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The PAWS Project P ositive A ward W inning S tudents

The PAWS Project P ositive A ward W inning S tudents. Mrs. Theresa Caimi & Dr. Ken Dady Jersey Shore Elementary School. Our District.

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The PAWS Project P ositive A ward W inning S tudents

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  1. The PAWS ProjectPositive Award Winning Students Mrs. Theresa Caimi & Dr. Ken Dady Jersey Shore Elementary School

  2. Our District The Jersey Shore Area School District is located in Clinton and Lycoming Counties in North Central Pennsylvania, midway between Williamsport and Lock Haven. The district is rural in nature and covers approximately 384.9 square miles along the West Branch of the Susquehanna River in the Pine Creek Valley. There are seven buildings in the Jersey Shore Area School District: one administration building, one grades 9-12 high school, one grades 6-8 middle school, and four K-5 elementary schools. Approximately 2700 pupils

  3. The History • JSE implemented BARK in 2009-2010 • During this time we developed the framework for PAWS • PAWS is our Tier 2 intervention • We used the 4 basic principles of BARK as the starting place for PAWS • Be Respectful • Act Responsible • Remember Safety • Keep on Learning • PAWS was implemented in 2010-2011 • Positive Award Winning Students

  4. Setting up the Tier 2 Team • Our Paws Team consists of: • Paws Coordinator (ours is a classroom teacher) • Guidance Counselor • Special Education teacher (one of our LSS teachers) • Internal Coach • Classroom Teacher(s) (recommend 2 or 3) • PAWS Mentor(s)

  5. Setting up the Tier 2 Team cont. • Choose wisely (our recommendations) • You know the strengths of your staff • Positive (even with the most difficult students) • Looks for solutions • People that make great accommodations for students • Dependable (timely and punctual) • Organized • Flexible (meetings on short notice if needed) • Dr. Dady’s recommendation • Pick a great Coordinator to make the program a success! • PAWS Mentors have to absolutely love all kids (they don’t complain about students)

  6. Setting up the Tier 2 PAWS Project Program • Meet at least once a month while developing the program • Allow ample time to develop the program (we took a year) • Develop the Tier 2 program around your Tier 1 program • The 2 must be closely related to make it easy for the students • Use the same vocabulary, expectations, etc. • Make sure the forms are teacher and child-friendly (easily understood) PAWS PROJECT.doc • Incorporate goals to specific desired behaviors • How will you monitor behavior and data? • Keep the rest of the staff informed and ask for feedback on completed items (increases buy-in from everyone) • Provide training for the Tier 2 team • This team can train the rest of the staff • Don’t be afraid to make adjustments as needed • Just be careful about the timing • Decisions about the program must be a team decision. • Be cautious administrators! • Buy-in can be harmed if someone makes a decision on their own. • Location, Location, Location

  7. Here is how the PAWS Project works: • PAWS Procedures • Student Nomination • CICO • Reward Systems • Review the Data • Exiting the Program

  8. Student Nomination • Students are nominated in 2 ways • PAWS Team Nominations • Based on SWIS data (Major Violations) • We look at students with 5 or more majors • Teacher Nominations • Teachers may nominate students who may not have many ODRs, but display consistent minor violations. • Examples • Student 1 • Consistent disruptions • Student 2 • 1 issue students

  9. Check-In Check-Out (CICO) • If students are accepted into the program by the PAWS Team, they are tracked through CICO • CICO is an intervention program for students with behaviors that interfere with their learning and the learning of others. Participating students check in with a mentor in the morning before going to class. The student tracks behavior during the day on a PAWS progress sheet and shares the information with the mentor at the end of the day before dismissal. The student earns rewards for the positive behaviors displayed throughout the day. • Teacher’s Role • Customize the PAWS form for the participating student Primary Student Intermediate Student • Discuss behavioral goals with the student and provide feedback on the progress sheet throughout the day ClassroomPE • Student’s Role • Be accountable for his or her behavior and receive feedback (both written on PAWS progress sheet and during verbal discussions) Completed Form

  10. Check-In Check-Out (CICO) cont. • PAWS Mentor’s Role • CI: greeting, collect previous days form, go over goals for the day, prepare students for a successful day. CI • CO: Go over the days form with the student, provide feedback, supply goal rewards if earned. CO • Set goal for reinforcements on the students’ charts (can be adjusted based on the student).

  11. Rewards System • Reward System PAWS Project Rewards System.docx • Reward Chart PAWS Chart.doc • Spinner (prize box) • PAWS Menu PAWS Reward Menu.docx

  12. Check-In Check-Out (CICO) cont. • Parent’s Role • Parental Permission PAWS Permission Form (middle of school year).docx • Sign and discuss the PAWS progress form each night • PAWS Team • Analyze the CICO data at each team meeting and make any necessary adjustments or recommendations. • Set behavior goal for each student (default is 80% - can be adjusted based on the student). • Monitoring the number of students in the programs • Exiting students, moving students to Tier 3, need for more mentors, etc.

  13. Review the Data • CICO data through SWIS • Data from PAWS behavior chart is put into CICO on SWIS • http://www.swis.org/ • Data is tracked by the PAWS team at least monthly. • Tracked by the principal, mentors, and coordinator more frequently as needed.

  14. Exiting the Program • When to exit students • PAWS Project Exit program.doc • Self-monitoring • PAWS Project Self Monitoring Sheet.doc • Exit & Graduation • exit letter.doc • Guidance Counselor checks up on student periodically • Become student ambassadors to new members to PAWS • Alumni Wall Pictures • Alumni Celebration • End of the year

  15. Where we are right now……. • Development of Tier 3 • Students that have TSS for a small portion of the day • We’ve identified TSS as a Tier 3 intervention • Students who are not successful in Tier 2, and the data supports moving to Tier 3, but the parents are not cooperating • Incorporating students already in a extensive Tier 3 service into the program – Student Example • Revisiting the use of the PAWS form by teachers • Exit phase is new

  16. Our Successes • Positive outcomes with most students • Provides evidence for additional services struggling students may need for a Tier 3 intervention • Teachers have become more aware of student strengths through the PAWS behavior chart • Students have experienced more success in controlling difficult behaviors which has also improved self-esteem • Even students that are struggling to meet their goal have typically decreased their number of ODRs

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