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Hope Chinese Charter School

Hope Chinese Charter School. SW-PBIS Big Ideas. Proactive is better than reactive Set students & staff up to be successful Define & Teach consistent expectations Regularly acknowledge positive behavior Commitment to serve ALL students

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Hope Chinese Charter School

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  1. Hope Chinese Charter School

  2. SW-PBIS Big Ideas • Proactive is better than reactive • Set students & staff up to be successful • Define & Teach consistent expectations • Regularly acknowledge positive behavior • Commitment to serve ALL students • Increase participation in school & academic success • LIMIT LOSS OF INSTRUCTIONAL TIME • Reduce use of exclusionary & punitive strategies

  3. School-wide Positive Behavior Intervention & Support (SW-PBIS) • Over 18,000 schools implementing SW-PBIS • Over 600 schools in Oregon • A research based intervention that improves school climate, reduces problem behavior, maximizes instructional time • For more information visit: • www.pbis.org

  4. School-wide PBIS SystemsThe Basics • Team-led development to fit to local culture & context • Defineschool-wide expectations & routines • Teach expectations and social-emotional competencies • Monitor and acknowledgeprosocialbehavior • Provide instructional consequences for problem behavior

  5. Team-led development to fit to local culture & context • Initially developed by team of Hope teachers, board members & parents: • Julie Rickman • Felix Loo • Molly Heywood • Caroline Li • Rupi • Chris Borgmeier • Began planning in Nov. 2011

  6. What can parents & volunteers do? • Become a part of the Wisdom Seekers team… we are looking for interested parents to become regular members of the Wisdom Seekers team. • At the end of this presentation, let us know if this is something you might be interested in.

  7. Establishing a Social Culture Common Language MEMBERSHIP Common Experience Common Vision/Values

  8. Developing a Common Language 3-5 positively stated SW-Rules -Easy to remember -Focus on Positive, not negative

  9. What can parents & volunteers do? • Support the common language by using it with students & your child in school & at home…. • “I like how the students at this table got right to work, that is very Responsible!” • Are you being Kind right now?... you should ask nicely to see if she is done with the crayon – try that again showing me how to be Kind. • “Wow, that was very Safe of you to put your helmet on before riding your bike.”

  10. Define School-wide Expectations & Routines Positively Stated Expectations: -Focus on What TO DO… not what not to do

  11. What can parents do?(pp. 5-6) Try it at Home – Define your Expectations using the Wisdom Seeker Rules for Home routines Remember positively stated expectations!

  12. Teach Expectations, Routines & Social/Emotional Competencies • First week of school (teaching & re-teaching): • Teaching Expectations & Routines across settings • Students went to setting & were taught expectations & routines through: • Modelling/demonstration • Practice • Feedback • Reteaching occurs: • Periodically throughout the year, usually when returning from breaks (Winter break, Spring break) • As determined necessary based on staff or parent concerns or data

  13. What can parents & volunteers do? • Teach WHAT TO DO – rather than what not to do • Teach your expectations for your Home Matrix (pp. 5-6) • Teach expected behavior through modeling & demonstration of positive behavior • Have student/child PRACTICE What To Do • Less Talk & more demonstration & practice • “Let me show you a better way to ask for your markers, instead of yelling… look at me and say, “Could I have the markers, please?”…. Now you show me how to ask more Respectfully!”

  14. Monitor and acknowledgeprosocialbehavior Wisdom Tickets • 5 to 1 Ratio • More attention for positive behavior than negative behavior • Focus more attention on what you want to see! • Look for positive behavior & acknowledge it! • Wisdom Tickets are 1 way to acknowledge positive behavior • Verbal acknowledgement, wink, thumbs-up, pat on the back…. Etc.

  15. When Acknowledging Positive Behavior • Identify the specific behavior being acknowledged • Link the behavior to one of the SW-Rules • GOOD EXAMPLE • “Wow, thank you for helping to clean up the spill, that was very Responsible of you” • NOT AS GOOD • “Thank you, good job!”

  16. Wisdom Seeker Assemblies • Every 2 weeks all students attend a brief assembly in which: • Student review Wisdom Seekers rules & expectations • Sing the Wisdom Seekers song • Celebrate positive behavior of students, classes and school • Popcorn party for whole school last week! • Classes win the opportunity to take care of the Wisdom Seekers ‘owl’ • Draw Wisdom Tickets students

  17. What can parents & volunteers do? • Volunteers: • When you are at the school… actively look for student positive behavior & provide lots of attention for positive behavior • Can hand out Wisdom Tickets, but there are many ways to recognize positive behavior • Parents: • Ask your kids if they’ve gotten a Wisdom Ticket…. ask them what they got it for • Acknowledge your child for being Safe, Responsible & Kind at home & in the community

  18. What to do when problem behavior occurs Primary Goals: Keep Environment Safe & Minimize Loss of Instructional Time • Actively supervise, scan & monitor to catch minor misbehavior early • Consistently redirect minor misbehavior through gentle correction • Acknowledge positive behavior of neighbor • When possible, use proximity, approach student individually, and get on student’s level to redirect back to expected behavior • If the student follows redirection… make sure to provide positive acknowledgement, “Thank you for getting back to work, that was a good choice, very Responsible”

  19. Provide instructionalconsequences for problem behavior Problem with Punishment • Punishment can teach what NOT to do… but does not teach WHAT TO DO! • If using punishment, make sure to pair it with teaching – OR just teach the desired behavior: • Physically demonstrate/model the desired behavior • Student practice of appropriate behavior

  20. Continuum of Responses to Problem Behavior

  21. What can parents & volunteers do? Volunteers • Actively supervise, scan & monitor to catch minor misbehavior early • When student/children engage in problem behavior: • Maintain the group: Positively acknowledge other students who are on task • Provide gentle, verbal redirections to child • When student follows redirection, make sure to thank the student

  22. What can parents & volunteers do? Parents • When your child engages in problem behavior • Be consistent in redirection of behavior • Link to common language (Safe/Responsible/Kind) • Teach kids the desired behavior to do instead (through demonstration & practice) • Prompt child to use desired behavior at earliest signs of future problem behavior • Or use PreCorrectionwhen you can anticipate challenging situations

  23. Thank You for attending!What questions or thoughts do you have? Chris Borgmeier Portland State University cborgmei@pdx.edu

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