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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.
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)
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
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
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
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?