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 PBS TEAM  FACULTY COMMITMENT  EFFECTIVE PROCEDURES FOR DEALING WITH DISCIPLINE  DATA ENTRY AND ANALYSIS PLAN ESTABLISHED  Data analysis  GUIDELINES.

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Presentation on theme: " PBS TEAM  FACULTY COMMITMENT  EFFECTIVE PROCEDURES FOR DEALING WITH DISCIPLINE  DATA ENTRY AND ANALYSIS PLAN ESTABLISHED  Data analysis  GUIDELINES."— Presentation transcript:

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2  PBS TEAM  FACULTY COMMITMENT  EFFECTIVE PROCEDURES FOR DEALING WITH DISCIPLINE  DATA ENTRY AND ANALYSIS PLAN ESTABLISHED  Data analysis  GUIDELINES FOR SUCCESS AND EXPECTATION  REWARD/RECONGITION PROGRAM ESTABLISHED  LESSON PLANS FOR TEACHING GFS & EXPECTATIONS  IMPLEMENTATION PLAN  CRISIS PLAN  EVALUATION On going Day 5 ½ On going Today

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4 DEFINE the behavior you want… what does it look and sound like? Define Teach Encourage SuperviseCorrect TEACH the behavior you want... to STAFF AND STUDENTS! ENCOURAGE the SUPERVISE student behavior. Protect, expect, connect! CORRECT student behavior. Calm, brief, respectful! from STAFF AND STUDENTS! behavior you want…

5 Review Prioritize Revise/Develop Adopt Implement Continuous Improvement Process The Improvement Cycle! Your Team Will Drive an Ongoing Improvement Process:

6 based on data and sound research

7 What to Do with Data 1.Collect It – Different measures: numbers (office referrals), perceptional data (surveys), and direct observational (common area observations, BoQ) 2.Analyze It – Find patterns. Make statements about data; no judgment or solutions yet! 3.Display/Present It – Share data in graphic format to staff every 4-8 weeks

8 What to Do with Data 1.Collect It – Different measures: numbers (office referrals), perceptional data (surveys), and direct observational (common area observations, BoQ) 2.Analyze It – Find patterns. Make statements about data; no judgment or solutions yet! 3.Display/Present It – Share data in graphic format to staff every 4-8 weeks

9 Analyze this data! One piece at a time… 1.Benchmark of Quality (BoQ) 2.Surveys---staff and student 3.Common area observations 4.Referrals

10 Data Analysis: Surveys Surveys tell you how people “feel” about a building’s culture and climate Surveys will often raise concerns that office referral data will not. Look for patterns of responses by students and staff. Compare survey data year to year –(Is school culture and climate improving?)

11 Common Area Observation Form Item 1Time students scheduled to be in area Item 2Number of scheduled supervising staff members present Item 3Number of staff members present not scheduled to be supervising students Items 4- 8SAFETY ITEMS Items 9-15CIVILITY ITEMS Items 16-18PRODUCTIVITY ITEMS Items 19-20GENERAL ITEMS VISITOR? OVERALL RATING

12 Give Me Strength/ What are concerns?  the campus and building structure  the faculty and staff  the students  school-wide level behavior supports  The 5 PBS Principles:  defining,  teaching,  encouraging,  supervising,  correcting  civility  productivity STRENGTHS What are the STRENGTHS of…? What are the CONCERNS about…?

13 Strengths/PositivesAreas of ConcernDifferences in Staff and Student Responses PBS DATA ANALYSIS

14 What to Do with Data 1.Collect It – Different measures: numbers (office referrals), perceptional data (surveys), and direct observational (common area observations, SET) 2.Analyze It – Find patterns. Make statements about data; no judgment or solutions yet! 3.Display/Present It – Share data in graphic format to staff every 4-8 weeks. Develop proposals, get faculty adoption— follow the improvement cycle!

15 T.C. Cherry Elementary – Office Referrals

16 Class of 2008

17 # 0f Students at Each Grade Level with Referral(s) 05-06

18 Detentions T.C. Cherry Elementary: After-School Detentions

19 Number of Referrals by Grade 05-06

20 Common Areas Structuring for Success Teaching Responsible Behavior Lesson Plans for Students Training for Staff Launch Effective Supervision

21 Considerations to address when working on Common Areas Purpose of the setting Structural variables Supervision arrangements Defining and teaching behavior expectations for the setting Effective supervision

22 Structural and Organizational Variables Physical setting and materials Entry and exit Scheduling Crowding Procedures –Emergency –Quiet-down, e.g. cafeteria –Clean-up, dismissal

23  Restructure hall duty- assign staff to restrooms, middle of hall, between two classes  Separate before school by grade level  Stagger releases into building  Cluster hallways by grade level  Teach students to walk to the right

24  Students escorted to cafeteria by teacher and picked up by teacher  Students sit at teacher-assigned table  Students released by table to get lunch  Students raise hand if they need to go to the restroom  1 team reports to patio/ 1 to cafeteria  Grade level lunch

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29 CA Expectations Clear Age- appropriate Detailed Reasonable

30 Teaching Responsible Behavior Organizing to Ensure Expectations are Taught Launching and Implementing Lessons Sample Lessons for CAs

31 Let’s go to the MOVIES...

32 USE YOUR MATRIX

33 Teachers were given time during Social Studies to teach the expected rules and expectations for the cafeteria and hallways. Students were shown a video of proper behavior in the cafeteria and hallways.

34 Rules and expectations were introduced in words. Expectations were modeled by the teachers. Students role-played situations. Re-teaching was done before and after Winter break.

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37 Arrows Number System

38 Stop Sign

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40 Individual Eagle Feathers Class Eagle Feathers

41 Supervision Arrangements Number of supervisors needed Schedule for supervisors Strategic placement Emergency communication procedures

42 Tardies—for secondary only Check-out the “Start on Time” Program START on Time! Safe Transitions and Reduced Tardies A CD-ROM training program to assist staff in creating safe hallway transitions and reduce tardiness schoolwide in middle and high schools. Grades

43 Sample Map of Round-Up Zones

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45 Tell Phase  Teach specific expectations for that setting in a creative way  Provide rationale on why this is important; make sure reasons are student-centered and relevant to them Show/Practice Phase  Students practice and review expectations to show they understand and can apply them in this setting  Be creative—act out or discuss scenarios, watch a video and discuss right and wrong examples Conclusion  Review main points of lesson

46 ..\Lesson Plan for Cafeteria Winston.doc..\dawgs lesson plan 1.doc..\Lesson Plan for Cafeteria Winston.doc..\dawgs lesson plan 1.doc  Lesson Plans.PDF Lesson Plans.PDF ..\Harlandale Guidelines for tickets.doc..\Harlandale Guidelines for tickets.doc

47 Follow-up  Include review schedule for this Common Area and include activities for teachers to use  Include related topics that will be addresses Describe encouragement procedures to students


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