pbs team faculty commitment effective procedures for dealing with discipline data entry and...

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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