Education SSt. Mary’s University Class of 1993, B.A. Spanish and Political Science LLamar University Class of 2013, M. ED. – Ed. Admin. EEdgewood ISD for 7 years I’ve taught 1 st, 3 rd, 4 th (mono. & bil. classrooms) Served on PBIS team for 4 years as CHAMPS Coach
UUniversity of Texas at San Antonio B.A. with a Specialization in Reading with a Kindergarten Endorsement M. ED. – Language Arts UUniversity of Texas at San Antonio EEdgewood ISD for 28 years Served on PBIS team for 5 years
Roosevelt Elementary Demographic Information We are part of Edgewood ISD of San Antonio 1 of 10 elementary schools K-5 th Grade Population: 651 students African American 1% American Indian 1% Asian 3% Hispanic 99% * Two or more Races – 1% At risk Over 85% We are a model school
What is PBIS? PBIS stands for Positive Behavioral Interventions and Supports It is a framework established to promote student achievement and success, both academically and behaviorally. It serves and supports all students and all tiers.
CHAMPS VisionOrganizationExpectationsFirst MonthMotivation Monitor and Revise Correction Procedures Classroom Motivation Positive and Proactive Classroom Management
Let’s be CHAMPs!!! C onversation Presentation – Level 1/ Group Time – Level 2/ Share Out – Level 3 H elp Questions – please post in parking lot Clarification – please raise your hand A ctivity PBIS + CHAMPs = Success M ovement Please take care of yourself P articipation Actively participate Be respectful of others’ learning S uccess!!!!!
It’s a Journey – PBIS and CHAMPs go hand in hand!! The goal of classroom management is to develop a classroom of students who are: Responsible Motivated and Highly engaged in meaningful tasks.
The Journey Continues… Not all students come to us motivated and/or responsible Some are responsible and highly motivated Some are responsible, but only moderately motivated And some … 15
Vision When you know where you are headed, you can guide students towards their own success
Sample Guidelines for Success Be responsible Always try Do your best Cooperate with others Treat everyone with respect (including yourself) 17
Family Contacts Commit to establishing positive relationships with your students’ families. Have a specific plan for how you will make initial contact with your students’ families at the beginning of the year. Have a specific plan for how you will maintain ongoing contact with your students’ families throughout the year. 18
Know why and how to deal with misbehavior by: recognizing that all misbehavior occurs for a reason identifying and modifying any conditions that may be perpetuating the misbehavior eliminating any positive outcomes that may be resulting from the misbehavior applying appropriate consequences. Behavior Management Principles
Organization When you have well-organized routines and procedures for you classroom, you model and prompt organized behavior from your students.
Physical Space Desk are arranged to optimize the most common types of instructional activities students will engage in and reflect the level of structure students require. Easy access to all parts of the room Disruptions caused by activity in high traffic areas will be kept to a minimum. There is space to display student work. 23
Attention Signal An attention signal has been identified that has both auditory and visual components to teach students. A specific plan for how I will provide both positive and corrective feedback to students regarding how they respond to the signal. 24
Think, Pair, Share What attention signal do you use? Does it have a visual and auditory component to reach all learners.
26 Entering Class Opening Activities Be Prepared with Materials Dealing with Students after an Absence Wrap up/ Clean up at the End of Day/Class Period. Dismissal. Think About
Expectations CHAMPs expectations for classroom activities CHAMPs expectations for transitions Lessons to communicate expectations
CHAMPs Expectations for Classroom Activities The following issues must be addressed – Conversation- how much and what kind of conversation is allowed among students? – Help – how are students to request help and what should they be doing while they are waiting for help? – Activity – What is the activity, task, assignment students will be engaged in? What is the expected end product?
CHAMPs Expectations for Classroom Activities The following issues must be addressed – Movement – how much and under what circumstances can students move about? – Participation – What student behaviors will show active and responsible participation in the activity and what student behaviors will show a lack of appropriate participation in the activity?
CHAMPs Expectations for Classroom Activities A list of the major classroom activities and/or categories of activities has been developed. For each activity, specific and detailed behavioral expectations for students has been defined. Activities may include: 1.Teacher-directed instructions 2.Guided practice 3.Cooperative group 4.Independent work 5.Final measurement
CHAMPs Expectations for Transitions A list of common transitions and/or categories of transitions that will take place during a typical day has been developed. For each transition, specific and detailed behavioral expectations for students has been established.
Correction Procedures When you treat student misbehavior as an instructional opportunity, you give students the chance to learn from their mistakes 41
Correcting Misbehavior Your efforts to eliminate/reduce misbehavior will be more effective if you have considered how you will correct the inappropriate behavior ahead of time. The only way you can judge the effectiveness of your correction efforts is by whether a targeted behavior decreases over time. There are many causes of/purposes for misbehavior and your correction efforts will be more effective in they address the cause. Corrective consequence alone are not likely to eliminate the targeted misbehavior. 42
Analyze Misbehavior You understand the difference and can distinguish among classroom rule violations, early-stage misbehaviors, and chronic misbehaviors. You understand in general that you should be prepared to assign corrective consequences for classroom rule violations, use information- giving corrections in response to early-stage misbehaviors, and develop and implement an intervention plan for chronic misbehavior. 43
FALCON HALLWAY PROCEDURES Walk on the Right Side in a Straight Line Always face the direction you are walking in Voices Off When Using Stairs, Take One Stair at a Time Without Skipping Stairs Use a pass if you’re not with your class Voice Level 0 Adapted By the Roosevelt Discipline Committee, Fall 2008 Positive Behavior Support Model
FALCON RESTROOM PROCEDURES Take Care of Business Quickly and Quietly Flush Toilets After Use Use Soap and Water for Washing Hands Clean Up After Yourself Report Problems to Adults in the Area Voice Level 1 Adapted By the Roosevelt Discipline Committee, Fall 2008 Positive Behavior Support Model
FALCON CAFETERIA PROCEDURES Eat Healthy Stand in Single File While in Line Stay Seated at Designated Table Use Polite Table Manners Only Touch Your Food Raise Your Hand to Ask Permission to Get Up When Your Table is Dismissed, Take Your Tray, All Trash in the Area and Push in Your Chair Voice Level 1 Adapted By the Roosevelt Discipline Committee, Fall 2008 Positive Behavior Support Model
FALCON BUS AREA PROCEDURES Report to the bus area Immediately Remain seated at all times Keep legs out of walkways Read a book or study quietly Voice Level 1
FALCON DISMISSAL PROCEDURES Walk with a Staff Member to Your Dismissal Area Keep Hands, Feet, and Objects to Self Voice Level 0 While Walking to Dismissal Area Voice Level 1 While Waiting for Your Ride
FALCON PLAYGROUND PROCEDURES Play without tackling, pushing, or hitting Only slide down when using the slide Always use the stairs when entering the play gym Only climb when on the stairs and play gym Use the swings without twisting, jumping, and without touching others All balls are to be played on the field, instead of the playground. PLAY SAFE AND HAVE FUN!
Playground Schedule TBA Teachers please be sure to follow the playground schedule in order to prevent more than two classes out at a time. THANK YOU
Roosevelt Buck You may redeem your Roosevelt Buck for items in the Roosevelt Store. Thank you for following the Roosevelt 3 R’s. Roosevelt Kudos Coupon Thank You for Choosing good Behavior.
Incentives for Students Kudos Coupons : This is rewarded to a group of students or a class having exhibited good behavior and compliance with school-wide rules. Classes may save Kudos coupons in exchange for a dress down or pajama day. Roosevelt Bucks : This reward is designed to be an individual incentive for students who are modeling good behavior and compliance with school-wide rules. Students may spend their Roosevelt Bucks at the Falcon Mart.
REWARDS Fabulous Friday – students who have not received an office referral during a designated period of time will be eligible to participate in Fabulous Friday. Fabulous Friday is an afternoon of enrichment activities designed and implemented by the classroom teacher. Students not eligible to attend Fabulous Friday will be assigned to study hall. Falcon Good Behavior Dance – students who have not received an office referral during a designated period of time will be eligible to attend the Falcon Good Behavior Dance. Students in Pre-K through 1 st Grade will have their Falcon Good Behavior Dance scheduled during the teacher’s conference period. All other grades will receive a permission slip to attend the Falcon Good Behavior Dance after school.
ATTENDANCE REWARDS Dancing in the Hallway – students who have no full day absences, whether excused or not, and/or no partial day absences (tardiness) are eligible to dance in the hallway during the designated time. Data Clerk will come around with a list of students that are eligible to participate. An Administrator will come over the intercom to inform the school about the dance. Roosevelt Attendance Bucks (NEW THIS YEAR!) – in addition to dancing in the hallway, students will receive Roosevelt Attendance Bucks for having perfect attendance for the week. Administration will pass these out on Friday when the list for Dancing in the Hallway is sent out. Students may spend their Roosevelt Attendance Bucks at the Falcon Mart. This reward is designed to be an individual incentive for students who are at school every day without tardiness.
“Wanted” for Tucking In Shirts “Please give me a Roosevelt Buck, when you catch my class in the hallway and I’m the only one in my class who has their shirt tucked in. Thank You.” “Please give our whole class a Kudos Coupon when you catch all of us with our shirts tucked in. Thank You.”
Arrival and Dismissal Procedures in the Classroom Arrival and Dismissal Procedures in the Classroom All rules, rewards and consequences must be posted in the classroom; this should include your Arrival (AM) and Dismissal (PM) Procedures as well as your CHAMPS expectations for instructional activities to include the various voice levels. Enter/ Exit Procedures are required for all other staff members with a room where students will be in.