PRESENTED BY

CASSANDRA CORLEY, MSWBEHAVIOR SPECIALIST & PBS SCHOOL COORDINATOR

CHARLOTTE CENTRAL SCHOOL

NOVEMBER 18, 2008

Charlotte Central School’s Journey to “Readiness”: Strengths, Challenges, &

Strategies1

Step 1: Gathering Materials

Materials: School Action Plan School Mission Statement School Discipline Plan/Policies/Procedures

Why important?1. Alleviates feeling overwhelmed: Most of you have

these in place already.

Remember: You’re not reinventing the wheel!

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Step 2: Forming a PBS Leadership Team

CCS PBS Team includes: Administrator, Pre K-4 Counselor, 5-8 Counselor, 1st

Grade Teacher, 8th Grade Teacher, Para Educator, Special Educator, Head Custodian & Behavior Specialist.

Strategies: Diverse/broad representation Include “naysayers” Monthly meetings important! Must commit!

Think about what committees already meet. Is there already representation? Use that as your team?

Dedicate first meeting to planning future meetings & discuss how decisions are made

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Step 7: Pre-vote Presentation to Staff

Gaining Staff Buy-in: Strategies

1. Entire team participates in presentation. 2. Answer: “What’s in it for me?” and “What’s

expected of me?”3. Draw a connection between Responsive

Classroom and PBS – very similar4. Get support from State Coach in preparing

presentation5. Create anonymous voting ballot

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Step 7: Pre-vote Presentation to Staff cont’d…

Gaining Staff Buy-in: Strategies

1. Entire team participates in presentation Diverse team caters to diverse staff Shows a sense of unity – we’re all on the

same page

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Step 7: Pre-vote Presentation to Staff cont’d…

Gaining Staff Buy-in: Strategies

2. Answer: “What’s in it for me?” School will have common purpose and

approaches to discipline - expectations, rewards, and procedures for disruptive behaviors

Access to team and data-based decision-making Increase in awareness of school-wide

expectations of students and staff Increase in time of quality instruction Improved teacher satisfaction

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Step 7: Pre-vote Presentation to Staff cont’d…

Gaining Staff Buy-in: Strategies

2. Answer: “What’s expected of me?” Support the 3-5 school-wide behavioral

expectations Participate in school roll-out activities Apply and teach school-wide expectations in

classrooms Reward students for following expectations

according to reward system (developed by PBS school leadership team)

Use consistent approaches for addressing disruptive behaviors

Review data to direct approaches around behavior change

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Step 7: Pre-vote Presentation to Staff cont’d…

Gaining Staff Buy-in: Strategies

3. Draw a connection between Responsive Classroom/Developmental Design and PBS

Focus on proactive discipline Focus on developing self-discipline within students and

community Expectations need to be taught with modeling, group

discussion, role play and practice Reinforcement and re-teaching are necessary Teacher language/communication supports positive

behaviors in students and works towards expected behaviors being an intrinsic goal

Reactive discipline is used when proactive measures are not sufficient

A CHALLENGE: In RC/DD, classes develop rules and expectations. To organize PBS, we needed to come up with a starting place, our matrix. We believe these will be able to be integrated without compromising the integrity of either.

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Step 7: Pre-vote Presentation to Staff cont’d…

Gaining Staff Buy-in: Strategies

4. Get support from State Coach in preparing presentation Offer support and expertise Able to answer a multitude of questions Thanks Sherry!

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Step 7: Pre-vote Presentation to Staff cont’d…

Gaining Staff Buy-in: Strategies

5. Create anonymous voting ballot

I support moving forward with PBS

I support moving forward but have these reservations: ___________________________________ ___________________________________

I oppose moving forward with PBS

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Step 12: Developing an ODR Form

Strategies: If using SWIS, align ODR form with SWIS format

Provide efficient data entry Consistent data collection

Create a ‘read only’ account for select staff to access data

Designate one person to enter data, can be more if the process is very clear

Enter data weekly! Don’t let it build up! Distribute data on a bi-weekly basis to cohorts of

teachers for review (ie. 1-2, 3-4, 5-6, 7-8 grades)

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Ste

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CCS Discipline Referral FormStudent: ______________________________ Referring Staff: ______________________________ Grade: Prek K 1 2 3 4 5 6 7 8 Time: _________a.m./p.m. Date: ______________ (Circle one)LOCATION: Classroom Playground/Recess Cafeteria Bus Hallway Library Bathroom Arrival/Dismissal Assembly/Field Trip Locker Room Other: __________________

PROBLEM BEHAVIORS:MINOR: Inappropriate Language Physical Contact Defiance/Non-Compliance Disruption Dress Code Property Misuse Tardy Technology Violation Gum Chewing Other: __________________________________ MAJOR: Abusive Language Fighting/Physical Contact Overt Defiance/Non-Compliance (including threats of harm) Dress Code Vandalism Technology Violation Harassment Hazing Bullying Skipping Class Alcohol/Drugs/Weapon Other: __________________________________ POSSIBLE MOTIVATION: Obtain Peer Attention Obtain Adult Attention Obtain Items/Activities Avoid Peer(s)

Avoid Adult(s) Avoid Activity/Task Don’t Know Other: _________________________ OTHERS INVOLVED: (List others involved on the back of this form) None Peer(s) Staff Teacher Substitute Unknown Other: ____________ ADMINISTRATIVE DECISION: Success Plan Loss of Privilege Conference with Student Parent Contact/Conference

Tolerance Timeout Individualized Education Detention: Lunch/Recess/Afterschool

Bus Suspension (# of Days: _____) ISS (# of Days: _____) OSS(# of Days: _____)

Restitution Other: __________________________ ACTION ALREADY TAKEN:

Verbal Warning Assigned Quiet Time Alternate Seating Other: ___________

WHAT DOES IT LOOK LIKE?

PBS at CCS!13

PBS at CCS: A Team Effort!14

Representative Leadership Team attended the BEST Institute in June!

Focused on 6 Components of PBS:1. Statement of purpose2. Clearly defined expected behavior3. Procedures for teaching expected behavior4. Continuum of procedures for encouraging expected behavior5. Continuum of procedures for discouraging problem

behaviors6. Procedures for record-keeping and decision making

Mrs. Smith Mrs. HealyMs. Downer Mrs. FilardiMs. Corley Ms. RathbunMr. LeBlanc

CCS PBS Launch/Roll-out

August: Staff Launch/Roll-out Pre-service Used 6 Components of PBS as outline for presentation Included group activities Survey Monkey Questionnaire to gain staff input

September: Student Launch/Roll-out Developmental Differences

Two different roll-outs on same day for different grades (Pre K-4 and 5-8)

October: Community Launch/Roll-out “Coffee with the Principal” - parents attended Presentation at a PTO meeting Published PBS info in the Newsletter, on our website, and

in the local newspaper Encouraged parents to ask kids about PBS

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What does it look like at CCS?16

1. School-wide Expectations:

RESPECT YOURSELF

RESPECT OTHERS

RESPECT PROPERTY

SHOW YOUR PRIDE IN CCS

2. Teachers Taught the School-wide Expectations:

What does it look like at CCS? 17

3. System to Encourage Positive BehaviorName: ______________________________Date: _______________________________  I showed pride in CCS by: 

❏ Knowing the 3 Expectations ❏ Respecting Myself ❏ Respecting Others ❏ Respecting Property

General Guidelines for Reinforcement (Encouraging)

•Tangible to Social•External to Internal•Frequent to Infrequent•Predictable to Unpredictable

What does it look like at CCS?18

4. Celebration: October 22!!! Staff and Student Input Developmental Differences

Grades K – 5: Grades 6 – 8: 1 Hour Extra Free Homework

Free Choice/ Recess! Weekend!

What does it look like at CCS?

Charlotte Central School Behavioral ExpectationsBehavioral

Expectations CLASSROOMS CAFETERIA RECESS GYM/MPR HALLWAY BATHROOM BUS

RESPECT YOURSELF

Do your best Be on task Be prepared

Eat your own food

Sit at your own seat

Play safe Dress for

weather Play fair

Do your best

Play safe

Walk Be on

time to class

Wash your hands

Flush

Follow safety rules

Stay in your seat and assigned area

Remain seated when bus is in motion

RESPECT OTHERS Help others

Stay in own space

Share

Use quiet voices

Let others join your table

Include others

Take turns

Play fair Share Include

others

Use inside voices

Be mindful of traffic

Respect privacy

Use inside voices

Keep hands to yourself

Keep the aisle clear

Follow the bus driver directions

RESPECTPROPERTY

Clean up Take only

what you need

Return materials

Clean up table

Stay seated until turn to leave

Clean up Use

equipment properly

Clean up Use

equipment properly

Admire art on walls

Clean and organized lockers

Clean up area

Report problems

Clean up Respect the

interior and exterior of bus property

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What does it look like at CCS?20

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What does it look like at CCS?25

Next Steps……….

Re-energize ticket distribution efforts Free Luncheon for all staff provided by PBS Team During morning announcements include “Remember

to respect yourself, others, and property.”

Plan next school-wide celebrationContinue to share data with staffAttend secondary/tertiary trainingsContinue to get staff and student feedback!

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Thank you!

Questions?Contact Cassandra Corley at (802) 425-6673 or

Email at ccorley@cssu.org

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