PATH FOLLOWING A CURVED WITH A STRAIGHT FOCUS

PATH FOLLOWING A CURVED WITH A STRAIGHT FOCUS

PATH FOLLOWING A CURVED WITH A STRAIGHT FOCUS A Look into the Lebanon High School PBIS World PRESENTED BY . . . Lebanon High Bob Matthews-School PBIS HS Administrator Dan Pitts- Counselor- Tier II and Tier III Liaison Amanda Goodwin- PBIS Team Member Justin Slye- PBIS HS Coach LEBANON HIGH SCHOOL Student Body

1,435 Faculty 95 Administrators 5 Support Staff 45 Free & Reduced Lunches Minorities 46% 6%

WHERE TO START. . . Researching for Consensus Universal Expectations The Matrix Staff In-service Follow-up THEN AND NOW Here is How! THEN AND Classrooms Isolated Teachers Not Clear on What

Behavior to Send to the Office Teacher Morale (Low) Student Behavior (misunderstood) Tardies (unorganized and random) Attendance (below expectations) Data (not organized or monitored) Teachers Unaware of Behavioral Data At Risk Students Falling through the cracks NOW Universal Expectations Teachers Aware of Office vs. Classroom Managed Behaviors Teacher Morale (High) Student Behavior (can discover

reason) Tardies (organized and monitored) Attendance (at or exceeding expectations) Data (constantly monitored to make informed decisions) Teachers Receive Monthly Updates of Behavioral Data Multiple interventions in Place for At Risk Students at all tiers What Does PBIS Look Like at Lebanon High School? OVERVIEW

Lebanon High School Composition Initiating PBIS The PBIS Team Faculty Involvement The PBIS Matrix Recognition Programs PBS Building-Wide Initiatives Secondary and Tertiary Interventions Lebanon High School PBS Data TEAM Representative of Building Composition Action Plan: Setting Clear Goals Meetings & Agendas Subcommittees

Recognition Programs Student Panel Data Collection & Analysis Tier Two & Three Interventions Communication with Students and Faculty The PBIS Pyramid at LHS Special Education 504 Alternative School Missouri Options Privilege Time Night School Required Summer School

Attendance Recovery (Seniors Only) Credit Recovery SAT (Student Assistance Team) Referral SOS (Save One Student) Counselor Watch P.A.L.S. Academic Advisory Lab RIB (Resource in Basics) Tutoring Before/After School (At Risk) Check and Connect Required Tutoring (Administrative Referral) ARC (Academic Resource Center) Privilege Time Preferred Seating Altered Assignments Student Conferences Teacher Proxemics A+ Peer Tutoring Bridges Mentors (Freshmen Only) General Advisory Monitor Yellow Jacket Code

PBS Matrix Privilege Time Out of School Suspension Social Worker Referral Juvenile Justice Referral Mental Health Counseling Self-Management Center (Long Term) FBA & BIP Privilege Time Alternative Suspension Center In School Suspension Block of ISS / Detention Self-Management Center (Short Term) SAT (Student Assistance Team) Referral SOS (Save One Student) Buzz Time (Check-in Check-out) P.A.L.S. Tardy Sweep PBS Team Services

Privilege Time Preferred Seating Altered Assignments Student Conferences Teacher Proxemics A+ Peer Tutoring Bridges Mentors (Freshmen Only) General Advisory Monitor Yellow Jacket Code PBS Matrix PBS Recognition Programs Privilege Time THE YELLOWJACKET CODE As a Student at LHS, I will be . . . Safe Responsible Respectful A Learner

POSTING EXPECTATIONS Posters in Classrooms Posters in All Common Areas Large Framed Posters in Some Common Areas Banners in All Common Areas Banners at Major Activities Sign Outside of Main Entrance STUDENT HANDBOOK Positive Behavior Support (PBIS) Yellowjacket Code Lebanon High School promotes and emphasizes PBIS. The school-wide expectations for all students are As a student at Lebanon High

School: I am Respectful I am Responsible I am Safe I am a Learner Lebanon High School Lebanon Technology & Career Center Student Handbook and Planner 2014-2015 Buzz Home of the Yellowjackets Lebanon High School 777 Brice Lebanon, Missouri (417) 532-9144 Dr. Duane Widhalm, Superintendent Mr. Kevin Lowery, Principal Mr. Rick Talbott, Assistant Principal

Mr. Bob Matthews, Assistant Principal Mrs. Kim Lloyd, Assistant Principal TARDY SWEEP Initiated by Administration Voted on by Teachers Established Universal Expectation Upheld Procedure Tardy Bell Rings Teachers Sweep Students to Cafeteria/Library Students Complete Tardy Form Teachers Escort Students to Class Office Enters All Tardies into Attendance Program Office Administers All Detentions, Etc.

Tabulated Results: Data, Data, Data! TIER III INTERVENTIONS Functional Behavior Assessments and Behavior Improvement Plans Overview Team Members Student Selection Data Collection TIER II INTERVENTIONS Academic Lab(Check-and-Connect) Academic Lab Teacher mentors struggling students Makes Contact with PBIS team member for additional support

Data Collection JACKET SUCCESS CENTER Jacket Success Center Procedure Students must come to JSC with the appropriate referral filled out. ( Forms are in Tier II Support folder on S Drive) Send student(s) down with work/tests and the JSC referral form completely filled out What it is WHAT JSC IS AND WHAT IT IS NOT! It is open all blocks It is for students who may need an alternate environment to be

successful It is a center for make-up tests What it is not JSC is NOT an alternative to ISS, Detention, timeouts, or a place to send students when you need a break from them. JSC is not a place for punishment, it is a place for support STUDENT RECOGNITION Jacket Grams

Buzz Bucks STAR Jacket Time Student of the Week JACKET GRAMS Postcard Recognition Written by Teachers Sent Home via Mail Presented in Class Team Sends at Least Four Each Month to Faculty BUZZ BUCKS Given by Teachers and Administrators Received by Students for . . . Meeting Expectations

Consistently Exceeding Expectations Showing Vast Improvement Updated Yearly STAR Nominations by Teachers Students Teacher Support Staff Selection by PBS Team Monthly Banquet Picture & Plaque Ceremony Recognition Gifts

TEACHER PBIS HANDBOOK Positive Behavior Supports Defined Lebanon High School Expectations and Goals Positive Behavior Supports Program Overview Positive Behavior Supports Teacher Responsibilities Guide Positive Behavior Supports Implementation Schedule Behavioral Expectations Matrix for Building Areas General Lesson Template for Teaching School Behavioral Expectations Lebanon High School Positive Behavior Supports and Interventions Teacher Handbook Sample Lesson Plan for Be Safe Sample Lesson Plan for Be Responsible Sample Lesson Plan for Be Respectful Sample Lesson Plan for Be a Learner Suggested Application Activities Positive Behavior Supports Teacher Tool Kit

Recognizing Individuals Who Achieve Behavioral Expectations Procedures for Handling Infractions of Behavioral Expectations Office Managed Behaviors Classroom Managed Behaviors Instructional Procedure for Dealing with Problem Behaviors Pyramid of Interventions Behavior Reporting Form Request for PBIS Team Services PBS Individualized Student Support Process Evaluation and Monitoring of Positive Behavior Supports 2014-2015 School Year OFFICE VS. CLASSROOM Managing Student Attitude/Tone Behaviors Calling Out in Class

Alcohol Assault: Physical or Verbal Bus Referrals Classroom Disruption: Minor Chronic Classroom Infractions

Dishonesty (Minor): Lying, Cheating (First Offense) Classroom Disruption: Major Dress Code (Initial Warning) Dishonesty (Major): Plagiarism Dressing Out (Physical Education Classes) Dress Code (Failure to Comply)

Electronic Devices (Universal Expectations) Drugs Food or Drink (Universal Expectations) Fighting Inappropriate Comments

Gambling Language (Between Students) Harassment (of Students or Teachers) Noncompliance Inappropriate Behaviors in the Hallway

Non-preparedness Language: Aggressive and Excessive Put Downs Lateness/Tardiness/Skipping Class Refusal to Work

Smoking Sleeping Threats: Verbal or Physical Tardiness (Tardy Sweep) Truancy Throwing Small Objects

Vandalism (Significant) Touching Others or Objects (Minor Offense) Walking out of Class Weapons Be . . . Classroom

Hallways Cafeteria Activities/ LHS PBIS MATRIX IN ALL SYLLABI Safe Obey Classroom Rules Obey Teacher Directives Display Appropriate Classroom Behaviors Keep to the Right Keep Moving

Keep Hands and Feet to Self Wait in Line Keep Hands and Feet to Self Treat Food as Food Obey Safety Rules Responsible Respectful a Learner Be on Time Be Prepared Turn in Assignments

Be Attentive Appropriately Respond When Asked Engage in Class Activities Use Appropriate Language Keep Hands and Feet to Self Respect Self and Others Do personal best by AREA oActive oRespond oEngage oAppropriate Study for Assessments

Complete Assignments on Time Be in Assigned Area Be Timely Keep to the Right Keep Moving Use Only Acceptable PDA Use Appropriate Language Allow Others to Learn Be Timely Be Prompt Put Away Tray

Clear Table Pick up after Self Wait in Line Use Appropriate Vocal Tone Keep Hands and Feet to Self Use Only Acceptable PDA Be Healthy Be in Assigned Area Participate in a Positive Manner Show School Spirit Display Sportsmanship

Give Speaker(s) Participate Appropriately Pay Attention to TEACHING EXPECTATIONS Lesson Template for Teaching Behavioral Expectations When introducing school and/or classroom expectations, follow three basic steps. Step 1: Introduce the Expectation A. Briefly outline what the focus of the lesson will be, what activities will be engaged in, and what your expectations are for the lesson. Teacher Handbook Part of Course Syllabus

Lesson Plans Advisory Review in January Teachers are Encouraged to Review Each Time an Infraction Occurs B. Check for understanding by asking students to tell you what they will be working on and doing during the lesson. C. State the expectation and its definition. Step 2: Demonstrate the Expectation A. Model at least two positive and negative examples of the expectation; emphasize the positive. 1. Use another adult or a student to demonstrate these examples. 2. Give students observation tasks, such as: a. List all the things that I/he/she did that were safe b. List all the things that I/he/she did that were not

safe B. Conduct a role-play: choose one to three students to participate. C. Require one student to demonstrate the skill in response to an example. D. Coach students on key expectation (skills) as needed. E. Refer to the expectation and the definition when giving feedback. Step 3: Provide Monitoring and Feedback A. Discuss the role-play, focusing on the targeted skill for the lesson. 1. Use key words when discussing the role-play. YEARLY STAFF UPDATES & TRAINING New Staff Orientation

PBS Defined Universal Expectations & Matrix Building-wide Recognition Programs PBS Initiatives Classroom Management All Staff Review & Update Review of PBS Practices Data from Previous Year(s) Teacher Handbook PBS Team & Goals TEACHER RECOGNITION

Jacket Grams Lowery Loot STAR Run for the Roses Teacher of the Week LOWERY LOOT Lowery Loot are entered into a drawing to be held at the end of each semester. They may also be redeemed for one of the options below: leave 20 minutes early one day have administration cover a class for 20 minutes one day get out of two tardy sweeps get out of one detention duty get out of one lunchroom supervision Given by Administrators

Announced in Newsletter Teacher Options Semester Drawing TEACHER OF THE WEEK Teacher of the Week is voted for by students Random students are selected each week to vote Voting also takes place in a ballot box in the cafeteria Teacher with the most votes becomes Teacher of the Week DATA ANALYSIS Monthly Reports Reported to Faculty

Results of Current Data SIS Discipline Data SWIS Big 5 Data Changes for Reports Next Year SOMETIMES YOU FIND WHAT YOU ARE NOT LOOKING FOR! QUESTIONS?? [email protected] - Justin Slye-HS Building Coach [email protected] Bob Matthews-PBIS Building Administrator

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