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PBIS + CHAMPs = Success!

PBIS + CHAMPs = Success!. Presenters: Claudia Sanchez and Phyllis Abernathy June 26, 2013. A little about me…. Claudia Sanchez. The love of my life . The man I married. F a m I l y. Family. Education. St. Mary’s University Class of 1993, B.A. Spanish and Political Science

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PBIS + CHAMPs = Success!

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  1. PBIS + CHAMPs = Success! Presenters: Claudia Sanchez and Phyllis Abernathy June 26, 2013

  2. A little about me…. Claudia Sanchez

  3. The love of my life The man I married

  4. FamIly Family

  5. Education • St. Mary’s University • Class of 1993, B.A. Spanish and Political Science • Lamar University • Class of 2013, M. ED. – Ed. Admin. • Edgewood ISD for 7 years • I’ve taught 1st, 3rd, 4th (mono. & bil. classrooms) • Served on PBIS team for 4 years as CHAMPS Coach

  6. Education • University of Texas at San Antonio • B.A. with a Specialization in Reading with a • Kindergarten Endorsement • M. ED. – Language Arts • University of Texas at San Antonio • Edgewood ISD for 28 years • Served on PBIS team for 5 years

  7. Howdy… I am Phyllis Abernathy Family

  8. On The Job Training • Edgewood Independent School District Migrant Teacher Kindergarten 1st Grade 6th Grade HOTS Gifted and Talented AIT Instructional Facilitator

  9. Welcome to Roosevelt!

  10. Roosevelt Elementary Demographic Information • We are part of Edgewood ISD of San Antonio • 1 of 10 elementary schools K-5th Grade • Population: 651 students African American 1% American Indian 1% Asian 3% Hispanic 99% * Two or more Races – 1% • At risk Over 85% • We are a model school

  11. What is PBIS? • PBIS stands for Positive Behavioral Interventions and Supports • It is a framework established to promote student achievement and success, both academically and behaviorally. It serves and supports all students and all tiers.

  12. Positive and Proactive Classroom Management

  13. Let’s be CHAMPs!!! • Conversation Presentation – Level 1/ Group Time – Level 2/ Share Out – Level 3 • HelpQuestions – please post in parking lotClarification – please raise your hand • Activity PBIS + CHAMPs = Success • Movement Please take care of yourself • ParticipationActively participateBe respectful of others’ learning • Success!!!!!

  14. It’s a Journey – PBIS and CHAMPs go hand in hand!! The goal of classroom management is to develop a classroom of students who are: • Responsible • Motivated and • Highly engaged in meaningful tasks.

  15. The Journey Continues… Not all students come to us motivated and/or responsible • Some are responsible and highly motivated • Some are responsible, but only moderately motivated • And some …

  16. Vision When you know where you are headed, you can guide students towards their own success

  17. Sample Guidelines for Success • Be responsible • Always try • Do your best • Cooperate with others • Treat everyone with respect (including yourself)

  18. Family Contacts • Commit to establishing positive relationships with your students’ families. • Have a specific plan for how you will make initial contact with your students’ families at the beginning of the year. • Have a specific plan for how you will maintain ongoing contact with your students’ families throughout the year.

  19. Know why and how to deal with misbehavior by: recognizing that all misbehavior occurs for a reason identifying and modifying any conditions that may be perpetuating the misbehavior eliminating any positive outcomes that may be resulting from the misbehavior applying appropriate consequences. Behavior Management Principles

  20. Think, Pair, Share

  21. Organization Daily Schedule Physical Space Attention Signal Beg. and End Routines Classroom Rules Student Work Classroom Management Plan

  22. Organization When you have well-organized routines and procedures for you classroom, you model and prompt organized behavior from your students.

  23. Physical Space • Desk are arranged to optimize the most common types of instructional activities students will engage in and reflect the level of structure students require. • Easy access to all parts of the room • Disruptions caused by activity in high traffic areas will be kept to a minimum. • There is space to display student work.

  24. Attention Signal • An attention signal has been identified that has both auditory and visual components to teach students. • A specific plan for how I will provide both positive and corrective feedback to students regarding how they respond to the signal.

  25. Think, Pair, Share • What attention signal do you use? Does it have a visual and auditory component to reach all learners.

  26. ThinkAbout • Entering Class • Opening Activities • Be Prepared with Materials • Dealing with Students after an Absence • Wrap up/ Clean up at the End of Day/Class Period. • Dismissal.

  27. Expectations Classroom Expectations Transition Expectations Conversation Help Activity Movement Participation = Success

  28. Expectations CHAMPs expectations for classroom activities CHAMPs expectations for transitions Lessons to communicate expectations

  29. CHAMPs Expectations for Classroom Activities • The following issues must be addressed • Conversation- how much and what kind of conversation is allowed among students? • Help – how are students to request help and what should they be doing while they are waiting for help? • Activity – What is the activity, task, assignment students will be engaged in? What is the expected end product?

  30. CHAMPs Expectations for Classroom Activities • The following issues must be addressed • Movement – how much and under what circumstances can students move about? • Participation – What student behaviors will show active and responsible participation in the activity and what student behaviors will show a lack of appropriate participation in the activity?

  31. OVEMENT CTIVITY ONVERSATION

  32. What does it look like . . . .

  33. ONVERSATION ELP CTIVITY OVEMENT ARTICIPATION UCCESS

  34. CHAMPs Expectations for Classroom Activities • A list of the major classroom activities and/or categories of activities has been developed. • For each activity, specific and detailed behavioral expectations for students has been defined. • Activities may include: • Teacher-directed instructions • Guided practice • Cooperative group • Independent work • Final measurement

  35. Action. . .

  36. CHAMPs Expectations for Transitions • A list of common transitions and/or categories of transitions that will take place during a typical day has been developed. • For each transition, specific and detailed behavioral expectations for students has been established.

  37. Quiet on the set . . . .

  38. Lessons to Communicate Expectations • Based on the needs of the students, a plan to teach CHAMPs expectations for activities and transitions is ready to be used by the first day of school

  39. Think About …..

  40. Correction Procedures Analyze Misbehavior Early Stage Behavior Ability Type Behaviors Attention Seeking Behaviors

  41. Correction Procedures When you treat student misbehavior as an instructional opportunity, you give students the chance to learn from their mistakes

  42. Correcting Misbehavior • Your efforts to eliminate/reduce misbehavior will be more effective if you have considered how you will correct the inappropriate behavior ahead of time. • The only way you can judge the effectiveness of your correction efforts is by whether a targeted behavior decreases over time. • There are many causes of/purposes for misbehavior and your correction efforts will be more effective in they address the cause. • Corrective consequence alone are not likely to eliminate the targeted misbehavior.

  43. Analyze Misbehavior • You understand the difference and can distinguish among classroom rule violations, early-stage misbehaviors, and chronic misbehaviors. • You understand in general that you should be prepared to assign corrective consequences for classroom rule violations, use information-giving corrections in response to early-stage misbehaviors, and develop and implement an intervention plan for chronic misbehavior.

  44. Early Stage Misbehaviors • Proximity • Gentle verbal reprimand • Discussion • Humor • Restitution • Emotional Reactions

  45. PBIS Falcon Team Ms. Calderon (Data Coordinator) Ms. Martinez (Materials Manager) Mrs. Molina Ms. Bustamante (Secretary) Ms. Martinez (Materials Manager)Phyllis Abernathy (Keeper of Tasks) Mrs. Searles (Chairperson) Mrs. Sanchez (Co-Chairperson)District Liaison CHAMPS Coaches: Mrs. Sanchez, Mrs. Mendez

  46. NO BULLYING POLICY • Please state Anti-Bullying Pledge, posted in each classroom

  47. Roosevelt’s #1 Rule Safety First !!!

  48. Roosevelt Elementary School wide Rules: FALCONS

  49. FALCONS • READY TO LEARN • Have All Supplies • Pay Attention • Listen • Be Present and On Time • Follow Directions

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