Oakwood Elementary School Raider PRIDE Handbook

Transcription

1 Oakwood Elementary School Raider PRIDE Handbook P repared R espectful I n Control D etermined E ngaged Updated 8/17/18 *This is a working document

2 Table of Contents What is PBIS?...1 PBIS at Oakwood..1 Oakwood Elementary School Wide Implementation Plan.2 Guidelines for Teaching the Matrix PRIDE Matrix Positive Reward Continuum.8 Raider Rewards.9 Positive Referrals.9 Raider of the Month...9 Big Red Ticket Contest..9 Kick Off Assembly..10 Whole School PBIS Recognition Activities..10 PBIS During Lunch..10 Consistent Response System...11 Oakwood Elementary 1st-2nd Reflective Raider..12 Oakwood Elementary DK-K Reflective Raider..13 Classroom Managed Behaviors vs. Office Managed Behaviors.14 Appendix.15

3 What is PBIS? School-wide Positive Behavioral Interventions & Supports (PBIS) is a proactive, team based framework for creating and sustaining safe and effective schools. Emphasis is placed on prevention of problem behavior, development of prosocial skills, and the use of data-based problem solving for addressing existing behavior concerns. Schoolwide PBIS increases the capacity of schools to educate all students utilizing research-based school-wide, classroom, and individualized interventions. PBIS at Oakwood The Raider P.R.I.D.E. approach is designed to help create a climate of cooperation, academic excellence, respect and safety at Oakwood Elementary. PBIS methods are research-based and have been proven to significantly reduce the occurrence of problem behaviors. One of the keys is to focus on prevention. It is based on the idea that when students are taught clearly defined behavioral expectations and provided with predictable responses to their behavior, both positive and corrective, 80-85% of students will meet these expectations. The 15-20% of he students not responding to universal interventions will receive additional support through group and individual interventions. Another key element is an analysis of discipline referral data. This team-based approach to data analysis allows Oakwood s PBIS Team to identify problem areas, brainstorm interventions, acknowledge students exhibiting positive behavior, and communicate the findings to staff, students, and parents. The key components of an effective school-wide PBIS system involve: Clearly defining and teaching a set of prosocial skills and behavioral expectations Arranging the environment to prevent the development and occurrence of problematic behavior Consistently acknowledging and rewarding appropriate behavior Constructively addressing problematic behavior Effectively using behavioral data to assess student performance and progress The ultimate goal is to increase student academic engagement and performance, decrease problem behavior, increase safety, and establish positive school climates through research based strategies and systems.

4 Oakwood Elementary School-Wide Implementation Plan 1. Introduce 5 goals: a. Prepared b. Respectful c. In Control d. Determined e. Engaged 2. Provide specific behavioral examples for each expectation (see matrix) a. Prepared: line up when the bell rings, bring materials to class, bring your lunch token, etc. b. Respectful: wait your turn, stay in your personal space, use table manners, take turns, etc. c. In Control: stay to the right, face forward, wash your hands, hands and feet to self, keep a calm body, etc. d. Determined: be timely and go right back to class, problem solve conflicts using Second Step language, etc. e. Engaged: include all peers, know where your are going, go directly there, make safe and positive choices, etc. 3. Teach expectations for all common areas through the I do, we do, you do sequence. Behavioral expectation lessons will be taught in a station format at the beginning of the year, then followed up on by the classroom teacher throughout the school year. 4. Prompt students to use specific behaviors prior to problem spots, provide pre corrections to students. a. Examples: Someone tell me how we show respect when we walk down the hall. prior to walking in the hall. 5. Provide Raider Rewards to students who display critical skills. Be sure to let students know what rule he/she followed and the specific behavior he/she displayed. Example: Sally, you did a great job of being responsible when you turned in your homework without being asked!

5 Guidelines for Teaching the Matrix: How long should it take to teach the behaviors on the matrix? Plan to teach the expectations aggressively over the first three weeks of school. Lessons will need to be repeated a few times initially and strongly reinforced at the onset. And then I m done; right? Not quite. Plan to teach booster lessons every day of the school year (3 5 minutes). If a lot of problems arise in a certain situation, re-teach the expectations. Having a new student entering the class is also a perfect time for a refresher course. In addition, all staff will review the lessons after every school break (Fall: Thanksgiving, Winter: Christmas, and spring break). What do you mean by teach the expectations? I always go over the class rules. This is a little different. By teach we mean show, as in model, demonstrate, or role-play. Have the students get up and practice exactly what you have shown them to do. Have fun with it! Give them feedback on how they did. Lastly, praise them for their effort (and reward). Team up with a colleague to plan and teach lessons. Repeat this process as often as it takes for students to learn the behaviors. The idea is to teach behavior the same way we teach academics. We know how important practice is for mastery of academics. How much time am I supposed to commit to this? Keep the lessons brief: 5-15 minutes in the beginning. After the first few weeks the review should only take 2-5 minutes. How do I fit this in with everything else? Accompany your students to the different areas of the school described on the matrix and plan to conduct brief lessons. Consider it an investment during the startup phase that will pay off with more orderly behavior thereafter. How is this different than teaching procedures as described in The First 10 Days of School?

6 The positive behavior expectations defined in the matrix may be included in classroom procedures, but they are grounded in the core values: Prepared, Respectful, In Control, Determined, and Engaged. Part of our objective is to teach students these core values beyond the level of simple classroom procedure. Teaching PRIDE Lesson: Classroom teachers will teach and reteach two School Wide PRIDE lessons a day for the first three weeks of school. Teachers will sign up on the PRIDE lesson schedule for days, times, and locations of lessons. Classroom PBIS: Classroom teachers will develop a behavior expectation matrix for their classroom for the following areas; whole group, small group, independent work, transitions, centers, and an area of their choice. Teachers will develop classroom lesson plans to define and teach behavior expectations and classroom routines. PRIDE Matrix RAIDER PRIDE Expectations S e tt i Classroom Hallway and Transitions Prepared Respectful In Control Determined Engaged Specific to each classroom teacherteachers will have expectations posted for each expectation area *Hang your belongings in your locker *Bring materials to the classroom *Stay in your personal space *Have positive body language (smile, stand tall) *0-1 Voice level *keep your area clean *Stay to the right *Hands by your side *Walk with a calm body *Face forward *Stay with your class * Get to your destination in a timely manner *Know where you are going, go directly there

7 n g Cafeteria Bathroom *Bring your lunch or token *Have everything with you, including cold weather gear *know when it is appropriate to go *level 1-2 voice *use table manners *clean up after yourself *wait your turn *give others privacy (eyes on your own business) * level 0-1 voice *Carry tray with 2 hands *Hands and feet to yourself *keep a calm body * wash your hands * flush * keep water in the sink *Eat your breakfast or lunch on time * Be timely and go right back to class *Socialize appropriately with peers at your table *clean up after yourself Playground *line up when the bell rings *Get ready to go outside quickly *Have everything with you before going outside *Put equipment away *take turns *respect nature *be fair, follow game rules *hands and feet to yourself *use equipment safely *problem solve conflicts using Second Step language *include all peers *make safe and positive choices *report big problems to an adult Indoor Recess *put materials away *line up when the bell rings *take turns *level 1-3 voice *use materials appropriately *be fair, follow game rules *hands and feet to yourself *stay in your designated area *problem solve conflicts using Second Step language *enjoy social time *include all peers *make safe and positive choices *report big problems to an adult Arrival and Dismissal *Have your belongings ready *Know your number, have it on your backpack *Check the flag see if it is indoor or outdoor recess *level 1 voice *listen for your number *hands and feet to yourself *walk with a calm body to your destination *stay seated until your number is called *listen for and respond to your number *walk directly to morning recess *sit with your grade level *go directly to recess Assemblies *wait for the teacher to leave the assembly as a class *listen and watch the speaker *raise your hand *voice level 0-1 *hands and feet to yourself *sit calmly in one spot *show Raider Pride *use appropriate applause *respond to attention signal quickly

8 Positive Reward Continuum Appropriate Recognition: 4:1 ratio of positive to corrective feedback Readily available Appropriate to the environment Easy to deliver Can be controlled by the teacher Is powerful and meaningful Immediate/High Frequency (Daily) Raider rewards - tied to a tangible reward in the classroom Raffle tickets Brag tags - staff give to kids each day Intermittent/Unpredictable Friday drawin g - from Positive Referrals and students will receive a pencil Positive referrals - Students will bring to the office Raider reward - earned rewards in the classroom Postcards - once a month at staff meetings we will write and mail out postcards to students Positive phone calls Big red ticket contest - monthly ticket contest where the class acts as a team to earn big red tickets for a prize Raider of the Week - in newsletters Raider of the Month - teacher nominates, certificate, picture up, school newsletter Strong and Long Term Principal s 100 Club - student collects 100 Raider Rewards, lunch with Principal, picture up Classroom celebrations - marble jar, bucket filling End of the year awards assembly Attendance awards (at the end of the year awards assembly) principal random call (positive referral raffle / 5 kids)

9 Raider Rewards Each staff member will be provided a template of Raider Rewards. Raider Rewards should be given when a student is being safe, responsible, or respectful. These are small rewards that students EARN for doing positive things every day. Write the student's name on the reward and hand to them. Positive Referrals A Positive Referral is given to a student when they go above and beyond what is expected of them. Students can EARN Positive Referrals for a variety of reasons; solving a conflict, role modeling, mentoring, academic achievement, academic improvement, working well with others, positive language, kindness, helpfulness, etc. Fill out the Positive Referral, take teacher action (30 second stop and notice, note home, or positive phone call), students bring referral to the office to give to Secretaries. Principal will will take action (praise, note home, or positive phone call). Student's name will be announced on the next day s morning announcements. Raider of the Month At the end of each month, each classroom teacher will nominated one student for their classroom who has been safe, respectful, and responsible throughout the month. This is the ultimate award for excellent behavior at Oakwood Elementary. Students will be announced monthly, will receive a certificate, and will be put in the local newspaper. Big Red Ticket Contest The Big Red Ticket Contest will take place the last week of each month. Each class will act as a team to earn Big Red Tickets together. All staff members, including off staff, teachers, lunch supervisors, specials teachers, maintenance staff, etc. will hand out Big Red Tickets to classes who are displaying PRIDE expectations as a whole throughout the school. For example, a class is walking down the hallway appropriately, they can earn a ticket from a staff member who sees the appropriate behaviors. Any staff member can hand out tickets for catching an entire class engaging in appropriate school behaviors in any location. Each staff member will be expected to hand out Big Red Tickets during the contest week, in any grade level, across all environments. Tickets should be generously given for targeted behaviors. Once a class earns a ticket, the ticket should be taped on either the inside or the outside of the classroom door. This way other classes can see how many each class has earned. Tickets will need to be up on doors by Friday of the contest at 2pm for tallying. Winners will be announced either at the end of the day or the following Monday morning.

10 There will be on winning classroom from each grade level. Classrooms can decide on an extra recess or a technology time. This will also be an extra planning period for the winning classroom teacher. Kick Off-Assembly We will start the year with a PBIS kick-off assembly. PBIS will be introduced to the students. During the school year, we will have PBIS assemblies. Topics may include anti-bullying lunchtime and recess expectations. Read aloud assemblies may address specific behaviors and character guidelines. At the assemblies we will teach and reinforce the expectations through teacher and student-led skits, read aloud stories, and guest speakers. We may also watch video clips created by students and classrooms. We will also recognize excellence across all settings. Whole School PBIS Recognition Activities Posters in the designated area. Assemblies to teach expectations Tickets for being caught following the 5 Behavioral Expectations Celebration activities for reaching ticket goals Modification of the school environment to promote order and safety Whole School PBIS Recognition Activities PBIS During Lunch When delivering students to the cafeteria, teachers will walk their class all the way into the cafeteria or to recess as the schedule provides. Teachers will remind students of expected behaviors in the lunchroom / or on the playground. Teachers will pick up their class at the end of recess, on the playground and walk them into the building. Posters will be hung around the room identifying the behavior expectations for the cafeteria. Noon hour supervisors may distribute Raider Rewards to students they see behaving per the building s positive behavior expectations in the lunchroom and on the playground.

11 Consistent Response System Oakwood Elementary Mild Misbehaviors Classroom Managed not referred/not recorded Minor Misbehaviors Classroom Managed Major Misbehavior Office Managed Behavior Low level horseplay Name calling Teasing behaviors Low-level misuse of property Reckless behavior not causing injury Scowling, eye rolling, disrespectful body language Moderate disruptions Off task Blurting Tattling False reports Obscene language and gestures Verbal aggression Lying/cheating Defiant behavior Property misuse Severe intimidation Harassment Physical Aggression or attempt to hurt others Stealing Severe property damage Weapons Vandalism/property damage Threatening behaviors Moderate intimidation Social alienation (intentional) Prevention Staff Response Staff Response Staff Response Possible Staff Responses: 1. Reteach expected behaviors 2. Reflective Raider 3. Verbal reminder 4. Acknowledge students in close proximity Possible Staff Responses: 1. Reteach expected behaviors 2. Reflective Raider 3. Verbal reminder 4. Time away 5. Parent contact 6. Loss of privilege 3 behaviors to record: Off task behavior Blurting Tattling When teachers have to stop instruction to talk to child, teacher documents on office referral form and send it in office envelope Automatic Office Referral Fill out office referral form and send student to office (non-emergency situation) In an emergency situation, call the office Possible Office Responses: 1. Reteach expected behavior 2. Verbal reminder 3. Reflective Raider Form 4. Parent Contact 5. Loss of privilege 6. SSR 7. SSL 8. ISS, OSS 9. Time away

12 Classroom/Teacher Interventions The Reflective Raider form is a way of allowing a student to reflect on behaviors that fall in the Level One part of the Behavior Rubric. The Reflective Raider form serves as a tool for teachers to use to help guide discussion and capitalize on a teachable moment This serves as documentation for all parties involved. It helps staff, students, and parents see if a pattern is occurring by documenting the disruptive behavior quickly and efficiently. Use Reflective Raider forms for classroom managed disruptions and teaching the appropriate social behavior. The teacher is to hand the student the form and have the student fill it out correctly, using pictures or words. Once the form is filled out: The teacher is to have a conversation with the student about the incident and problem solving strategies that can be used for the future. The teacher is to keep the Reflective Raider form in their classroom binder. After a student has accumulated 5 Reflective Raider forms, the teacher is to contact the parents and inform them of the student behaviors, reflective form, and teaching point. Paras and Aides will give the Reflective Raider forms directly to the teacher so that the classroom teacher may contact the parents. STUDENTS GET A FRESH START EVERY QUARTER! All documentation must be saved, but students will start the reflective process with zero Reflective Raider Forms each quarter.

13 Oakwood Elementary Grades DK-2 Reflective Raider Form Name: Grade: DK K 1 2 Date: Referring Staff Member: *Students can fill this sheet out in your room or in another teacher s classroom; it should only take 5 minutes

14 Raider Reflection Sheet Name: Date: Form # Draw or Write what you did.. Circle the choice you made. Unkind Words Hit/Pushed Bite Throwing Hand on others stuff Talking Kick Other I made feel... Happy Sad Mad Scared Frustrated Hurt Next time I can choose to: Have SAFE feet Have SAFE hands Use Kind Words Ask someone to Please Stop Ask for a Calm Break Say I need space Listen quietly Follow Directions Stay in my seat Ask for Help When I make a positive choice.

15 Other will want to be with me Others will feel good around me Others will play with me I will feel proud of myself

16 Classroom Managed Behaviors vs. Office Managed Behaviors

17 Appendix: Matrix Lesson Plans Raider Rewards Positive Referrals Raider of the Month Nomination Form Reflective Raider (DK / K) Reflective Raider (1st/2nd) Office Referral Consequence Matrix Consistent Response System

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