PBIS + CHAMPs = Success!

Presenters: Claudia Sanchez and Phyllis AbernathyJune 26, 2013

A little about me….Claudia Sanchez

The love of my life

The man I married

Family

FamIly

Education

St. Mary’s University•Class of 1993, B.A. Spanish and Political ScienceLamar University•Class of 2013, M. ED. – Ed. Admin. Edgewood ISD for 7 years•I’ve taught 1st, 3rd, 4th (mono. & bil. classrooms)•Served on PBIS team for 4 years as CHAMPS Coach

Education

University of Texas at San Antonio•B.A. with a Specialization in Reading with a Kindergarten Endorsement•M. ED. – Language Arts

University of Texas at San Antonio Edgewood ISD for 28 years•Served on PBIS team for 5 years

Family

Howdy… I am Phyllis Abernathy

On The Job Training• Edgewood Independent School District

Migrant TeacherKindergarten

1st Grade6th Grade

HOTSGifted and Talented

Instructional Facilitator AIT

Welcome to Roosevelt!

Roosevelt Elementary Demographic Information

• We are part of Edgewood ISD of San Antonio• 1 of 10 elementary schools K-5th Grade• Population: 651 students

African American 1%American Indian 1%Asian 3%Hispanic 99%* Two or more Races – 1%

• At risk Over 85%

• We are a model school

What is PBIS?

• PBIS stands for Positive Behavioral Interventions and Supports

• It is a framework established to promote student achievement and success, both academically and behaviorally. It serves and supports all students and all tiers.

CHAMPS

Vision

Organization

Expectations

First Month

Motivation

Monitor and Revise

Correction Procedures

Classroom Motivation

Positive and Proactive Classroom Management

Let’s be CHAMPs!!!• Conversation

Presentation – Level 1/ Group Time – Level 2/ Share Out – Level 3

• HelpQuestions – please post in parking lotClarification – please raise your hand

• Activity PBIS + CHAMPs = Success

• Movement Please take care of yourself

• ParticipationActively participateBe respectful of others’ learning

• Success!!!!!

It’s a Journey – PBIS and CHAMPs go hand

in hand!! The goal of classroom management is to

develop a classroom of students who are:

Responsible Motivated and Highly engaged in meaningful tasks.

The Journey Continues…

Not all students come to us motivated and/or responsible

• Some are responsible and highly motivated• Some are responsible, but only moderately

motivated• And some …

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Vision

When you know where you are headed, you can guide students towards their own success

Sample Guidelines for Success

• Be responsible• Always try• Do your best• Cooperate with others• Treat everyone with respect

(including yourself)

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Family Contacts• Commit to establishing positive relationships

with your students’ families.• Have a specific plan for how you will make

initial contact with your students’ families at the beginning of the year.

• Have a specific plan for how you will maintain ongoing contact with your students’ families throughout the year.

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Know why and how to deal with misbehavior by: recognizing that all misbehavior occurs for areasonidentifying and modifying any conditions that may be perpetuating the misbehavioreliminating any positive outcomes that may beresulting from the misbehaviorapplying appropriate consequences.

Behavior Management

Principles

Think, Pair, Share

CHAMPS

Vision

Organization

Daily SchedulePhysical SpaceAttention Signal

Beg. and End RoutinesClassroom Rules

Student WorkClassroom Management

Plan

Organization

When you have well-organized routines and procedures for you classroom, you model and prompt organized behavior from your students.

Physical Space• Desk are arranged to optimize the most

common types of instructional activities students will engage in and reflect the level of structure students require.

• Easy access to all parts of the room• Disruptions caused by activity in high traffic areas will be kept to a minimum.• There is space to display student work.

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Attention Signal

• An attention signal has been identified that has both auditory and visual components to teach students.

• A specific plan for how I will provide both positive and corrective feedback to students regarding how they respond to the signal.

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Think, Pair, Share

• What attention signal do you use? Does it have a visual and auditory component to reach all learners.

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• Entering Class• Opening Activities• Be Prepared with Materials • Dealing with Students after an Absence• Wrap up/ Clean up at the End of Day/Class Period.• Dismissal.

ThinkAbout

CHAMPS

Vision

Organization

ExpectationsClassroom ExpectationsTransition Expectations

ConversationHelpActivityMovementParticipation= Success

Expectations

CHAMPs expectations for classroom activities

CHAMPs expectations for transitions

Lessons to communicate expectations

CHAMPs Expectations for Classroom Activities

• The following issues must be addressed– Conversation- how much and what kind of

conversation is allowed among students?– Help – how are students to request help and what

should they be doing while they are waiting for help?

– Activity – What is the activity, task, assignment students will be engaged in? What is the expected end product?

CHAMPs Expectations for Classroom Activities

• The following issues must be addressed– Movement – how much and under what

circumstances can students move about?– Participation – What student behaviors will show

active and responsible participation in the activity and what student behaviors will show a lack of appropriate participation in the activity?

ONVERSATION

CTIVITY

OVEMENT

What does it look like . . . .

ONVERSATION

ELP

CTIVITY

OVEMENT

ARTICIPATION

UCCESS

CHAMPs Expectations for Classroom Activities

A list of the major classroom activities and/or categories of activities has been developed.

For each activity, specific and detailed behavioral expectations for students has been defined.

Activities may include:1. Teacher-directed instructions2. Guided practice3. Cooperative group4. Independent work5. Final measurement

Action. . .

CHAMPs Expectations for Transitions

• A list of common transitions and/or categories of transitions that will take place during a typical day has been developed.

• For each transition, specific and detailed behavioral expectations for students has been established.

Quiet on the set . . . .

Lessons to Communicate Expectations

• Based on the needs of the students, a plan to teach CHAMPs expectations for activities and transitions is ready to be used by the first day of school

Think About …..

CHAMPS

Vision

Organization

Expectations

Motivation

Monitor and Revise

Classroom Motivation

CorrectionProcedures

Analyze MisbehaviorEarly Stage Behavior

Ability Type BehaviorsAttention Seeking Behaviors

Correction Procedures

When you treat student misbehavior as an instructional opportunity, you give students the chance to learn from their mistakes

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Correcting Misbehavior• Your efforts to eliminate/reduce misbehavior will be more

effective if you have considered how you will correct the inappropriate behavior ahead of time.

• The only way you can judge the effectiveness of your correction efforts is by whether a targeted behavior decreases over time.

• There are many causes of/purposes for misbehavior and your correction efforts will be more effective in they address the cause.

• Corrective consequence alone are not likely to eliminate the targeted misbehavior.

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Analyze Misbehavior

You understand the difference and can distinguish among classroom rule violations, early-stage misbehaviors, and chronic misbehaviors.

You understand in general that you should be prepared to assign corrective consequences for classroom rule violations, use information-giving corrections in response to early-stage misbehaviors, and develop and implement an intervention plan for chronic misbehavior.

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Early Stage Misbehaviors

• Proximity• Gentle verbal reprimand• Discussion• Humor• Restitution• Emotional Reactions

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Vision

Organization

Expectations

First Month

Motivation

Monitor and Revise

Correction Procedures

Classroom Motivation

PBIS Falcon TeamMs. Calderon (Data Coordinator)

Ms. Martinez (Materials Manager)Mrs. Molina

Ms. Bustamante (Secretary) Ms. Martinez (Materials Manager)

Phyllis Abernathy (Keeper of Tasks) Mrs. Searles (Chairperson)

Mrs. Sanchez (Co-Chairperson)District Liaison

CHAMPS Coaches:

Mrs. Sanchez, Mrs. Mendez

NO BULLYING POLICY• Please state Anti-Bullying Pledge, posted in each classroom

Roosevelt’s #1 Rule

Safety First !!!

Roosevelt ElementarySchool wide Rules:

FALCONS

FALCONS READY TO LEARN

Have All SuppliesPay AttentionListenBe Present and On TimeFollow Directions

FALCONS RESPONSIBLE

Report Problems to AdultsAlways WalkComplete All AssignmentsKeep Your School Clean and Free

of Graffiti

Follow Dress Code and Keep Shirts Tucked in

FALCONS RESPECTFUL

Keep Hands and Feet to SelfAlways Say “Please” and “Thank You”Always Speak to Adults and Peers Quietly, Appropriately and

Respectfully

Think, Pair, Share

• What are your Guidelines for Success?

Falcon

School-wide

Procedures

FALCONMORNING PROCEDURES•Report to Assigned Areas•Remain Seated•Keep Legs Out of Walkway of Others•Read a Book or Study• Voice Level 1

Following Morning Procedures

FALCONHALLWAY PROCEDURES

· Walk on the Right Side in a Straight Line· Always face the direction you are walking in· Voices Off· When Using Stairs, Take One Stair at a Time Without

Skipping Stairs· Use a pass if you’re not with your class· Voice Level 0

Adapted By the Roosevelt Discipline Committee, Fall 2008Positive Behavior Support Model

FALCONRESTROOM PROCEDURES•Take Care of Business Quickly and Quietly·Flush Toilets After Use·Use Soap and Water for Washing Hands·Clean Up After Yourself·Report Problems to Adults in the Area·Voice Level 1

Adapted By the Roosevelt Discipline Committee, Fall 2008Positive Behavior Support Model

FALCONCAFETERIA PROCEDURES

· Eat Healthy · Stand in Single File While in Line· Stay Seated at Designated Table· Use Polite Table Manners· Only Touch Your Food· Raise Your Hand to Ask Permission to Get Up· When Your Table is Dismissed, Take Your Tray,

All Trash in the Area and Push in Your Chair· Voice Level 1

Adapted By the Roosevelt Discipline Committee, Fall 2008Positive Behavior Support Model

FALCONBUS AREA PROCEDURES

Report to the bus area ImmediatelyRemain seated at all timesKeep legs out of walkwaysRead a book or study quietlyVoice Level 1

Bus Dismissal

FALCONDISMISSAL PROCEDURES•Walk with a Staff Member to Your Dismissal Area•Keep Hands, Feet, and Objects to Self•Voice Level 0 While Walking to Dismissal Area •Voice Level 1 While Waiting for Your Ride

FALCONPLAYGROUND PROCEDURES• Play without tackling, pushing, or hitting• Only slide down when using the slide• Always use the stairs when entering the play gym• Only climb when on the stairs and play gym• Use the swings without twisting, jumping, and without

touching others• All balls are to be played on the field,

instead of the playground.• PLAY SAFE AND HAVE FUN!

Playground Schedule

• TBA• Teachers please be sure to follow the

playground schedule in order to prevent more than two classes out at a time.

• THANK YOU

Roosevelt Buck

Roosevelt Buck

You may redeem your Roosevelt Buck for items in the Roosevelt Store. Thank you for following

the Roosevelt 3 R’s.

Roosevelt Kudos Coupon

Thank You forChoosing good

Behavior.

Incentives for Students

• Kudos Coupons : This is rewarded to a group of students or a class having exhibited good behavior and compliance with school-wide rules. Classes may save Kudos coupons in exchange for a dress down or pajama day.

• Roosevelt Bucks : This reward is designed to be an individual incentive for students who are modeling good behavior and compliance with school-wide rules. Students may spend their Roosevelt Bucks at the Falcon Mart.

REWARDS• Fabulous Friday – students who have not received an office referral

during a designated period of time will be eligible to participate in Fabulous Friday. Fabulous Friday is an afternoon of enrichment activities designed and implemented by the classroom teacher. Students not eligible to attend Fabulous Friday will be assigned to study hall.

• Falcon Good Behavior Dance – students who have not received an office referral during a designated period of time will be eligible to attend the Falcon Good Behavior Dance. Students in Pre-K through 1st Grade will have their Falcon Good Behavior Dance scheduled during the teacher’s conference period. All other grades will receive a permission slip to attend the Falcon Good Behavior Dance after school.

ATTENDANCE REWARDS• Dancing in the Hallway – students who have no full day absences,

whether excused or not, and/or no partial day absences (tardiness) are eligible to dance in the hallway during the designated time. Data Clerk will come around with a list of students that are eligible to participate. An Administrator will come over the intercom to inform the school about the dance.

• Roosevelt Attendance Bucks (NEW THIS YEAR!) – in addition to dancing in the hallway, students will receive Roosevelt Attendance Bucks for having perfect attendance for the week. Administration will pass these out on Friday when the list for Dancing in the Hallway is sent out. Students may spend their Roosevelt Attendance Bucks at the Falcon Mart. This reward is designed to be an individual incentive for students who are at school every day without tardiness.

“Wanted” for Tucking In Shirts“Please give me a Roosevelt Buck, when you catch my class in the hallway and I’m the only one in my class who has their shirt tucked in. Thank You.”

“Please give our whole class a Kudos Coupon when you catch all of us with our shirts tucked in. Thank You.”

Roosevelt Falcon Mart

IMAX TripStudents who saved up for Trip to Imax w/ Popcorn and DrinkCost: 25 Roosevelt Bucks

CHAMPSConversationHelpActivityMovementParticipationSuccess

CHAMPS Coaches – Ernestine Mendez (3rd grade teacher) and Claudia Sánchez (4th grade teacher)

CHAMPS

Arrival and Dismissal Procedures in the Classroom

All rules, rewards and consequences must be posted in the classroom; this should include your Arrival (AM) and Dismissal (PM) Procedures as well as your CHAMPS expectations for instructional activities to include the various voice levels.

Enter/ Exit Procedures are required for all other staff members with a room where students will be in.

Q & A

Contact info: Phyllis Abernathy

pabernathy@eisd.net

Claudia Sanchez csanchez@eisd.net

Let’s Have a Great PBIS New Year!

Credits• Mrs. Pamela Reece, Principal of Roosevelt Elementary• Ms. Mashyell Calderon, Asst. Principal of Roosevelt Elementary• Mrs. Evony Searles, PBIS Chairperson• CHAMPS Coaches

~Ernestine Mendez ~Claudia Sanchez

• Roosevelt’s PBIS Team~Phyllis Abernathy~Tamara Bustamante~Mariam Martinez~Kristy Molina~Claudia Sanchez

• The Dedicate Roosevelt Teachers and Staff

Bibliography and Resources

• Redclift, D. (2009). Champs: Classroom management and organization. ESC 20.

• Sprick, R. (2009). Champs: A proactive & positive approach to classroom management, 2nd ed. Pacific Northwest Publishing.

• Sprick, R., Knight, J., Reinke, W., McKale, T. (2010). Coaching classroom management, 2nd ed. Pacific Northwest Publishing.

• http:www.safeandcivilschools.com