Early learning center s t a r s
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Early Learning Center S*T*A*R*S. School-wide Positive Behavior Support Program Presented by : Bridget Bergeron Nikki Viator Session 21A 9:30 am Session 21B 12:45. Our School Demographics. ~ 275-300 PK and K students ~ 85 % Free and Reduced lunch status

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Early Learning Center S*T*A*R*S

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Early learning center s t a r s

Early Learning Center S*T*A*R*S

School-wide Positive

Behavior Support

Program

Presented by :

Bridget Bergeron

Nikki Viator

Session 21A 9:30 am

Session 21B 12:45


Our school demographics

Our School Demographics

  • ~ 275-300 PK and K students

  • ~ 85 % Free and Reduced lunch status

  • ~ 75% Black and 25% White, less than 1% Asian

  • Highly transient population


What is our goal

What is our goal?

  • Research proven results: Students taught specific behavior skills, and receive informativeand positive feedback and reinforcement.

  • School environments and procedures that are positive,proactive, preventative & predictable.

  • Behavior supports include primary (80%), secondary (~15%), and tertiary (~6%) systems.


Pbs is

PBS is…

  • A broad range of strategies aimed at teaching important social and learning outcomes while preventing problem behaviors.

  • A focus on adult behavior as well as student behavior.

  • For ALL students; not a particular group of students.


Keys to success

Keys to Success

  • Focuses on ADULT behavior school-wide.

  • Teacher-Student interaction:

    *High rate of positive interactions and

    reinforcements

    *Teach and re-teach expectations and social skills

    *Active supervision (both in and out of

    the classroom)

    *Redirection for minor behavior errors

    *Frequent pre-corrections for chronic errors


Levels of pbs

Levels of PBS

  • School-wide- Procedures and processes intended for all students and staff in specific settings and across campus. Reinforced by ALL staff.

  • Classroom- Lesson Plans and procedures that reflect school-wide expectations for student behavior with preplanned strategies. Taught by classroom teacher.

  • Target Group- Procedures designed to address behavioral issues of students with similar behavior problems. Programs for struggling students.

  • Individual Student- Procedures and team-based strategies to address problem behaviors of individual students. Strategic interventions and supports.


Juvenile justice reform act 1225

Juvenile Justice Reform Act (1225)

  • States that good behavior and discipline of students are essential prerequisites to academic learning, the development of student character, and the general, as well as educational, socialization of children.

  • Subpart C-1: BESE formulated and approved a plan which includes positive behavior supports and other effective disciplinary tools.

  • This mandate is part of each school’s Discipline Master Plan.


Elements of school wide pbs

Elements of School-wide PBS

  • Establish team/faculty buy-in.

  • Data-based decision-making.

  • Specific discipline referral process/forms.

  • Establish SCHOOL-WIDE rules.

  • Define classroom managed (Minor)

    vs Office managed (Major) behaviors.

  • Develop lesson plans to teach expectations and procedures both in classroom and around school grounds.

  • Create a reward/incentive program.

  • Define consequences and procedures for dealing with behavior infractions.

  • Continuously evaluate, modify, and monitor.


Key points

Key Points:

  • Teaming and Faculty Input are critical

  • Define behaviors: Minor vs Major

  • Referral Process: Flow chart with steps and written procedures (posted in classrooms)

  • Plan for clear consequences for rule violations

  • Lesson Plans for teaching Expectations

  • Plan a hierarchy of positive reinforcements for both in the classroom and school-wide


Elc stars pbs plan

ELC STARS PBS Plan

  • Discipline team members selected and attended PBS in-service.

  • Skeleton plan developed by team.

  • Mandatory faculty in-service held. ***100% faculty buy-in !!!

  • All faculty members collaborated to finalize the discipline plan.

  • Team members were assigned specific components (Book of Products).

  • The plan was implemented school-wide on the first day of school.


Early learning center s t a r s

Early Learning Center

Positive Behavior Support Discipline Plan

School-wide Expected Behaviors:

Three B’s:

*Be Responsible

*Be Respectful

*Be Safe

  • Problem Solve with Student:

  • **Immediately correct problem behaviors**

  • Redirect and prompt student toward expected behavior

  • Name the problem behavior

  • State the school-wide expected behavior (STARS).

  • Model expected behavior

  • Ask student to demonstrate behavior

  • Provide acknowledgement

  • If administering a consequence, follow established procedures (ex: apology, cool-off, etc.)


Early learning center s t a r s

  • Minor Behaviors:Possible Interventions:

  • Inappropriate/abusive language,Counseling & verbal reprimand

  • profanity (not towards others)Parental contact (mandatory)

  • Defiance, disrespect,Detention (recess in class, lunch, etc.)

    non-complianceSpecial work assignment

  • Harassment, teasingWithdrawal of privileges

  • Property damageBehavior contract

  • Lying, cheating, stealingFamily support referral

  • DisruptionGuidance referral

  • Break rules (repeatedly)

  • *Depending on severity and Intent:

    Inappropriate touch*After 3 classroom intervention

    Physical aggression incidents, teacher completes a

    FightingMinor referral form

    Threats*Chronic Minors may become Majors*

    Levels: 1st minor- parent contact

    2nd- parent conference

    3rd- meeting w/ administration

    4th minor becomes a Major per grading period


Early learning center s t a r s

  • Major Infractions:Possible Interventions:

  • Inappropriate/abusive language/Office referral

  • Profanity (directed toward others) **(mandatory)

  • Physical aggression toward anotherParent contact

    student or teacher **(mandatory)

  • Inappropriate touchDue Process

  • Fighting**(mandatory)

  • Threats

  • Repeated minor infractionsAll other interventions

  • Weaponsat the discretion of the

  • Drugs/tobacco principal, and following

    Parish guidelines.

    *4th minor infraction per grading period becomes a Major

    **Behavior plan mandatory after 2nd Major with documentation, and revisions as needed.


Infractions

Infractions

  • Minor Infractions: (use infraction form)

    1st- parent contact/phone call/note home, remember to document.

    2nd- parent conference with teacher, use conference report

    3rd- Family Support meeting.

    4th- per grading period becomes a major infraction, see below.

  • Major Infraction: (use state referral form)

    1st office visit, conference with principal, state form must filled out.

    Consequences will be determined by principal and teacher.

    2nd major: Mandatory Behavior Plan w/ interventions.

    ***Reminder: Please remember to Problem-solve (steps 1-7) with student and follow interventions listed on infraction form, ex: time-out, seating change, parent contact, re-teach expectation, verbal warning, etc.


Discipline flow chart

Discipline Flow-Chart

Procedures for Dealing

with Problem Behaviors

  • Observe the Problem Behavior.

  • Problem Solve with Student(s) (1-7).

  • Determine if behavior is minor or major.

  • If in doubt: When learning or teaching can no longer take place, it is probably a major infraction.

  • If NO, follow intervention procedure (see plan).

  • If YES, notify administrator (due process procedures).

  • Follow up procedures.


Early learning center s t a r s

  • Teachers and staff are updated on procedures at the beginning of each school year and at mid-term.

  • The students are taught school-wide procedures and rules at the beginning of the year. They are reviewed each 9 weeks. Taught and reinforced daily.

  • There are five rules – SCHOOLWIDE!!!

  • Teachers send home a daily conduct sheet to inform parents of each child’s behavior.

  • Pocket chart


Recess referrals

Recess Referrals

Procedures:

Recess duty personnel follow procedures for handling students who do

not follow recess rules.

1st- warning, problem-solve.

2nd- time-out.

3rd- second time-out and character recess referral.

*Severe infractions are dealt with immediately and may go to office.

Character Recess:

-A teacher is assigned as Character recess duty person.

-This person provides social skills instruction and re-teaches expectations

and procedures to students who are referred.

-This instruction is provided during their regular recess time.

1st referral- student conference and re-teaching of expectations.

2nd- note home

3rd-phone call to parent

4th-minor infraction/parent conference.


Incentives

Incentives

  • Daily- Happy tickets,stickers, verbal praise, hugs, treats, etc.

  • Weekly- Student of the Week (star student), treasure chest, treat, homework pass, etc. Shop in PBS Store on fridays.

  • Monthly- Student of the month (certificate, t-shirt, shop in PBS store, pizza party), school-wide incentive (criteria).

  • Year-end- Class ceremonies (individual recognition)

  • Teacher Incentives: Shining Stars (parking spot), free dress for perfect attendance, treats in lounge.


School wide support

School-wide Support

Programs that support our discipline program:

  • Family Support Committee: meets with family to problem-solve and formulate a plan to help the student to be successful at school.

  • School Building Level Committee (SBLC): Identifies interventions and supports for students who require a more intensive plan to support their success at school. Request support from Special Services behavior Interventionist if necessary.

  • Early Intervention Program: Coordinated effort between the school system and the District Attorney’s office to assist students and families in crisis situations, or who show signs that cause concern.

  • School-based Health Centers: School-based program that provides counseling and health services to school aged children.

  • ECSS- Early Childhood Supports and Services: Mental health intervention program for families of children 0-6 years old who may need counseling or other interventions and assistance.


Family and community

Family and Community

  • Open House: Explain PBS to parents

  • Newsletters and publications

  • Family Nights: Guest speakers from community with whom parents can identify (ex: church and community groups).

  • Fun Fests: Parent volunteerism

  • Newspaper: Publish pictures of PBS student activities

  • Businesses: Provide support for PBS


Team meetings

Team Meetings

  • Team meetings are held monthly.

  • Share success stories.

  • Review data for decision-making.

  • Determine monthly incentive.

  • Discuss classroom level problems and school-wide concerns

  • Discuss possible solutions.


Evaluation

Evaluation

  • Teacher Surveys

  • Parent Surveys

  • Student Surveys

  • District SET evaluation and BOQs

  • Action Plan


In summary the process for pbs includes

In Summary: The Process for PBS includes…

  • A committed team.

  • Positively stated behavior expectations/rules.

  • Plans for teaching expectations and procedures.

  • Procedures for encouraging expected behaviors

  • Procedures for discouraging violation of expectations/rules.

  • Method for collecting and analyzing data.

  • Plan for monitoring implementation and effectiveness.


Early learning center s t a r s

School Performance Scores:

2004-05 school year- 70.3 %

2005-06 school year- 72.5 %

2006-07 school year- 80.4%

2007-08 school year- 85.6%

% Reading On K Grade Level at end of School year:

2005-06 school year- 62 %

2006-07 school year- 76 %

2007-08 school year- 80 %


Please complete evauations

Please complete evauations

Presented by :

Bridget Bergeron

Nikki Viator

Session 21A 9:30 am

Session 21B 12:45


Early learning center s t a r s

Comments!

and

Questions?

[email protected]

[email protected]


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