Charlotte Central Staff PBS Launch August 25, 2008

1. Charlotte Central Staff PBS LaunchAugust 25, 2008

2. VIDEO: Swanton Schools

3. BEST Expectations • Be present • Engage with others • Support each other • Team solutions

4. Six Components of School-wide Discipline • Statement of purpose • Clearly defined expected behavior • Procedures for teaching expected behavior • Continuum of procedures for encouraging expected behavior • Continuum of procedures for discouraging problem behaviors • Procedures for record-keeping and decision making

5. Statement of Purpose “The purpose of our school-wide discipline system is to provide an environment that promotes the academic and personal growth of all.”

6. Six Components of School-wide Discipline • Statement of purpose • Clearly defined expected behavior • Procedures for teaching expected behavior • Continuum of procedures for encouraging expected behavior • Continuum of procedures for discouraging problem behaviors • Procedures for record-keeping and decision making

7. CCS Behavioral Expectations

8. Six Components of School-wide Discipline Statement of purpose Clearly defined expected behavior Procedures for teaching expected behavior Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging problem behaviors Procedures for record-keeping and decision making

9. Sample Lesson Plan Expectation:Respect Self, Respect Others, and Respect Property Setting: Classrooms, Cafeteria, Playground, Gym/MPR, Hallway, Bathroom, Bus PURPOSE: • To promote respect and ensure the safety of all people in our school • To show pride in our school by taking care of it DIRECT INSTRUCTION: • Review the 3 School-Wide Behavioral Expectations • Ask students for examples of what “RESPECT OTHERS” “RESPECT SELF” “RESPECT PROPERTY”look like, sound like, and feel like in each setting. • Be sure to ask students to explain their reason. ** Have students reword their “Don’t …….” into positively stated behaviors. MODELING/ROLE PLAYS: • Teacher with Teacher or Teacher with Student role play of behaviors taken from the matrix. (ex. Inviting another student to join the table or use a quieter voice) • Discuss students’ observations of the role-play. Ask “What did you notice about …?”; Encourage them to recognize positive behaviors and appropriate social skills. • Choose volunteers to role-play various situations. You may want to specifically model how to properly enter the cafeteria, find a seat, stand in line for lunch, carry a tray, clean-up, etc. FOLLOW-UP REINFORCEMENT SUGGESTIONS: • Have students illustrate appropriate behaviors in an area of their choice. • Take photos of the students following expectations and create a class book or b. board. • Have students share their work with another class.

10. RC/DD Connections • 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.

11. Activity! Groups: Pre K-K, 1-2, 3-4, 5-6, 7-8 • Brainstorm and share ideas about scheduling, resources, and methodology for teaching the behavioral expectations in various settings. (20 minutes)

12. Six Components of School-wide Discipline Statement of purpose Clearly defined expected behavior Procedures for teaching expected behavior Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging problem behaviors Procedures for record-keeping and decision making

13. Activity!Encouraging Expected Behaviors Neighbor share (2 – 3 people): • What have you seen work to encourage positive behavior? • What would you like to try? • People will be called upon to share – be ready in 10 minutes!

14. Not all tickets are bad! General Guidelines for reinforcement (Encouraging) • Tangible to Social • External to Internal • Frequent to Infrequent • Predictable to Unpredictable

15. CCS Pride Ticket Details Calendar for Ticket and Student PBS Launch: Aug. 27 – Sept. 4: Teach Behavioral Expectations Matrix to students Sept. 5: Carnation Ceremony: Introduce CCS Pride Tickets to students in 5-8 and PreK-4 assemblies Sept. 8: Tickets given to students for knowing 3 R’s (number of tickets given should be unrestricted) Sept. 15: Tickets given to students for knowing BOTH the 3 R’s and demonstrating them as well

16. Six Componentsof School-wide Discipline Statement of purpose Clearly defined expected behavior Procedures for teaching expected behavior Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging problem behaviors Procedures for record-keeping and decision making

17. Discouraging Problem Behaviors:Discipline Referral Form

18. Clearly Defined Responses and Consequences

19. Six Components of School-wide Discipline Statement of purpose Clearly defined expected behavior Procedures for teaching expected behavior Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging problem behaviors Procedures for record-keeping and decision making

20. Procedures for Record-Keeping and Decision Making • New record keeping system: SWIS • Accessible discipline data: Charts and graphs at the push of a button • PBS Leadership Team will meet on a monthly basis. • School discipline data analyzed and shared with school staff throughout the year.

21. School-wide Evaluation Tool (SET)

22. Effective Behavior Support (EBS)Self-Assessment Survey

23. Closing Remarks Survey Monkey Questionnaire