PBF Positive Behavior Facilitation Liza Thomas Katina Wilcher Ivy Williams Carolyn Kodes-Atkinson...
-
Upload
darleen-hancock -
Category
Documents
-
view
217 -
download
0
Transcript of PBF Positive Behavior Facilitation Liza Thomas Katina Wilcher Ivy Williams Carolyn Kodes-Atkinson...
PBF
Positive Behavior
Facilitation Liza Thomas
Katina Wilcher
Ivy Williams
Carolyn Kodes-Atkinson
Peg Miller
PBIS
Positive Behavior
Intervention Support
Mary Bragg
Margaret White
Nurtured Heart
Dr. Susan Zola
Trudy Walters
Tom Grove
Procedures, policies,rules
Best Self:
Life-longLearnerEvidence
of Success (Qualitative and quantitative data)
Positive attitude, beliefs, intentions,goals
DO I EXIST? AM I SAFE? AM I SEEN? AM I GOOD? DO I BELONG? CAN I BE ME? AM I VALUED? AM I LOVABLE? IS THERE ENOUGH?
We use data to monitor discipline referrals and suspensions
We use data to disaggregate by location, day of week and time of day.
We recognize the RtI pyramid in which 80% or more of the students are meeting expectations.
15% need monitoring and interventions 5% need intensive support through
success cards, the level system and
Staff understand that we all, adults and students, have behavior above the waterline which is what people see. Staff recognizes that what is below the waterline is motivating that behavior. This is true for all human beings. When considering someone’s behavior we think “what might be going on below the waterline.”
Staff understand that conflict will occur. A stressful event activates the child’s beliefs and thoughts. They trigger the child’s feelings. These feelings, not rational forces, drive their inappropriate behavior. This behavior can incite the adults. Adults can mirror the behavior which can escalate the situation into a power struggle. JMS staff know that responding is based on cognition or thought. Adults use logical and rational thinking to offer a response that is helpful to the situation.
JMS Pride Bracelets (Tier 1) Awesome Act Breakfast (Tier 1) HUGS Mentoring/Success Card (Tier 2) Group Mentoring (Tier 2) Marble System with Administrator(Tier
2) Level System (Tier 3) Building Intervention Team (Tier 3) One-Time Therapeutic Groups (Tier 1-3)
Awesome Act Breakfast› First quarter we served 41 students and
their guests.› Second Quarter we served 35 students
and their guests.› Third quarter we have already had 21
students submitted. JMS Pride Wristbands
› Students are given a wristband that says “JMS Pride” when they make a staff member proud. Some teachers have them visible and hand them out in classes throughout the quarter. Some staff walk around with them, noting quality student behavior.
Mr. Edward’s boys group› A local fire fighter comes in several times a week
to work with 61 boys across grade levels. 1 on 1 mentor
› People in the community are set up with one student. The mentors come in one day a week for about an hour.
HUGS mentors (Hello Update Goodbye)› A program within our school. A staff
member/student pair are connected. Three daily check ins are done to help the student be successful.
M3 – Motivating More Males› A local community member works with 10
students per grade level once a week implementing a specific curriculum to build character.
TALKS (12 students)› TALKS is a mentor program designed
by Rev. Davis of Champaign which ideally matches 3 students ( a high, medium, and low achieving student) and places them in a group where they learn from each other and are guided by the mentor. They are lead through a designed curriculum that discusses issues and challenges that young people face in their lives.
Tier 2 Interventions
# of Students Impacted
M3- Motivating More Males
30 (10 per grade)
One to One Mentors 44
HUGs Mentors 40
Mr. Edward’s Group 61
Total 175/685
Marble System› Students have cup in administrators
office, marbles are added for positive behavior seen, visual of success in school
› Students check in with admin to track progress and celebrate quarterly
Level System› Reserved for students who are severely
struggling in academics, attendance , and behavior
› Student privileges are revoked until behavior improves. Several daily check-ins with ED resource teacher who can provide support, social skill instruction, and genuine positive connection. Students move up levels, earning privileges back one at a time.
› Students usually have a refusal period, then when the program is consistent, they buy in, make progress , and are thankful for system by the time the graduate.
Tier 3 Interventions
Number of Students Affected
Level System 2-10
Marble System 10-15
Total 12-25
Groups› Appropriate Interactions› Avoiding Physically or Verbally Aggressive
Situations› Teaching Empathy and Bullying Prevention
Education (6th, 7th, 8th grade)› Managing Peer Interactions (preventing
Horseplay, Drama and Instigating Behavior)
There are referral forms in the main office by the mailboxes. Anyone can refer a student as a proactive or reactive intervention.
Many local businesses donate their products or gift cards› Little Caesar’s, McDonalds, Subway, Old
Chicago, Dominoes', Jimmy John’s, Wal-Mart, Cracker Barrel, Junior’s
Many local businesses donate products to help with our events.› Panera, County Market, The Original House of
Pancakes, Sonic, Starbucks, Cracker Barrel Mentors, Families, and community
members are invited to all events. Community members teach character
building groups through mentoring programs.
We welcome all staff members to come join us during our meetings. › We meet the 2nd and 4th Thursday of
every month. We encourage all staff members to
join either one meeting or become part of our team. › We discuss multiple ideas or issues
revolving around discipline data.› We will help you think through your
ideas, find solutions, and help implement them in your classroom.