Manual -Power of Choice - Pbis

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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 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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Power of Choice Manual

Transcript of Manual -Power of Choice - Pbis

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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

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Table of Contents

Letter from the Principal

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Mission 4Introduction 5Statement of Need 6Principles 7School wide Power of Choice Program, PBIS

8

How Does it Work? 9Documentation for Power of Choice Program

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Understanding Levels

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Incident Report 15Behavior Contract 16Site Assessment 17Self Assessment 18Instruction 19-

20Support for Power of Choice Program

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22Acknowledgements 23Celebrations 24-

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Agency Involvement 27Resources 28-

34Thank you 35

Letter from the Principal

Hospital Schools3450 East Tremont Avenue

Bronx, New York 10465

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.

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School wide Power of Choice Program

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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.

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Calendar and other Power of Choice program information are

placed on Power of Choice bulletin.

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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

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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 ).

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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.

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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

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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

  (circle one)

OSIS #: ___________________________ DOB: ____________________

REFERRING STAFF________________________________ TITLE __________________ OFFICIAL CLASS_______

DATE OF INCIDENT __________________________ TIME OF INCIDENT __________________________________

TEACHER ASSIGNED AT TIME OF INCIDENT ___________________________FILE #:___________________________WITNESSES: ________________________________________       

LOCATION (check only one)  

    Classroom___________     Cafeteria     Special Event, e.g., Other ________________

    Bathroom     Hallway/Stairway Assembly, Field Trip

    Common Area________     Gym     Office (Administrative)

PROBLEM BEHAVIORS (Check the most intrusive)  

MINOR MAJOR  

    Inappropriate language     Abusive/Inappropriate lang.     Disruption     Alcohol

    Physical contact     Fighting/Physical aggression Inappropriate Affection     Drugs

    Defiant/ Disrespectful/     Defiant/Disrespectful/    Technology Violation     Combustibles

Non Compliant Insubordinate/Non-Compliant    Inappropriate location     Vandalism

    Property Damage    Tobacco     Bomb Threat

    Disruption    Harassment/Bullying    Forgery/Theft

    Arson    Weapons

    Property misuse    Other ______________

    Other Behavior _________

POSSIBLE MOTIVATION (check only one)    

   Obtain peer attention   Obtain items/activities    Avoid peers    Don’t know

   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.

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Self Assessment Tool

Description AnalysisSite Bulletin board present Yes

NoSite Power of Choice program

rules displayedYes No

Site Celebration-chart for students’ progress

Yes No

Site Chart for expected awards Yes No

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

following web address:

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http://schools.nyc.gov/OurSchools/Region75/M401/default.htm

2. Go to “Teacher’s Resources”.3. Go to “Positive Behavioral Support

Resources”.4. Click on a document to download.5. Save the document on your computer.

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Resources Cont’d

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.

Copyright © 2007 by Hospital Schools

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