oakdale elementary pbis staff handbook · 2019-05-15 · screening, classroom management, oakdale...

5/12/2019 Oakdale PBIS Supplement 18-19 - Google Docs

https://docs.google.com/document/d/1L27r0YbEY61i4G4Y84MXNqI3Nr-ygNbIWrxIQu2qKek/edit 1/50

Oakdale Elementary

PBIS Staff Handbook

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Behavior Handbook Index: Page

Positive Behavioral Interventions and Supports (PBIS) ……………………………………… 3 Core/ Tier 1

School Wide Expectations ……………………………………………………………… 5 Instruction of Expectations & Social Skills ……………………………………………. 5 Oakdale Behavior Expectations Matrix ………………………………………………… 5 Social Emotional Learning (SEL) ……………………………………………………… 7 Social Skills …………………………………………………………………………….. 8 Good Behavior Activities …..………………………………………………………. 11 Good Behavior Games (AIRGBG) ……………………………………………………. 12 Classroom Management ……………………………………………………………….. 13 Oakdale High 5’s………………………………….……………………………………. 15 Quarterly Celebrations ……………………………………………………………….. 16 “I” Message …………………………………………………………………………….. 17 Recess Guidelines ……………………………………………………………………… 18 Systematic Supervision ………………………………………………………………… 19 Procedures for Personal Electronics……………………………………………………. 20 Before and After School Procedures………………………………………………..….. 20 SWIS …………………………………………………………………………………… 20 Procedures for Minor Behaviors ……………………………………..………………… 21 Problem Solving Sheets …………………..……………………………………………. 22 Procedures for Major Behaviors (Office Discipline Referrals) ………………………… 23 Universal Screen ………………………………………………………………………… 25 Communication ………………………………………………………………………….. 25 Deescalation strategies …………………………………………………………………. 26

Targeted/ Tier 2 ………………………………………………………………….... 27 Oakdale Referral Process ………………………………………….……………...… 27 Standard Interventions (Tier 2) ……………………………………………………….. 29 34 Check In Check Out ……………………………………………………………………… 30 Decision Making …………………………………………………………………………. 35 Intervention Fading Strategies …………………………………………………………… 35

Intensive/ Tier 3 ………………………………………………………………………………… 36 Examples of more intensive interventions ………………………………………………. 36 Functional Behavior Analysis …………………………………………………………… 36 Competing Pathways ……………………………………………………………………. 37 Students on Level/ZeroOut Plans ………………………………………………………. 38

Appendix Forms

Classroom Management Form …………………..………………………………………. 39 Problem Solving Sheets Examples …………………………….………………………… 42 Boys Town Social Skills (for backside of Problem Solving Sheets) ……………………. 46 SWIS Definitions ………………………………………………………………………… 47 Strategies for Collecting Data …………………………………………………………… 50

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PBIS Westside utilizes a Positive Behavioral Interventions and Supports (PBIS) framework to teach behavior and social skills. Under this framework, behavior is managed in a proactive rather than a reactive manner. There are schoolwide behavior expectations and all students’ behavior needs are targeted through various common practices, procedures, and plans. The PBIS team is a problemsolving team. This group of people will work with you to target a student’s specific behavior needs and implement supports that will help the student be successful. The PBIS Team meets monthly to review student behavior data, plan PBIS activities, plan and support PBIS components such as universal screening, classroom management, Oakdale High 5’s and other systems of acknowledgment, mentoring, etc.

PBIS Mission : In order to meet the unique needs of all learners, Westside Community Schools supports all students in achieving academic excellence, as well as the social and emotional skills necessary to achieve success.

Goals: 1) Providing effective class and school environments that offer a continuum of supports for all

students.

2) Developing responsive school teams that are able to integrate necessary academic and behavioral supports for each student.

3) Developing and maintaining belief systems that support effective practices and instruction in behavior support.

4) Developing building wide systems that appropriately and consistently handle challenging behavior.

5) Improving classroom management skills by providing strategies and training on how to provide effective supports.

6) Reducing the number of out of school suspensions across all buildings.

7) Increasing parent participation/involvement – empower parents by offering opportunities to improve skills.

8) Disseminating knowledge to all staff on how to effectively educate all students.

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PBIS TIERS

At Oakdale, behavior needs are met through a multitiered system of support where there is a foundation or plan of core support for all students and a continuum of intervention supports for those that need them. Data collection is a key component of this system. Below is an example of our behavior multitiered system of support.

Communication A core component for student success is communication, especially communication between home and school. All teachers are expected to make frequent contact with their students’ parents. Positive communication is always the best place to start . It is much easier to make a tough phone call home when you have already called to say the Billy has had a great day in the past. If you have any concerns regarding your students’ behavior or academic skills, communication home needs to start immediately. The classroom teacher should be the first to establish communication. Methods for making a positive communication include: Stop the parent in the hallway, send a note, call home, email, post on your website or newsletter.

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CORE OR TIER 1

School Wide Expectations School wide expectations are defined behaviors that are stated positively and facilitate the teaching and learning process. It allows all staff to use the same language and establish the expectations by setting and location. The school wide expectations at Oakdale are often referred to as the 3 B’s:

Be Safe Be Respectful Be Responsible

All students should be taught the 3 B’s across all school settings . Posters displaying the 3 B’s should be posted in every classroom . At the beginning of the school year, teachers should establish what the expectations look like in his/her classroom. Throughout the school year, expectations should consistently be reviewed and reinforced .

Instruction of Expectations & Social Skills School expectations and social skills are expected to be taught/reviewed weekly. A calendar is provided for the weeklytargeted skills in the PBIS folder in the Oakdale Staff Information folder drive ; however, teachers should also focus on what is needed for his/her class. Practicing/roleplaying these skills is an important component of instruction. The steps for teaching expectations and social skills are highlighted below. For additional resources or guidance for teaching skills, please contact a PBIS team member. Please note: students should not practice the nonexamples. This should only be modeled by an adult. Instructional Approach • Tell (coaching) • Show (modeling) • Do (role play) • Practice (behavioral rehearsal) • Monitor Progress (feedback) • Generalize (apply in multiple settings)

Oakdale’s Behavior Expectations Matrix A guideline for safe, respectful, and responsible expectations across school environments is found below. Students are expected to follow whatever direction any adult gives to them.

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Social Emotional Learning (SEL)

SEL is part of a strong Tier 1/core component. An SEL program helps elementary schools build classroom and schoolwide community. They support students’ academic, social, ethical and emotional growth as well as strengthen relationships among students, school staff and families. Caring School Community (CSC) is the SEL program used in the district. The Caring School Community (CSC) program is a researchbased program that builds classroom and schoolwide community. It provides specific lessons and activities that integrate communitybuilding efforts across the school day and throughout the school year. The program consists of four components designed to work together to build community in the classroom and the school. When implemented properly, these approaches become an integral part of a school’s daily life. • Class meetings are the core of the CSC program and need to occur a minimum of once a week . Class meetings give students, with their teacher’s facilitation, the opportunity to set class goals and ground rules, plan activities, assess their progress, and solve problems. Class meetings provide a forum in which students get to know one another, discuss issues, and make decisions that affect classroom life. In addition to weekly class meetings, a class may have impromptu, checkin meetings, as needed to address situations or concerns. These are short and frequent, typically conducted at the beginning or end of the day and provide opportunities for reflection. They focus on topics such as class norms, the progress of an academic project, or a decision the class has made. • CrossAge Buddy programs that regularly bring together whole classes of younger and older students to work oneonone, each older buddy with his or her younger buddy, on academic, service and recreational activities. Buddy programs build caring crossage relationships and create a supportive schoolwide climate. Oakdale’s crossage buddies occur once a month. • Homeside Activities are part of the SEL program and can be sent home for students to do with a family member. These activities are designed to stimulate conversations between the students and their family members and to link home and school. Each activity is meant to be introduced in the classroom, continued at home, and concluded in the class (during class meetings) with group interaction and sharing. Homeside activities may be sent home once to twice a month. • Schoolwide CommunityBuilding Activities are events that help students, parents and school staff get to know each other better and to link them in building a caring school environment. To see the Caring School Community in action, check out these videos: https://www.youtube.com/playlist?list=PLEzqrn3Nm5X4FB31scZmeKnfyO8TTvwNE

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Social Skills

At Oakdale, we use the Boys Town Social Skills model for our schoolwide approach to teaching social skills, stepbystep. These skills are also referred to as the student works through a problemsolving process after a behavior incident. This systematic approach to teaching social skills helps to create a positive, consistent learning climate and allows teachers to have common language and expectations. Teachers are expected to teach and practice these social skills with their students throughout the week, every week . SEL meeting time has been designated for teaching social skills. The social skill of the week is posted in the weekly communication (i.e., News & Notes) to teachers from the principal ; the full school year’s calendar of when to teach/reinforce each skill is also posted on the Oakdale Staff google calendar. Social skills posters need to be posted in every classroom. The PBIS team can provide additional lessons related to each social skill. Below are the Social Skills for Success and rationales for why it is important to use each social skill: Social Skill Rationale Following Instructions Following Instructions

1. Look at the person. Work may get finished quicker 2. Say, “Okay.” You might gain confidence in yourself 3. Do it now May be a sign of respect to others

4. Check back. Might be viewed as trustworthy and responsible You will likely learn how to complete the task correctly the first time

Accepting Criticism Accepting Feedback

1. Look at the person. Might not repeat the same mistake again 2. Say, “Okay.” Adults might see you as responsible 3. Don’t argue. Might learn what to do the next time 4. Think about what you learned Others might want to be around you

More likely to keep small problems from turning into bigger ones Greeting Others Greeting Others

1. Look at the person. Might make new friends 2. Use a nice voice. Might make a good first impression 3. Say ‘Hi.’ Friends may like you more

Teachers might be more likely to help you Peers & adults might feel more comfortable around you

Getting the Teacher’s Attention Getting the Teacher’s Attention

1. Look at the teacher. Others might see you as a good student 2. Raise your hand. More likely to get the teacher’s attention faster 3. Wait until the teacher says your name. Teacher will be more likely to give you attention 4. Use a nice voice. Might get more work done

May get help sooner Might not disturb others

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Asking Permission Asking Permission 1. Look at the person. You are more likely to get a ‘yes’ response 2. Use a nice voice. You show that you are mature and respectful 3. Say ‘May I…’ Others are more likely to share with you

Listening Listening

1. Look at the person Might Learn quicker 2. Stay quiet and listen Teacher might think you are smart 3. Wait until it’s your turn to talk Work might get done faster 4. Nod and say “Okay.” Might be easier for others to learn

May be easier for the teacher to teach Might feel better about yourself May have more time for fun projects

Accepting ‘No’ for an Answer Accepting ‘No’ for an Answer

1. Look at the person. Adults are more likely to say yes when they can 2. Say ‘Okay.’ Parents, teachers, friends, etc. more like to see you 3. Stay calm. as a cooperative person 4. If you disagree, ask later. People may be more likely to negotiate with you

Others may want to spend more time with you because you don’t argue with them Disagreeing Disagreeing

1. Look at the person. Others might be more likely to listen to your views 2. Use a nice voice. People will be more likely to work things out with you 3. Tell them how you feel. It’s likely your needs will be presented more clearly 4. Give a reason. 5. Listen to the other person.

Accepting Compliments Accepting Compliments

1. Look at the person. You show others that you are mature, confident, 2. Use a nice voice. and deserving of their praise 3. Say ‘Thank you.’ Others will likely compliment you again

You show that you value the person’s opinion You won’t make others feel like their words don’t matter

Asking for Help Asking for Help

1. Look at the person. Your needs will generally be more clear to others 2. Use a nice voice. You are more likely to get your work done correctly 3. Say “Please” and tell what you need. You are more likely to get your work completed faster 4. Say “Thank you.” It can possibly help you to avoid frustrations

Asking for help increases the chances you will learn new things the right way

Working with Others Working with Others

1. Think about what needs to be done. You will get your work done faster 2. Talk to others. Others may want to work with you again 3. Choose something to do. You show others that you are responsible

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4. Do your part. You might earn points for participation. Staying on Task Staying on Task

1. Think about what you need to do. You manage your time better and have more time 2. Start working. to do other things 3. Keep your eyes on your work. You don’t distract or disrupt others from their work 4. Stop working when the teacher tells you. You contribute to a positive learning environment

Sharing with Others Sharing with Others

1. Let the other person use the item first. Your partner will be more likely to share with you 2. Ask if you can use it later. next time. 3. After your turn, offer it back. You can spend time doing fun/work and not arguing

You’ll all be more productive. Saying Your Sorry Saying Your Sorry

1. Look at the person. You will have a better relationship with the person 2. Use a nice voice. When you show respect for others, they can more easily 3. Tell why you’re sorry. respect you 4. Say what you’ll do next time. He/she will be more likely to trust you in future.

You can both move on after your apology.

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Good Behavior Activities (ACES training) Good Behavior Activities refers to core strategies or methods for intervening and reinforcing student behavior. The Good Behavior Game is a class wide management strategy that uses the strategy of publicly posting reinforcement and competition between teams to change the behavior of a class . It can also be used to influence one or two students in the class through the use of public contingencies and positive peer influence (Harris & Sherman, 1973). Steps:

1. Decide what behaviors will be targeted for the game Classroom rules are a good place to start (remember rules should be clear with expectations defined) If problem behaviors are occurring that are not in the rules, the rules should be revised Rules should be reviewed in order for students to know the expectations

2. Divide the class into teams Teams may consist of rows, halves, boys vs. girls, or entire class vs. another class Make sure to split evenly the students with more problem behaviors

3. The game should be explained in detail to the students Students should clearly understand what behaviors earn points and what behaviors cost points Students should be taught to encourage teammates in a positive manner and reminded that negative

comments are not allowed (i.e. will lose points) 4. Teams compete to see who can earn the most points in the designated time period

May decide to keep track the whole day or only during a specific time when students seem to be having problems. It is recommended to target certain times of the day

Could establish a criterion for winning (e.g. at least 5 points). This way it is possible for all teams to win as long as they earn the points

Teams are rewarded at the end of the designated period or accumulated and rewarded at the end of the week

The Good Behavior Game can be altered to best fit your classroom. The basic premises are to publicly display the points, clearly define expectations, and reward students when they meet their goal. **Specific examples and detailed implementation steps for four Good Behavior Games can be found in the Oakdale Staff Information drive, in the PBIS folder (i.e., GoodBehaviorGames.pdf).

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Good Behavior Games (American Institutes for Research, AIRGBG)

Oakdale’s first through third grade classroom teachers are receiving training in Good Behavior Games in 20182019, with fourth through sixth grade classroom teachers to receive training in 20192020. Good Behavior Games employ a teambased strategy to help our children master the role of student and be successful at meeting the key demands of the classroom, including concern for peers, paying attention, and completing schoolwork. In Good Behavior Game classrooms, there is less offtask and disruptive behavior, and teachers have more time to devote to teaching. Students learn teamwork, receive positive reinforcement for promoting and following classroom rules, and practice monitoring and managing their own behavior. It is a groupcontingent strategy; individual members are reinforced for the behavior of the team as a whole. The goal is that all teams behave well and win.

To implement, the teacher assigns all children in class to teams balance for gender, behavior, and learning. The following rules are fundamental to effective learning in the classroom and are posted and viewed:

(1) We will work quietly. (2) We will be polite to others. (3) We will get out of our seats with permission. (4) We will follow directions.

To help clarify expectations, Voice Level expectations are defined and posted a follows:

Level 0 Voice off (We are all quiet and no one is talking.)

Level 1 Whisper (Only your neighbor can hear you.)

Level 2 Inside Voice (Only your table or small groups can hear you.)

Level 3 Speaker (Your classmates can hear you without shouting.)

Level 4 Outside (Playground voice and too loud for the small group.)

GBG is played for 10 to 30 to 40 minutes/day (i.e., longer as the year progresses) during an independent activity, each team is reinforced if their members of the team meet behavioral expectations and break the classroom rules for more than four times during the GBG period. (All teams can win!) Over time, GBG evolves from being played for brief periods of time, during different activities, and in different locations with delayed reinforcement. In this way, students learn that good behavior is expected at all times and in all places.

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Classroom Management Classroom management refers to the wide variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during a class. Classroom Management Plan: The Classroom Management Plan is used to allow teachers to structure and document his/her management methods. It also allows a teacher’s classroom management plan to easily be communicated to guest teachers and specials teachers. Teachers are expected to complete their Classroom Management Plan located in the PBIS folder of the Oakdale Staff Website and have a hard copy in sub folders for guest teachers to access . A copy of the plan also needs to be emailed to the principal. A sample of this form is located in the appendix.

9 Proactive Classroom Management Tactics

1. Organizing a productive classroom All student can see instruction without having to strain or engage in effort Visible schedule of class activities Students do not face traffic areas (distractibility) Easy for teacher to walk around and monitor Seating rows with paired desks instead of tables Reduces disruptive behavior increases academic productivity Facilitates student dyads and peer tutoring

2. Classroom rules and procedures

Establish clear rules and procedures at the beginning of the year Have students participate in developing rules Review rules periodically Reinforce rule abiding behaviors Response cost rule violating behaviors

3. Managing transitions

Establish procedures for transitions Practice transitions and provide feedback Low tolerance level for violating transition rules Beat the buzzer Example:

1) Move quietly; 2) Put books away and get out what you need; 3) Move your chair quietly; 4) Keep your hands and feet to self; 5) Wait quietly for next instruction

4. Managing independent seatwork

Independent seatwork is associated with lower rates of engagement and student achievement than teacherled activities

Clear expectations Have backup assignment/activity for those who finish early Peerassisted assignment correcting

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5. Communicating competently with students Praise, encouraging feedback, empathy statements and smiling Delivering effective praise: Contingency Specificity Sincerity Delivering effective reprimands Brevity Nonthreatening, soft voice Proximity Communicating positive expectations Optimistic and supportive “You can do it”

6. Teach and model prosocial skills

Set aside time to teach prosocial skills Sharing, listening, waiting turns, question asking Provide examples/nonexamples Catch ‘em being good aka – behavior specific praise

7. Teacher proximity

Teacher movement throughout the classroom increases academic engagement Proximity reduces challenging behaviors in students

8. Motivation system

System of delivering rewards or contingent access to desired activities or privileges based on performance

Allows students to receive payoff for maintaining ontask behavior Helps students who are not inherently good at or motivated to do academic tasks

9. Goal setting and performance feedback

Establish a reasonably ambitious behavioral goal for each student Deliver periodic feedback to the student based on their progress toward goal attainment Reward the individual students based on their progress toward goal attainment Reward the individual students and/or entire class for meeting present goal

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Oakdale High 5’s High 5’s are the schoolwide reinforcement or acknowledgment system used at Oakdale. They are a proactive, preventative plan for positive reinforcement. High 5’s are small orange cards with the tiger paw symbol on them. Students are reinforced with specific verbal praise paired with a High 5 card when he or she shows safe, respectful, and/or responsible behavior or the Boys Town social skills. Teachers should use High 5’s to recognize, reinforce and shape appropriate behaviors.

How High 5’s Work: Essential Components: 1) ALL Staff (Everyone!) is handing out High 5’s. 2) Multiple students are recognized for following the social skills and earning High 5’s cards Whenever a staff member observes a student acting appropriately, following school rules and/or demonstrating a social skill, he/she may give the student specific verbal praise and a High 5’s. On the back of the card, the student may write his/her name on the card and their grade, and put it in the container designated by the teacher for the High 5 drawing or the monthly school wide High 5 drawings. Teachers will periodically (decide if daily/weekly) draw High 5 cards and the student will be allowed to choose a reinforcer out of their reinforcer box or earn a privilege or activity. Each classroom can customize how High 5’s are managed and cashed out. Below are some examples of how to Reinforce Students with High 5’s. Please feel free adapt it to what works best with your classroom. The value is in positively reinforcing students.

Students have High 5 books with ten boxes per page. The students glue their High 5’s into the box and when they get to a preset quantity, they get a prize and the teacher marks their name on a chart.

Each night students lay their High 5’s along the top of their desk. The teacher counts the cards and the drawing is completed the following morning or when the class finds time. There is a big drawing on Friday.

Collecting the High 5 cards is a weekly job given to a student. The student collects the data and

charts the cards. On Friday, five names are drawn and the student selects a reward.

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Please avoid the following pitfalls that reduce the effectiveness of the High 5 reinforcers:

Only teachers are giving out High 5’s. ALL staff should recognize students using High 5’s.

High 5’s cannot be taken away after given. Do not use them as punishment.

Do not give multiple High 5’s for one behavior. Give one out at a time to avoid satiation.

High 5’s should be given to any student . Do not just give to the students who continually struggle with behavior management or to only the “good” kids.

Do not give for behaviors that are not a social skill or on the matrix.

Do not give out too many ; students will not be motivated if we overdo it. Giving out High 5’s is most powerful when it is intermittent and unexpected .

All students should not receive the High 5’s all the time. Do not always give to the whole class at once .

Do not just give a High 5’s without saying why. The power is in the specific praise . The ticket is not the thing; you acknowledging the behavior is the necessary component.

Quarterly PBIS Celebrations Four Safe, Respectful, and Responsible assemblies are held across the school year. The purpose of these assemblies is to celebrate and reinforce the schoolwide expectations of our 3 B’s. Assemblies are short. They typically include WHS organizations/athletes or a speaker from the community who shares why it is important to be safe, respectful, and responsible. Suggestions for Quarterly Celebrations are always welcome in the front office.

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“I” Message “I” messages enable speakers to be assertive without making listeners feel defensive. They work beautifully in helping students solve social problems in an assertive, yet respectful, manner. The "I" message avoids attacking and blaming; it focuses on informing someone of one's own feelings and producing productive conversations, instead. "I” messages are especially powerful when the students have good eye contact and use the name of the person to gain their attention. In 4 easy steps, students can let others know how they are feeling, what behavior is bothering them, what they want to happen, and use manners to solve the problem. Formula of an "I" Message:

1. I feel _________(say your feeling) 2. when you _________ (describe the behavior or what happened) 3. because __________ (tell why you feel that way). 4. Please _________ (ask for a change in behavior or what you want to happen).

Common Response : "You interrupted me! You never let me talk!"

“I” Message Response : "I feel frustrated when you interrupt me because I want to share what I'm thinking. Please stop."

The benefits to using "I Messages" include helping students create healthy boundaries, improve communication, and can be used for any age group (even adults!). Another great thing about "I" messages is that they can be used for negative or positive occurrences. For example:

Fred, I feel happy when you share your crayons with me because you are showing how kind you are . Please share with me again.

You can model "I" messages for your students and then ask them to use the "I" message formula, too.

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Recess Guidelines Recess Boundaries: Students are allowed to play on the blacktop, play equipment area, and soccer field. The perimeter of the playground is the chain link fence to the south (do not exit through gates), the blacktop to the north, the chain link fence to the west, and the school building to the east (do not go on sidewalk around the south of the building).

Adults are expected to be moving and be separate from other adults to monitor the playground. Recess Playground Rules:

Students need permission to use the restroom Once students are outside, they may not return to the classroom to get balls or coats Students may sit and swing forward only Students will go down the slide on their bottom, feet first. No climbing up the slides Students will not climb on top of the equipment (i.e. monkey bars) No tag or ball games on the equipment No dodge ball Kickball and other games need to follow the same rules as taught in P.E. Teachers will not referee

students’ games. If students begin to argue during play, they will be directed to a different activity. What is on the ground stays on the ground No play fighting; hands and feet to self No football on the blacktop Do not throw or kick equipment against the walls Stay away from puddles Students stay within boundaries (see above) Students use recess equipment appropriately

During snow: All students need to be on the blacktop when there is snow on the ground. Students will stay off of snow piles. Students need two pairs of shoes and snow pants to play in the snow; students will stay on the asphalt if they do not have boots. All snow needs to remain on the ground. Inside Recess Rules:

Use inside voices. Walk. Sedentary playno running around room. Stay in room unless ask for permission to leave. Staff on duty should coordinate a plan ahead of time for coverage of indoor recess.

A note about guests at lunch: If a student has an adult guest (parent, grandparent, etc.) during lunch, the adult(s) and student may use an overflow table. The adult may also join the student at her/his classroom’s lunch table. Please do not let child choose special friends to eat near them at the overflow or class’ table.

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Systematic Supervision Systematic supervision involves the adult using (1) movement, (2) positive contact, (3) scanning, and (4) positive reinforcement. When our students make “errors” in their reading, we don’t tell them “that was wrong.” An effective reading teacher will also tell you that when a child makes a mistake in reading, we shouldn’t just TELL THEM the word every time. Instead, we teach them. We have an instructional exchange that improves their skills. When our students demonstrate errors in their choices, we will intervene and “teach them” at these younger ages. When our students make “errors” in their behavior, we want to improve our INSTRUCTIONAL RESPONSE TO THEIR BEHAVIOR, so their skills improve. Here is a video that helps give a (high) school based example of systematic supervision in practice: https://www.youtube.com/watch?v=rCqIzeU0hQ

When problem behaviors occur: • Acknowledge the students who ARE following the expectation “_ (Name other students near by)__ you are doing a great job of taking turns with each other.”

• If student with problem behavior doesn’t repair, pull him or her aside and review the expectation.” • If problem behavior continues, pull student aside and use an “I” message

“I felt concerned when you _______ because _______. Please ___________.” • Wait 1015 seconds for response/compliance. Break eye contact, step back. Allow for think time. • If compliance, verbal praise Yeah! (i.e., verbal praise, high five, etc.) • No Compliance, give her/him time

“I’m going to give you some time to think about it and I’ll come back.” (WALK AWAY from student and check back in 2 minutes.) Offer choices—what you want them to do and what they don’t want to do “I’m noticing you are still arguing, you can either stop arguing and continue to play or you are done with (activity) OR the other option is that you can go play something else.”

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Procedures for Personal Electronics Students are required to keep cell phones and other personal electronics turned off and in their

backpacks. If an adult sees a cell phone or students wearing headphones, it will be taken away immediately. The

student will be allowed one warning where they can pick up their personal electronic at the end of the day. Following this one warning the student’s parent/guardian will be required to come pick it up.

Headphones are to be used for iPad use only. They should be stored in a backpack or classroom’s designated area. Headphones may not be worn around school.

Before and After School Procedures Before School : From 8:158:30 adults will systematically supervise students outside. Students eating

breakfast will be welcomed into the building at 8:20 by the breakfast staff supervisor. Students enter the building safely, respectfully, and responsibly. At 8:30, students will stand in their designated areas outside the main entrance and walk into the building when called by grade level by the supervising adult.

On days where students are inside due to weather, students will remain in the hallway outside the gym,

supervised by the assigned adults.

After School : Teachers will walk their students outside at 3:30. Students will stand in designated grade level area. Teachers will remain with students until 3:45. Students will leave the property when the bell rings or wait for their ride. Students may not come back into the building once they have gone outside. Students may not use the phone to call parents unless their ride is late and they are given permission by an adult.

SWIS SWIS is the website Westside uses K12 to document behavior related data and provide support for implementing interventions ( https://www.pbisapps.org ). The website is used to log incidents and track behavior plans. SWIS definitions for Major and Minor behaviors are located in the Appendix section. Teachers (including specialists) are to enter incidents on the SWIS website when student’s in their

supervision receive a Problem Solving or thinking sheet for their Minor Behaviors . Educational assistants and other building staff can also enter Minor Behaviors or she/he may complete a Minor Behavior Log following the incident and tive the paper to the student’s classroom teacher.

Teachers report Office Discipline Referrals on the SWIS website when sending the student to the office for a Major Behavior.

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Procedures for Minor Behaviors Please also refer to the Oakdale Behavior Flowchart document located in the PBIS folder of the Oakdale Staff Information google folder. Below are the staffmanaged procedures for a student demonstrating minor behaviors, such as:

Failure to complete work Failure to accept feedback Lack of organization Running in the hallway Name calling Lying Arguing with peers Yelling Dress code violations Tattling Eye rolling Inappropriate language Arguing with adults Leaving the area without permission Throwing objects Tipping furniture

1) Acknowledge the students who are following the expectation .

2) Review the expectation . Staff members will use a coupling statement with a student by: Stating what the inappropriate behavior is and stating what the appropriate replacement behavior.

(Example: “Glen, right now you are tapping your pencil. Please put your pencil on your desk.”)

3) If the behavior persists, provide a coupling statement or other staffmanaged intervention

(e.g., proximity, brain break, redirection, re‑teaching, corrective teaching, offer a break, or other cool down strategy) may be given 3 times , with the last time including a statement that the student can change her/his behavior or he/she will fill out a problem solving sheet .

4) If the behavior persists, student will fill out a Think/Problem Solving Sheet in a designated area in

the classroom. The student needs to explain what happened and what he or she will do differently next time (not just state that they won’t do it again). The student is to take home the sheet to be signed and returned. Remind the student. Log the student’s Minor Behavior incident in the SWIS database ( https://www.pbisapps.org )

5) Other consequences may be assigned, as the situation warrants (i.e., the student may have an

appropriate social skills to practice with you at a later time; the student may need to practice/deliver an apology.)

Please avoid taking away recess as students need this social/physical time; parents should be notified if an

entire recess is lost. If the consequence is a loss of recess, do not assume that the front office will supervise the students.

6) Parent contact (if needed).

Minor problem behaviors are entered by the supervising teacher into SWIS (i.e., an infraction that occurs with a fourth grader in PE is entered by the physical education teacher).

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Problem Solving Sheets Problem Solving Sheets

Problem solving sheets are used when a behavior incident has occurred. Specifically, a problem solving sheet should be completed when a student has a repeated infraction of a social skill or a minor recess infraction. The problem solving sheet is a method to document the incident and to have the student appropriately discuss and work through the behavior problem. Students are asked to either draw or write what happened and what he/she will do differently next time. (See samples of problem solving sheets in the appendix of this document. ) Copying the one page list of Boys Town Social Skills onto the back of the problem solving sheets makes it easier to refer to the specific skills and steps during the debriefing. Once the problem solving sheet is complete, the student makes any appropriate apologies and a copy of the sheet is sent home for parents or guardians to sign and return. Multiple problem solving sheets should not be sent home each day or every day of the week for the same behavio r. If the problem‑solving sheet is not changing the behavior, different approaches should be implemented and the student may need to be referred to the Problem‑Solving Team. Minor problem behaviors will be tracked and once a student has earned about 4‑5 problem‑solving sheets within a short period of time (a few weeks), the teacher along with the principal and/or school psychologist/counselor will request a meeting with parents/guardians to discuss concerns and possible plans. Additional details for using problem solving sheets are in the next section on procedures for unacceptable behavior. Samples of the primary and intermediate problem solving sheets are in the appendix section. The PBIS Team will be tracking minor problem behaviors in the district’s office discipline referral and minor behavior database (i.e., SWIS) based on problem‑solving sheets . Teachers and staff will directly log into SWIS to log all Minor and Major Behavior Referrals.

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Procedures for Major Behaviors (i.e., Office Discipline Referrals)

Office referrals occur when a student demonstrates behaviors, such as: Physical aggression Sexual harassment Threat to students Gross disrespect Intentional property damage Possession of a weapon Leaving the building or grounds Bullying Stealing Looking up inappropriate content on internet

If a student has demonstrated ongoing disregard for school rules, and the aforementioned staffmanaged procedures have not brought about change, the student should be forewarned she/he may be sent to the office (i.e., “You are now at your office referral warning,”) indicating he/she can either correct the behavior or be sent to the office. Officemanaged procedures for students demonstrating major behaviors: The principal, interventionist, or designated staff member will work with a student to further problem solve, discuss appropriate acceptable behaviors and preventative strategies and then practice the appropriate social skill. Finally, consequences will be managed, and if the student is compliant, he or she will return to the classroom. Once a student is referred to the office, office staff will handle what occurs in the office and the resulting consequence. Consequences will be communicated with teacher when the student returns to the office or via email (whichever is least disruptive to classroom instruction). When an office discipline referral is warranted, the following actions will be taken: 1. Enter Major Behavior into SWIS and send the student to the office . Notify the office (extension 6460) the student is on the way. The administrative assistant will notify administration that a student has been referred. If the student does not go to the office in a reasonable amount of time, the student will be asked if he/she is able to go alone or if adult assistance is needed.

2. Student will proceed to the office. If the student completed a problemsolving sheet, student will bring it with him or her. The administrator conferences with the student , practices the desired skill, supervising apologies as warranted, and contacting parents.

3. Administrative action is determined for the situation.

4. Administrator follows up with referring staff and completes SWIS documentation .

If a student has an office referral, parents will be contacted by sending home the problemsolving sheet and/or via email, phone, or personal communication. If a student demonstrates a chronic behavior problem, parents will be contacted to discuss a plan of action, which may include:

Continued monitoring of the student’s behavior A conference with the principal and other staff A specific, individualized behavior plan A referral to the ProblemSolving Team for further support

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ReEntry: When a student returns to class from the office, it is important for a successful reentry that the teacher welcomes the student back , accepts the apology and does not revisit the referral , and looks for the next opportunity to praise the desired behavior that led to office referral in the first place. Office Referrals when principal, psychologist, or counselor is absent: Call the office still and the administrative assistant will know who is available based on the following:

1) Contact Team Leader for support 2) Work with TLC teachers if appropriate 3) If these staff members are unavailable and the situation requires immediate attention or if the situation

continues to escalate to the point where administrator support is required, please have the administrative assistant call the principal.

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Universal Screening The purpose of universal screening is to proactively detect students who are “at risk” or unresponsive to core or Tier I supports. These students would be candidates for Tier II or perhaps Tier III interventions. Universal screening also gives schools the opportunity to evaluate the quality of the core or Tier I support system. As a district, classroom teachers will rate their students’ behaviors three times per year (just as we screen students’ reading and math skills with MTSS). The screen is a simple rating of student’s externalizing (e.g. blurt out or attention problems) and internalizing behaviors (e.g. anxiety).

Teachers complete the universal screening for their students on a provided link received via email. Reminder emails will be sent when it is time to complete the screen.

Once the screening is complete, the PBIS team will follow through by initiating, maintaining, or fading relevant interventions for students. There are PBIS Decision Rules for identifying which interventions are warranted for which student profiles (see google folder PBIS WCS, file labeled “PBIS Decision Rules.”) Within that PBIS Decision Rules document is a link for the Intervention Matrix, which lists detailed information on the district approved, evidence based interventions.

Communication A core component for student success is communication, especially communication between home and school. All teachers are expected to make frequent contact with their students’ parents. Positive communication is always the best place to start . It is much easier to make a tough phone call home when you have already called to say the Billy has had a great day in the past. If you have any concerns regarding your students’ behavior or academic skills, communication home needs to start immediately. The classroom teacher should be the first to establish communication. Methods for making a positive communication include: Stop the parent in the hallway, send a note, call home, email, post on your website or newsletter.

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Deescalation Strategies De‑escalation strategies are suggestions and tips that teachers may try in their classroom when a student’s behavior begins to escalate. #1 is establishing relationships with each of your students and using positive reinforcement . When a student’s behavior is escalating address it as privately as possible in your classroom. Do not

call out a student in front of others; this will only further escalate his/her behavior. Establish a cool down spot in your classroom . This may be a quiet place where the student can be

verbally or nonverbally directed to go to in order to cool down. The spot may have brain tools, paper for writing or drawing (any cool down strategies). Students need to be taught the procedure for going to a cool down spot . Students need to understand that going to a cool down spot does not mean they are in trouble.

Use coupling statements Give choices Use a timer for the student. Give a clear direction and tell the student you are starting the timer, tell the

student you will stop the timer when he/she is following the direction and he/she will make up the time at _______ (recess, after school, etc.)

Remember that systematically ignoring students that are seeking attention can be very powerful. Give a direction or effective praise statement that already puts the student in compliance . (e.g. “Glen,

right now you are sitting quietly. Please continue to sit there until you are ready to work.) Give the student a way out or an alternative activity , “Not now, later,” “why don’t you take a break and get

some water” Avoid shaming, ridiculing, and/or embarrassing the student A key component when managing a student’s behavior is to stay in control of your own behavior:

Do not intimidate or stand over the student (get on the student’s level). Use a nonthreatening body posture

Use a calm voice and a slow rate of speech The fewer words the better Make caring statements using empathy, perspectivetaking, and encouragement

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TARGETED or TIER 2

Oakdale’s Referral Process If a teacher has implemented effective Tier 1 strategies in his/her classroom but still feels a student needs further assistance, they can complete a referral to the Problem Solving Team. This referral is not specific to behavior, but can be made for any concerns a teacher may have (i.e. health, social emotional, academic, physical, language, communication, high ability, etc.). You can click on Oakdale’s Referral Process to see this process or view the graphic below.

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Standard Interventions Below are examples of standard interventions used with students who are identified as having behavior needs. If you have a student that you would like to receive such support, please follow the steps mentioned above. Any Tier II Intervention should provide

(a) additional instruction/time for student skill development, (b) additional structure/predictability , and (c) increased opportunity for feedback (e.g., daily progress report).

EvidenceBased Behavior Interventions

Mentorbased support Simple mentoring: adult meets with student 1 time per week Check in/Check out: mentor to provide encouragement and feedback, precorrection, performance

feedback, goal setting, and positive reinforcement

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Check In/Check Out The Check In/Check Out (CICO) chart is a researchbased behavior intervention where specific

behaviors are targeted on a daily chart and the student checks in and out with a mentor daily . The mentor is a person to provide the student unconditional positive regard. On the chart, the student receives regular feedback and reinforcement from the teacher. At the end of the day, students are reinforced for meeting his/her goal. A copy of the chart is also sent home in order to communicate with parents.

The following Check In/Check Out information was shared districtwide at a training for building PBIS teams:

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Class Pass This intervention is best for students who engage in disruptive or offtask behavior motivated by

escaping the task or situation . The intervention involves teaching the student an appropriate way to escape. The student is given 35 pass cards and can use them to escape a task for a certain amount of time (i.e. go to a predetermined location to engage in a preferred activity for 57 minutes). The goal is for the student to save the passes and turn them in later for a bigger reward.

Behavior contract (A.K.A contingency contract) A negotiated agreement between a student and authority figures that specifies the contingencies under

which each party must act. Contract should have 1) a description of the expected behaviors 2) goal 3) list of rewards for meeting goals 4) discipline for continuing to engage in problem behavior 5) signatures

Selfmonitoring The student reflects on his/her own behavior and records it on a chart . Goal set and rewarded for

accurate recording and meeting goal. Schoolhome note system Twoway communication regarding student performance in order to establish a collaboration to address

target behaviors. Group Contingency At the Tier II level, one student earns the reward for the entire class (e.g. Johnny you did a great job

sitting in your seat and paying attention during math you earned 5 minutes extra recess for the entire class).

Differential reinforcement The process of reinforcing the student under one condition (good behavior), and simultaneously

withholding reinforcement of the inappropriate behavior. Overcorrection A punishment procedure that requires the student who misbehaves to improve the environmental effects

of the misbehavior and/or repeatedly perform the appropriate behavior in the environment in which the behavior occurred (e.g. throwing trash on the floor = picking up all of the trash around the school; calling other students names = saying nice things to 10 other students).

Progress monitoring combined with rewarding goal attainment A basic component in many of these interventions. Selecting a desired behavior, setting a goal, and

rewarding performance for demonstrating good behavior and meeting his/her goal (e.g. on/offtask sheet).

Timeout Time out is the removal of the child from an apparently reinforcing setting to a nonreinforcing setting

for a specified period of time. Social skills training An intervention designed to teach specific social skills to improve a student’s overall social competence.

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Positive peer reporting Positive Peer Reporting is an intervention strategy that was designed to address the socially rejected

child who disrupts the class by seeking negative attention. Classmates earn points toward rewards for praising the problem student.

Academic intervention to address skill deficit Students demonstrating behavior problems often struggle academically. Frequently, a behavior may be

occurring in order to avoid work or because the student cannot do the work. In this case, it is important to intervene with the student’s academic problems and you will likely see an improvement in behavior.

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PBIS Decision Making

When making decisions about an intervention (whether you think it is going good, bad, or otherwise) it is important to review the current plan’s data to make these decisions. Please do not change a goal, fade out a plan, or stop doing an intervention without reviewing a student’s data. Example of a Decision Making Rule: 5 points above or below the goal line (indicates an instructional change is needed). (Note: these 5 points are after the intervention has been implemented for 46 weeks.). Decision to Make: Keep going with the current plan Make a change to the current plan Increase the goal

We never reduce a student’s goal. If a student is not making progress, there needs to be an instructional change.

If a student is exceeding his/her goal, it needs to be increased.

Intervention Fading Strategies When the data indicates that a student is consistently reaching his/her goal, the team may decide it is appropriate to begin to fade the intervention away. It is better to slowly pull the support away rather than stopping a plan abruptly. Some suggestions for fading an intervention include:

Lengthen the interval (e.g. rather than feedback after every subject reduce to 4 times per day) Increase the goal Change or reduce the reinforcement Collect data to only monitor where the student is not successful Selfmonitoring Move to general mentoring

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INTENSIVE or TIER 3

Examples of more intensive interventions When teams have used intervention strategies and the data indicates that the student is still not making progress, more intensive intervention is necessary. The team should work with the school’s mental health professionals (i.e. school psychologist, counselor, and school social worker) in order to plan and strategize for this student. Examples of more intensive intervention will include an FBA, biofeedback, cognitive behavioral therapy techniques from the school psychologist or counselor, referral for wrap around services or additional mental health support in the community.

Functional Behavior Analysis

Functional behavioral analysis (FBA) is a problemsolving process for addressing student problem behaviors. When a teacher and/or team has tried a standard intervention and feel like additional support is needed, the team needs to discuss more specifically analyzing and problemsolving the student’s behavior. A school psychologist is trained to work with teachers to complete FBAs. Functional Assessment: A functional assessment examines antecedents to the problem behavior and the consequences that occur following the behavior. A hypothesis is then formed about what outcome the student gains by using this problem behavior. The outcome, from the student's perspective, is in terms of either:

Getting something desired (This behavior is working, or has worked in the past, to gain something. In other words, the behavior maintains because it is "positively reinforced."), or

Protesting, Escaping or Avoiding something undesired (This behavior is working, or has worked in the past, to remove, partially remove, or communicate displeasure about something undesired by the student. In other words, the behavior maintains because it is "negatively reinforced.")

It is imperative that the team designing a behavior plan carefully develops a hypothesis about the function of behavior. The plan will both teach a replacement behavior that meets the same function and will specify environmental alterations that remove the need for the student to use this problem behavior to get his/her needs met. For example, if the hypothesis of the behavior is "revenge," a plan would teach the child how to get revenge in a better way, which is not a viable option. However, if the hypothesis of the behavior is "a protest about the past action of peers," the plan would teach the student a more appropriate protest form that would meet his/her needs, which is a viable option. (From: http://www.pent.ca.gov/beh/fa/fa.html)

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Competing Pathways

A Competing Pathways chart is a method or format used for analyzing the results of an FBA. An example of a Pathways Chart is below.

Next Steps: If the team has implemented with fidelity the following core, targeted, and intensive strategies and data continues to show that the student is not making the expected progress, a referral for a special education evaluation may be necessary. If an evaluation takes place and the multidisciplinary team determines that the student is eligible for special services, the student’s parents will be asked to consent to an Individualized Education Program (IEP) to address the student’s educational/emotional/behavioral needs.

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Students on Leveled/ZeroOut Plans If a student has an intensive behavior plan, a zeroout plan may be a part of this behavior modification plan. Behaviors targeted as being “zeroout” need to be intensive, significant behaviors (Examples = aggression; NONExamples = refusing to work, showing disrespect). Although a student’s behavior may warrant an office referral, this does not make it an acceptable zeroout target. Zeroout needs to be reserved for severe behaviors. If a student shows behavior that would typically lead to an office referral (e.g. ongoing disrespect or disrupting the learning of others), he or she needs to be referred to the office and work his/her way back into the classroom. As part of the student’s individualized behavior plan, if he/she zerosout on more than three occasions, a team meeting needs to be held in order to make a change to the plan. A student should not zero out more than four times. Examples of Rules and Procedures for when a student zerosout:

The student will sit at a designated area in the office. The student needs to be provided with his/her behavior chart and a silent reading book.

The student will be expected to work quietly and independently in the office. The student will be given 20 folders of independent work and will work through the folders, based on a

set of rules given in the office. Once the student has completed the folder work he or she will return to class.

Examples of Level Rules (as part of a zeroout plan)

Making your goal 1 day in levels 02 = Going up 1 level Making your goal 2 days in a row on other levels = Going up 1 level Not making goal = Going down 1 level Any “Zero Out” behavior automatically puts student at a level 0

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Appendix

TEACHER’S CLASSROOM MANAGEMENT PLAN - PROMOTING STUDENT SUCCESS & A POSITIVE CLASSROOM CLIMATE BY PROACTIVELY PLANNING, TEACHING, &

REINFORCING EXPECTED BEHAVIOR -

RULES & PROCEDURES

My Plan for Teaching Building-Wide Rules & Expectations Dates Taught & Reviewed

My Plan for Teaching Classroom Rules, Expectations & Procedures Dates Taught & Reviewed

CLASSROOM PROCEDURES

Attention Signal:

Getting Teacher’s Attention/Asking for Help:

Technology:

Classroom Materials:

Sharpening Pencils:

Teacher’s Desk/Space:

Homeroom/Morning Time:

Restroom Use:

Entering the Classroom:

Lining Up:

Getting Ready for Lunch/Recess:

Dismissal:

Indoor Recess:

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Emergency Drills (Where are procedures located? Where do you go during emergencies?) :

Guest Teachers:

Student Return from Absence:

_____:

INSTRUCTIONAL PROCEDURES

Whole Group Instruction:

Small Group Instruction:

Partner Work:

Independent Work:

Non-instructional Time/MYOB:

When Finished with Work/Assignments:

TRANSITION PROCEDURES

Within the Classroom:

Outside of the Classroom:

BEHAVIOR MANAGEMENT

My Plan for Promoting Prosocial Behavior Dates Taught & Reviewed

I will model and teach prosocial behavior and social skills by:

I will motivate, reinforce, and communicate positive behavior: for the whole group by:

o for individual students by:

o

My Plan for Discouraging/Responding to Inappropriate Behavior Dates Taught & Reviewed

I will respond to inappropriate behavior: for the whole group by:

o for individual students by:

o

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ORGANIZING A PRODUCTIVE CLASSROOM ENVIRONMENT

Check to be sure classroom environment meets the following requirements: School rules/expectations and classroom expectations are clearly posted All students can see instruction Teacher can see all students at all times (includes small group and independent times) A visible schedule of class activities/learning objectives is posted Students are positioned away from distractions/traffic Teacher and students are able to easily navigate the physical space

Teacher is able to use proximity to monitor student behavior and accuracy of work Seating is arranged to minimize problem behavior and encourage academic productivity (plan for rows or desk pairs in consideration of student behavior, ability, and personalities)

Classroom Management Plan added to guest teacher folder

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The steps to the Boys Town Social Skills are provided again below on a single page, if you want copy them onto the backside of the problem solving sheets you use in your classroom.

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SWIS Minor Definitions

SWIS Major Definitions

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Strategies for Collecting Data

Select 1 or 2 target behaviors (e.g. off‑task, out of seat, calling out, hitting).

Select a time frame that is suitable for your observations.

Use a documentation means that works best for you: Example 1: Use a post‑it note to tally the number of times you see the behavior occurring during your

selected observation time. Example 2: Put rubber bands on your wrist, and each time the student demonstrates the target behavior,

transfer a rubber band to the other wrist. Example 3: Use your class schedule. For each subject, mark a 0 (No performance), 1 (okay) or 2 (good) to

record behavior.

For a baseline, it is typically best to have 3 sets of observation data.

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oakdale elementary pbis staff handbook · 2019-05-15 · screening, classroom management, oakdale...

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