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
p 1
2:
Deve
lop
ing
an
OD
R F
orm
con
t’d
…
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: ___________
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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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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