pbs team faculty commitment effective procedures for dealing with discipline data entry and...
TRANSCRIPT
Welcome Back!
Working on the Critical Elements PBS TEAM FACULTY
COMMITMENT EFFECTIVE
PROCEDURES FOR DEALING WITH DISCIPLINE
DATA ENTRY AND ANALYSIS PLAN ESTABLISHED
Data analysis GUIDELINES FOR
SUCCESS AND EXPECTATION
REWARD/RECONGITION PROGRAM ESTABLISHED
LESSON PLANS FOR TEACHING GFS & EXPECTATIONS
IMPLEMENTATION PLAN
CRISIS PLAN EVALUATION
On going
Day 5 ½
On going
On going
Today
Today
DEFINE the behavior you want… what does it look and sound like?
Define
Teach
Encourage
SuperviseCorrect
TEACH the behavior you want... to STAFF AND STUDENTS!
ENCOURAGE the
SUPERVISE student behavior.Protect, expect, connect!
CORRECT student behavior. Calm, brief, respectful!
from STAFF AND STUDENTS!
behavior you want…
Review
Prioritize
Revise/DevelopAdopt
Implement
Continuous Improvement Process
The Improvement Cycle!
Your Team Will Drive an Ongoing Improvement Process:
PBIS DECISIONS ARE . . .
based on data and sound research
What to Do with Data
1.Collect It – Different measures: numbers (office referrals), perceptional data (surveys), and direct observational (common area observations, BoQ)
2.Analyze It – Find patterns. Make statements about data; no judgment or solutions yet!
3.Display/Present It – Share data in graphic format to staff every 4-8 weeks
What to Do with Data
1.Collect It – Different measures: numbers (office referrals), perceptional data (surveys), and direct observational (common area observations, BoQ)
2.Analyze It – Find patterns. Make statements about data; no judgment or solutions yet!
3.Display/Present It – Share data in graphic format to staff every 4-8 weeks
Analyze this data!
• One piece at a time…1. Benchmark of Quality (BoQ)
2. Surveys---staff and student
3. Common area observations
4. Referrals
Data Analysis: Surveys
• Surveys tell you how people “feel” about a building’s culture and climate
• Surveys will often raise concerns that office referral data will not.
• Look for patterns of responses by students and staff.
• Compare survey data year to year – (Is school culture and climate improving?)
Common Area Observation FormItem 1 Time students scheduled to be in area
Item 2 Number of scheduled supervising staff members present
Item 3 Number of staff members present not scheduled to be supervising students
Items 4- 8 SAFETY ITEMS
Items 9-15 CIVILITY ITEMS
Items 16-18 PRODUCTIVITY ITEMS
Items 19-20 GENERAL ITEMS VISITOR? OVERALL RATING
Give Me Strength/ What are concerns?
the campus and building structure the faculty and staff the students school-wide level behavior supports The 5 PBS Principles: defining, teaching, encouraging, supervising, correcting civility productivity
What are the STRENGTHS of…?
What are the CONCERNS about…?
Strengths/Positives Areas of Concern Differences in Staff and Student Responses
PBS DATA ANALYSIS
What to Do with Data
1.Collect It – Different measures: numbers (office referrals), perceptional data (surveys), and direct observational (common area observations, SET)
2.Analyze It – Find patterns. Make statements about data; no judgment or solutions yet!
3.Display/Present It – Share data in graphic format to staff every 4-8 weeks. Develop proposals, get faculty adoption— follow the improvement cycle!
T.C. Cherry Elementary – Office Referrals
350
297
178
110
38
0
50
100
150
200
250
300
350
97,98 98,99 99,00 01,02 02,03
Class of 2008
0
20
40
60
80
100
120
140
160
Aug Oct Dec Feb Apr
9th 04-05
10th 05-06
11th 06-07
# 0f Students at Each Grade Level with Referral(s) 05-06
0 50 100 150 200 250 300
9
10
11
12
# of Students
Detentions Detentions
816 *
257 **
29**
0**
0
100
200
300
400
500
600
700
800
900
1996-97
1997-98
1998-99
1999-00
T.C. Cherry Elementary: After-School Detentions
Number of Referrals by Grade05-06
9101112
9 10 11 12# of Referr 1428 873 345 205
Common Areas• Structuring for Success• Teaching Responsible Behavior• Lesson Plans for Students• Training for Staff• Launch• Effective Supervision
Considerations to address when working
on Common Areas
• Purpose of the setting• Structural variables• Supervision arrangements• Defining and teaching behavior
expectations for the setting• Effective supervision
Structural and Organizational Variables• Physical setting and materials• Entry and exit• Scheduling • Crowding• Procedures
– Emergency– Quiet-down, e.g. cafeteria– Clean-up, dismissal
Pease MS - Common Areas Restructure hall duty- assign staff
to restrooms, middle of hall, between two classes
Separate before school by grade level
Stagger releases into building Cluster hallways by grade level Teach students to walk to the right
Pease Lunch Procedures
Students escorted to cafeteria by teacher and picked up by teacher
Students sit at teacher-assigned table
Students released by table to get lunch
Students raise hand if they need to go to the restroom
1 team reports to patio/ 1 to cafeteria
Grade level lunch
CA Expectations
• Clear • Age-
appropriate• Detailed • Reasonable
Teaching Responsible
Behavior• Organizing to Ensure
Expectations are Taught• Launching and Implementing
Lessons• Sample Lessons for CAs
Let’s go to the MOVIES . . .
Remember to tie expectations to your school-wide guidelines for Success!
USE YOUR MATRIX
•Teachers were given time during Social Studies to teach the expected rules and expectations for the cafeteria and hallways.
•Students were shown a video of proper behavior in the cafeteria and hallways.
•Rules and expectations were introduced in words.
•Expectations were modeled by the teachers.
•Students role-played situations.
•Re-teaching was done before and after Winter break.
Common Area: Cafeteria
ArrowsNumber System
Common Area: Cafeteria
Stop Sign
Common Area Support: Encouraging Appropriate Behavior
Student and Class Behaviors Encouraged
Individual Eagle Feathers Class Eagle
Feathers
Supervision Arrangements
• Number of supervisors needed• Schedule for supervisors• Strategic placement• Emergency communication
procedures
Tardies—for secondary only
• Check-out the “Start on Time” Program
START on Time! Safe Transitions and Reduced TardiesA CD-ROM training program to assist staff in creating safe hallway transitions and reduce tardiness schoolwide in middle and high schools. Grades 6-12.
www.safeandcivilschools.com
Sample Map of Round-Up Zones
Common Area Lesson Plan Template
Tell Phase Teach specific expectations for that setting in a creative way Provide rationale on why this is important; make sure reasons
are student-centered and relevant to them
Show/Practice Phase Students practice and review expectations to show they
understand and can apply them in this setting Be creative—act out or discuss scenarios, watch a video and
discuss right and wrong examples
Conclusion Review main points of lesson
Lesson Plans
..\Lesson Plan for Cafeteria Winston.doc..\dawgs lesson plan 1.doc
Lesson Plans.PDF ..\Harlandale
Guidelines for tickets.doc
Common Area Lesson Plan Con’t
Follow-up Include review schedule for this
Common Area and include activities for teachers to use
Include related topics that will be addresses
Describe encouragement procedures to students