: school-connect.net/

Twitter: twitter.com/AustinISDSEL

Kagan: kaganonline.com/

Pinterest: pinterest.com/austinisdsel/

Conscious Discipline: consciousdiscipline.com/

Child Study Team: childstudysystem.com/

Capturing Kids Hearts:flippengroup.com/education/ckh

PART III

• Middle school success• Building good study habits

• Recognizing behavior patterns• Addressing behavior

• Setting up academic time

Discussion Time

What does your child’s work space look like?

Create a Study Zone

How should it look? • Comfortable• No Distractions• Well lit• Organized• Necessary supplies • Personalize it

Students remember more if they do their homework in the same place and same time each night!

Setting Study Zone Routines

When student gets home they should empty Home/School Communication Folder and organize papers in their Study Zone

Student adds new information to monthly calendar

Parent checks Study Zone Student puts signed papers back in

Home/School Communication Folder Student and parent create a To-Do list

Handling Homework

1. Ask questions about assignments2. Discuss your involvement and role in

tonight's study session3. Student crosses out or checks off each

assignment as it is completed4. As SOON as each assignment is

completed and parent checks it, the student should put papers immediately in their Home/School Communication Folder

5. Rewards student’s progress!

Activity question:

How will you act when schools communicate with you about possible behavior patterns?

Recommendations: Be proactive Find the root of the problem Communicate with teachers frequently Talk with your child daily Monitor their activity online and offline Ask questions!