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PBIS Refocus

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by

Jody Russell

on 24 September 2014

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Transcript of PBIS Refocus

PBIS & Refocusing
PBIS Philosophy
Evidence-based Features of SWPBIS:
Prevention
Define & teach positive social expectations
Acknowledge consistent consequences for problem behavior
On-going collection & use of data
Continuum of intensive, individual interventions supports
Implementation of the systems that support effective practices
Impact of SWPBIS:
Effective Classroom Management Systems
Teach and encourage classroom-wide positive expectations
Teach and encourage classroom routines and cues
Use a ratio of 5 positives to 1 negative adult-student interactions
Supervise actively
Redirect the minor, infrequent behavior errors
Pre-correct chronic errors frequently
Increase student engagment through active participation strategies
What is SWPBIS?:
A systems approach for establishing the social culture and behavioral supports needed for school to be effective learning environments for all students.
PBIS & Time to Teach:
"Kids don't care how much you know until they know how much you care."
Punishment will not change behavior
Discipline behavior, not students
Conflict is an essential part of growing up.
A majority of problem behavior is learned.
Parenting affects performance.
A majority of all Behavior is learned.
Good Discipline is ONLY a matter of good timing.
Schoolwide Expectations
BE RESPECTFUL
BE RESPONSIBLE
BE SAFE
FARMIN-STIDWELL ELEMENTARY SCHOOL
PBIS IMPLEMENTATION:
We Do NOT Allow:
Destruction or vandalism of school property
Harassment in the form of verbal violence (may include extreme cursing or racial slurs), physical violence (that which is intended to inflict bodily harm on another individual)
Severe non-compliance, examples: child refuses to refocus; refuses to comply with a reasonable directive by an adult; argues with a teacher; continues a disruptive behavior
Weapons, drugs, tobacco, or alcohol (including toy weapons or drug paraphernalia)
Texting or Internet Harassment either verbally or with photos
SCHOOL WIDE ABSOLUTES:
(NEVER REFOCUS FOR THESE BEHAVIORS)
This is where you draw the line in the sand!
Taken from the Handbook
Should be revisited by staff yearly
Behavior Relating to an
"ABSOLUTE"
Will Result in Suspension
Discipline Notices:
Issued for serious misbehavior and/or repeated refocuses for the same infraction of school expectations.
This is direct discipline where as a refocus (self-reflection) is looking at how student will change their behavior).
Behaviors:
Stealing
Cheating
Lying
Bullying
Throwing rocks
Throwing Pine Cones
Throwing Snowballs
Vulgar language or cussing (sound alikes)
Issuing of Discipline Notices
Classroom Teachers or Principal
Consequences are explained in the handbook based on notice number
Every Fourth Discipline Notice will result in out-of-school suspension with a conference held upon return!
It is academic Child Abuse to let misbehavior go by!
There are three critical elements for an effective approach to classroom management:
#1 Early intervention - centers on reducing or eliminating warnings, threats, ultimatums and/or repeated requests:
Respond early
The interaction should be matter of fact and unemotional
Simply give the student a start up request... "I need your attention here"
#2 Prompts - Start up Requests
A start-up request signals the student to initiate an appropriate replacement behavior.
Ex. "I need quiet hands please" as opposed to "quit it" or "stop that"
This will have a profound and positive impact on both you and your students.
REFOCUSING:
Philosophy:
From a classroom discipline standpoint, it is
not
the time for "lots of chances" when a student demonstrates inappropriate behavior.
It
is
the time for quiet, quick guidance.
It is the opportunity to learn from a mistake.
Do not let misbehavior pass by...
#3 Graceful exit - Responding to problem behavior promptly
NONCOMPLIANCE
When should I prompt:
Ask yourself three classroom integrity Questions:
Am I able to teach?
Are the other students able to learn?
Is the student able to learn?
Timing is critical. Prompting is the most important step in preventing low level behavior from becoming serious, challenging behavior.
The refocus (self-reflection) is a response to the noncompliance not from the need to control or castigate the student, but from a desire to inform the student about what it is that is interfering with his/her academic learning or social conduct. Our response is to direct the non-compliant student:
a. to a designated spot in his/her own classroom (solo refocus)
b. to a "buddy" teacher's classroom
A Refocus (Self-Reflection) is to correct immediate behavior that you prompted for NOT for things that have not happened at home. Such as:
Homework
Agenda Signed
Materials to and from home
Paperwork
Dressing appropriately
ETC.
Within your own classroom the above behaviors need to have there own consequences. Ex. Trust system, Love and Logic, Tools for Teaching
The refocus has been overused and should only used to correct those immediate behaviors in the classroom!
Am I able to teach?
Are the other students able to learn?
Is the student able to learn?
Refocus (self-reflection) must be taught to the entire class.
Will Include:
Graceful Exit
Graceful Entrance
Refocus Form
From Defiance to Enlightenment (Processing)
Welcome Back
Full transcript