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Pbis For GWC
Pbis For GWC
college, compared with over a quarter (28 percent) of youth from middle-income families and
half (50 percent) of youth from high-income families.
One in five youth from low-income families (20 percent) are charged with an adult crime by the
age of 24, which is higher than the number of youth from middle- and high-income families (16
and 12 percent, respectively).
Less than half of youth from low-income families (44 percent) remain consistently-connected to
school and/or the labor market between ages 18 and 24, a lower share than among youth from
middle- and high-income families (67 and 75 percent, respectively)
Roughly 1 in 5 youth from low-income families (18 percent) never connect (making extremely
short, or no connections to school and/or the labor market between ages 18 and 24), while
only 1 in 50 youth from high-income families (2 percent) fall into this category.
40% of Black male high-school dropouts are in prison, on parole, or on probation
98% of gang members are either dead, in prison or maimed for life
mean cumulative risks) than youth from middle-income (3.2 mean cumulative risks) and
high-income (2.9 mean cumulative risks) families.
Youth from low-income families are more likely than youth from middle- and high-income
families to have sex before age 16, become a member of a gang, attack someone or get
into a fight, steal something worth more than 50 dollars, and ever run away. However,
youth from low-income families are not more likely than youth from middle- and highincome families to use alcohol and marijuana, sell illegal drugs, or destroy property.
Seven percent of young women from low-income families have a child by age 18, while
only 2 percent of females from middle-income families and 1 percent of females from
high-income families have a birth by this age.
Nearly a third of youth from low-income families (29 percent) fail to earn high school
diplomas, approximately three times greater than the percentage of youth from middleincome families (10 percent) and roughly six times greater than the percentage of youth
from high-income families (5 percent).
Newark
Each week, the authorities remove an average of 33
Positive Behavior
Prevention and Support
(PBIS)
Relies
Adjusts
on negative consequences
Authoritarian style of discipline
Reacting to specific student misbehavior
Implementing punishment-based strategies:
Office Referrals
Reprimands
Loss of privileges
Detentions
Suspensions
Expulsions
Behavioral Systems
1-5%
Universal Interventions
most students
Preventive, proactive
5-10%
80-90%
1-5%
5-10%
80-90%
Universal Interventions
Most settings, most students
Preventive, proactive
4 Components of PBIS
Respect
Treat others with respect; follow the
Golden Rule
Be tolerant and accepting of differences
Use good manners, not bad language
Be considerate of the feelings of others
Dont threaten, hit or hurt anyone
Deal peacefully with anger, insults, and
disagreements
Changing Hearts and Minds to Value
Education
Respect
Treat others with respect; follow the
Golden Rule
Be tolerant and accepting of differences
Use good manners, not bad language
Be considerate of the feelings of others
Dont threaten, hit or hurt anyone
Deal peacefully with anger, insults, and
disagreements
Changing Hearts and Minds to Value
Education
3 Core Pillars
Pillars must be translated into specific behavioral
Expectations
TEACHING
MATRIX
SETTING
All
Settings
Hallways
Playgrounds
Cafeteria
Library/
Computer
Lab
Study,
read,
compute.
Sit in one
spot.
Watch for
your stop.
Assembly
Bus
Respect
Ourselves
Be on
task.
Give your
best effort.
Be
prepared.
Walk.
Have a plan.
Respect
Others
Be kind.
Hands/feet
to self.
Help/share
with
others.
Use normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good table
manners
Whisper.
Return
books.
Listen/watch.
Use
appropriate
applause.
Use a quiet
voice.
Stay in your
seat.
Recycle.
Clean up
after self.
Pick up
litter.
Maintain
physical
space.
Use
equipment
properly.
Put litter in
garbage can.
Replace
trays &
utensils.
Clean up
eating
area.
Push in
chairs.
Treat
books
carefully.
Pick up.
Treat chairs
appropriately
.
Wipe your
feet.
Sit
appropriately.
Respect
Property
Universal Visuals
Throughout
Building
builds fluency
Allows students to see non-examples of expectation
Know when consequences will be applied
Im a be
http://vimeo.com/38387470
We must create ways to engage student in process of
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BENEFITS
. Responsibility
1.
2.
3.
4.
Line SWAG
Cafeteria SWAG
Hallway SWAG
Convocation SWAG
. Citizenship
1. Helping the Teacher
2. Manager SWAG
3. Leadership
POSITIVE BEHAVIORS
NEGATIVE BEHAVIORS
Systematic Reinforcement
Make doing things the right way more efficient to getting
positive approach
Possible rewards
Possible rewards
Review the reward sheet hand out for your grade level
Circle rewards that you think would be effective in your
classroom.
Put an X next to items that you feel would be ineffective
with our students.
Break down into your small groups and make a list of
rewards that you think should be incorporated at A) a
school-wide level, and B) any additional reinforcers that
can be used in the classroom.
Classroom
Setting Systems
encouraged
Teaching classroom routines & cues taught &
encouraged
Ratio of 6-8 positive to 1 negative adult-student
interaction
Active supervision
Redirections for minor, infrequent behavior
errors
Frequent precorrections for chronic errors
Effective academic instruction & curriculum
classroom?
Review PBIS classroom Management Checklist.
Corrective Feedback
the most frequently used PBIS correction strategy
Name the
problem
behavior
What should
you have
done
What should
you have
done?
Practice it
Ok, let me
see that.
Acknowledge
cooperation
Thanks.
Classroom/Teacher Interventions
Conference with Student
In-Class Time-Out
Think-Sheet
Privilege Loss
Apology Resolution
Corrective Assignment
Home\School Plan
Written Contract
Consequences
Loss of school privileges
Responsibility Room/Time-out/Reset Room
Reset Room
A reset room is a place for a student to reset himself. It is
to be used for minor infractions that need to be addressed
immediately but are not necessarily appropriate for the
main office.
It is in line with the PBIS Program.
It is an opportunity for students to reflect and reset their
behavior.
Goal
To help students reset their behavior in order to get back
Reset room
Control
Get control of your behavior
Alt
Think of an alternative
Delete
Consequences
Behavior Monitoring check sheets, e-mail,
Consequences
Home-based consequences: parent agrees
ISS
ISS students will receive 4 hour in-school behavioral
Name:__________________ Grade:_____
Date:___________________ Teacher:____________________________
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Students Signature Teachers Signature
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SST Referral
Purpose
Outcome
Target
Group
Attendance
Committee
Increase
attendance
Increase % of
students attending
daily
All students
Character
Education
Improve
character
Improve character
All students
Parent
Engagment
Increase parent
involvement
Improved student
behaviors and
performance
Dangerous
students
School Spirit
Committee
Enhance school
spirit
Improve morale
All students
Discipline
Committee
Improve behavior
Decrease office
referrals
Bullies,
antisocial
students,
repeat
offenders
Fund Raising
Committee
Generate
revenue for
school initiatives
Execution of school
mission, increased
engagement
Community
Businesses
PBIS
Committee
Implement 3-tier
model
Decrease office
referrals, increase
engagement, improve
grades
All students
Staff
Involved
Big
Ideas