PBIS + CHAMPs = Success!
Presenters: Claudia Sanchez and Phyllis Abernathy
June 26, 2013
Claudia Sanchez
A little about me….
The man I married
The love of my life
F
a
m
I
l
y
Family
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
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
Howdy… I am
Phyllis Abernathy
Family
On The Job Training
• Edgewood Independent School District
Migrant Teacher
Kindergarten
1st Grade
6th Grade
HOTS
Gifted and Talented
AIT
Instructional Facilitator
Welcome to Roosevelt!
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
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.
Vision
Classroom
Motivation
Correction
Procedures
Organization
CHAMPS
Monitor and
Revise
Expectations
First Month
Motivation
Positive and Proactive Classroom Management
Let’s be CHAMPs!!!
• Conversation
•
•
•
•
•
Presentation – Level 1/ Group Time – Level 2/
Share Out – Level 3
Help
Questions – please post in parking lot
Clarification – please raise your hand
Activity
PBIS + CHAMPs = Success
Movement
Please take care of yourself
Participation
Actively participate
Be respectful of others’ learning
Success!!!!!
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.
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 …
15
Vision
When you know where you are
headed, you can guide students
towards their own success
Sample
Guidelines for Success
•
•
•
•
•
Be responsible
Always try
Do your best
Cooperate with others
Treat everyone with respect
(including yourself)
17
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.
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Behavior
Management
Principles
 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.
Think, Pair, Share
Vision
CHAMPS
Organization
When you have well-organized routines and procedures
for you classroom, you model and prompt organized
behavior from your students.
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.
23
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.
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Think, Pair, Share
• What attention signal do you use? Does it have a
visual and auditory component to reach all
learners.
Think
About
•
•
•
•
•
•
Entering Class
Opening Activities
Be Prepared with Materials
Dealing with Students after an Absence
Wrap up/ Clean up at the End of Day/Class Perio
Dismissal.
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Vision
Organization
CHAMPS
Expectations
CHAMPs expectations for classroom activities
CHAMPs expectations for transitions
Lessons to communicate expectations
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?
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?
OVEMENT
CTIVITY
ONVERSATION
What does it look like . . . .
ONVERSATION
ELP
CTIVITY
OVEMENT
ARTICIPATION
UCCESS
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:
1.
2.
3.
4.
5.
Teacher-directed instructions
Guided practice
Cooperative group
Independent work
Final measurement
Action. . .
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.
Quiet on the set . . . .
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
Think About …..
Vision
Monitor and
Revise
Organization
Classroom
Motivation
Expectations
Motivation
CHAMPS
Correction Procedures
When you treat student misbehavior as an
instructional opportunity, you give students the
chance to learn from their mistakes
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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.
42
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 informationgiving corrections in response to early-stage
misbehaviors, and develop and implement an
intervention plan for chronic misbehavior.
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Early Stage Misbehaviors
•
•
•
•
•
•
Proximity
Gentle verbal reprimand
Discussion
Humor
Restitution
Emotional Reactions
44
Vision
Classroom
Motivation
Organization
Correction
Procedures
Expectations
Monitor and
Revise
First Month
Motivation
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
•
Please state Anti-Bullying Pledge, posted in each classroom
Roosevelt Elementary
School wide Rules:
FALCONS
FALCONS
READY TO LEARN
Have All Supplies
Pay Attention
Listen
Be Present and On Time
Follow Directions
FALCONS
RESPONSIBLE
Report Problems to Adults
Always Walk
Complete All Assignments
Keep Your School Clean and Free of
Graffiti
Follow Dress Code and Keep Shirts
Tucked in
FALCONS
RESPECTFUL
Keep Hands and Feet to Self
Always Say “Please” and “Thank
You”
Always Speak to Adults and Peers
Quietly, Appropriately and
Respectfully
Think, Pair, Share
• What are your Guidelines for Success?
Falcon
School-wide
Procedures
FALCON
MORNING PROCEDURES
•Report to Assigned Areas
•Remain Seated
•Keep Legs Out of Walkway of
Others
•Read a Book or Study
• Voice Level 1
Following Morning Procedures
FALCON
HALLWAY PROCEDURES
Walk on the Right Side in a Straight Line
Always face the direction you are walking in
Voices Off
When Using Stairs, Take One Stair at a Time
Without
Skipping Stairs
Use a pass if you’re not with your class
Voice Level 0
Adapted By the Roosevelt Discipline Committee, Fall 2008
Positive Behavior Support Model
FALCON
RESTROOM PROCEDURES
•Take Care of Business Quickly and Quietly
Flush Toilets After Use
Use Soap and Water for Washing Hands
Clean Up After Yourself
Report Problems to Adults in the Area
Voice Level 1
Adapted By the Roosevelt Discipline Committee, Fall 2008
Positive Behavior Support Model
FALCON
CAFETERIA PROCEDURES
Eat Healthy
Stand in Single File While in Line
Stay Seated at Designated Table
Use Polite Table Manners
Only Touch Your Food
Raise Your Hand to Ask Permission to Get Up
When Your Table is Dismissed, Take Your Tray, All Trash
in the Area and Push in Your Chair
Voice Level 1
Adapted By the Roosevelt Discipline Committee, Fall 2008
Positive Behavior Support Model
FALCON
BUS AREA PROCEDURES
Report to the bus area
Immediately
Remain seated at all times
Keep legs out of walkways
Read a book or study quietly
Voice Level 1
Bus Dismissal
FALCON
DISMISSAL PROCEDURES
•Walk with a Staff Member to Your Dismissal
Area
•Keep Hands, Feet, and Objects to Self
•Voice Level 0 While Walking to Dismissal Area
•Voice Level 1 While Waiting for Your Ride
FALCON
PLAYGROUND PROCEDURES
•Play without tackling, pushing, or hitting
•Only slide down when using the slide
•Always use the stairs when entering the play gym
•Only climb when on the stairs and play gym
•Use the swings without twisting, jumping, and
without touching others
•All balls are to be played on the field,
instead of the playground.
•PLAY SAFE AND HAVE FUN!
Playground Schedule
• TBA
• Teachers please be sure to follow the
playground schedule in order to prevent
more than two classes out at a time.
• THANK YOU
Roosevelt Buck
Roosevelt Buck
You may redeem your Roosevelt Buck for items
in the Roosevelt Store. Thank you for following
the Roosevelt 3 R’s.
Roosevelt
Kudos
Coupon
Thank You for
Choosing good
Behavior.
Incentives for Students
• Kudos Coupons : This is rewarded to a group of
students or a class having exhibited good behavior
and compliance with school-wide rules. Classes may
save Kudos coupons in exchange for a dress down or
pajama day.
• Roosevelt Bucks : This reward is designed to be an
individual incentive for students who are modeling
good behavior and compliance with school-wide
rules. Students may spend their Roosevelt Bucks at
the Falcon Mart.
REWARDS
• Fabulous Friday – students who have not received an office referral
during a designated period of time will be eligible to participate in
Fabulous Friday. Fabulous Friday is an afternoon of enrichment
activities designed and implemented by the classroom teacher.
Students not eligible to attend Fabulous Friday will be assigned to
study hall.
• Falcon Good Behavior Dance – students who have not received an
office referral during a designated period of time will be eligible to
attend the Falcon Good Behavior Dance. Students in Pre-K through
1st Grade will have their Falcon Good Behavior Dance scheduled
during the teacher’s conference period. All other grades will receive
a permission slip to attend the Falcon Good Behavior Dance after
school.
ATTENDANCE REWARDS
• Dancing in the Hallway – students who have no full day absences,
whether excused or not, and/or no partial day absences (tardiness)
are eligible to dance in the hallway during the designated time. Data
Clerk will come around with a list of students that are eligible to
participate. An Administrator will come over the intercom to inform
the school about the dance.
• Roosevelt Attendance Bucks (NEW THIS YEAR!) – in addition to
dancing in the hallway, students will receive Roosevelt Attendance
Bucks for having perfect attendance for the week. Administration
will pass these out on Friday when the list for Dancing in the Hallway
is sent out. Students may spend their Roosevelt Attendance Bucks at
the Falcon Mart. This reward is designed to be an individual
incentive for students who are at school every day without tardiness.
“Wanted” for Tucking In Shirts
“Please give me a Roosevelt
Buck, when you catch my class
in the hallway and I’m the only
one in my class who has their
shirt tucked in. Thank You.”
“Please give our whole class a
Kudos Coupon when you catch
all of us with our shirts tucked
in. Thank You.”
Roosevelt Falcon Mart
IMAX Trip
Students who saved up for
Trip to Imax w/ Popcorn and Drink
Cost: 25 Roosevelt Bucks
CHAMPS
Conversation
Help
Activity
Movement
Participation
Success
CHAMPS Coaches – Ernestine Mendez (3rd grade teacher) and Claudia
Sánchez (4th grade teacher)
CHAMPS
Arrival and Dismissal Procedures
in the Classroom
All rules, rewards and consequences
must be posted in the classroom;
this should include your Arrival (AM) and
Dismissal (PM) Procedures as well as
your CHAMPS expectations for
instructional activities to include the
various voice levels.
Enter/ Exit Procedures are required for all
other staff members with a room where
students will be in.
Q&A
Contact info:
Phyllis Abernathy
pabernathy@eisd.net
Claudia Sanchez
csanchez@eisd.net
Let’s Have a Great PBIS
New Year!
•
•
•
•
Credits
Mrs. Pamela Reece, Principal of Roosevelt Elementary
Ms. Mashyell Calderon, Asst. Principal of Roosevelt Elementary
Mrs. Evony Searles, PBIS Chairperson
CHAMPS Coaches
~Ernestine Mendez
~Claudia Sanchez
• Roosevelt’s PBIS Team
~Phyllis Abernathy
~Tamara Bustamante
~Mariam Martinez
~Kristy Molina
~Claudia Sanchez
• The Dedicate Roosevelt Teachers and Staff
Bibliography and Resources
• Redclift, D. (2009). Champs: Classroom
management and organization. ESC 20.
• Sprick, R. (2009). Champs: A proactive &
positive approach to classroom management,
2nd ed. Pacific Northwest Publishing.
• Sprick, R., Knight, J., Reinke, W., McKale, T.
(2010). Coaching classroom management, 2nd
ed. Pacific Northwest Publishing.
• http:www.safeandcivilschools.com