JULIA ANDERSONELIZABETH EBERSOLE
KATIE MAYKRISTINA TAYLOR
Project SHAlomMaking PBIS Fit the Culture of Your
School
A little background…
Seattle Hebrew Academy
Orthodox Jewish Day school serving 218 students in Early Childhood through 8th grade.
Dual General Studies and Judaic Studies Curriculum
Founded around Jewish Values and CultureK’vod HaTalmid: respect student dignity
SHA’s Mission Statement
An Early Childhood through 8th Grade Orthodox Jewish Day School Celebrating our 65th Anniversary
We provide our students, families and community a school of excellence, founded on love of God & Torah and inspiring academics
within an atmosphere of K'vod HaTalmid, student dignity.
We develop students of character and integrity through the pursuit of Torah knowledge and secular studies,
connection to the State of Israel and commitment to our Ashkenazic and Sephardic heritage.
We prepare future generations to lead lives of service and mitzvoth and to perpetuate our Torah and traditions in Seattle, Israel and
worldwide.
CORE VALUESJULIA ANDERSON, TEACHER
First Steps
The Matrix
Core Values Respectful Responsible Ready
What does this look and sound like throughout the school?
School-wide expectations for common areas Hallways Playground Cafeteria
School-wide Lesson Plans
Step 1: Introduce the Rule1. Explain that you are going to be reviewing the expectations for being
ready, responsible, and respectful on the playground.2. Ask students to list the expectations that they already know and list
these on a large piece of paper or the white board.3. If any of the following have not been mentioned, discuss and add to the
list: Walk until past the yellow line Stay on the playground Ask for permission to leave Use equipment correctly (e.g. high bars 3rd grade and up) If someone is hurt make sure they are okay Watch for younger children Allow others to play Use appropriate language and tone Solve problems respectively/ask for help when needed No library during morning recess Line up respectfully No hanging out in the atrium during recess
Housekeeping
Talk with all staff once a monthCelebrate staff who are reinforcing Project
Shalom idealsMentor and support staff (especially new)LS & MS Climate Committees
Use data to drive decision making
DESIGN, IMPLEMENT, REFLECTJULIA ANDERSON & LIZ EBERSOLE,
TEACHERS
Every Day in the Classroom
Bringing Project Shalom into the Classroom
Classroom Management Practice Rating
I have arranged my classroom to minimize crowding and distraction 1 2 3I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).
1 2 3
I will post, teach, review and reinforce 3-5 positively stated expectations (or rules).
1 2 3
I will provide five positive acknowledgements for appropriate behaviors to one acknowledgement for inappropriate behaviors.
1 2 3
I will provide each student with multiple opportunities to respond and participate during instruction.
1 2 3
My instruction will actively engage students in observable ways (e.g., writing, verbalizing).
1 2 3
I will actively supervise my classroom (e.g., moving, scanning) during instruction.
1 2 3
I will ignore or provide quick, direct, explicit reprimands/redirections in response to inappropriate behavior.
1 2 3
I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).
1 2 3
In general, I will provide specific feedback in response to social and academic behavior errors and correct responses.
1 2 3
Bringing Project Shalom into the Classroom
Project SHAlomStudent Involvement – Lower School
Involve students in development of classroom expectations
Involve students in choice of Project SHAlom rewards
Poster Making Activity
Project SHAlomStudent Involvement – Middle School
Involve students in development of classroom expectations
Involve students in choice of Project SHAlom rewards
Student Focus Groups Lunch Meeting Form Language
Middle School Suggestion BoxPoster Making Activity
Project SHAlom: Lower School Celebrations
Way To Go Cards How are they used in
Lower School?Weekly Drawings
Prizes Different for each
grade Super Stars of the
Week LS Assembly
Announcement Classroom Door Poster
Project SHAlom: Middle School Celebrations
Way To Go Cards How are they used in Middle
School? Weekly Drawings
Prizes Elevator Pass Hot Lunch Fast Pass Math HW Pass Healthy Snacks for a Week Ice Cream Snack for a Day End of Trimester
End of Trimester Celebrations Class Trip to Tully’s Students who have no Lunch
Meetings for the Trimester enjoy a Special Event
Project SHAlom: Middle School Lunch Meetings
The Lunch Meeting process How is this different from “detention”? What happens in the classroom?
1. Warning2. Lunch Meeting
What happens during the Lunch Meeting? Forms and language used during meetings were
designed with K’vod Ha Talmid in mind. SWIS used to record data and to give feedback
CHECK-IN CHECK-OUT (CICO)BEHAVIOR SUPPORT FOR TIER 3
STUDENTSKRISTINA TAYLOR, SCHOOL COUNSELOR
School Counselor
The School Counselor’s Role
School-wide classroom guidanceHelping staff and students focus on the
positiveRunning the Check-in/Check-out program for
Tier 3 students.
Referral Process
Beginning-of-Year Risk Assessment Form All teachers score their students on various behavior
issuesStudents with multiple SWIS referrals may
also be recommended for CICOStudents that meet Tier 3 criteria are
recommended for CICO
Sample Student Risk Screening Scale (SRSS) 2nd Grade
Directions: Please rate each student on each behavior using the following scale:0=Never, 1=Rarely, 2=Occasionally, 3=Frequently
Student Name StealingLying,
Cheating, Sneaking
Behavior Problems
Peer Rejection
Low Academic Achieveme
nt
Negative Attitude
Aggressive Behaviors
Student A 0 1 0 1 3 0 0 Student B 0 0 0 0 0 0 0Student C 0 0 1 0 0 1 0Student D 0 0 2 0 0 0 0Student E 0 0 0 2 0 0 0Student F 0 0 0 0 0 0 0Student G 0 0 0 3 3 2 0Student H 0 0 0 3 0 0 2Student I 0 0 0 0 0 0 0Student J 0 0 3 0 0 1 0Student K 0 2 0 0 2 0 0Student L 0 0 0 0 2 1 0Student M 0 0 0 0 0 0 1Student N 0 0 0 1 0 0 1Student O 0 1 2 2 0 2 3Student P 0 0 2 0 3 0 0
CICO: Next Steps
Parents are notified Child is enrolled in CICO program Emphasis on the positive approach
Teachers are notified Student is enrolled in CICO program Teacher expectations reviewed
School Counselor meets with the student Introduce the program expectations and rewards Important: This is not a punishment, but a support!
Daily Progress Report (DPR)
Samples: With Good Parent Support
CICO: Time Frame
Student starts program with a goal of 75%With student progress, and ability to
maintain the scores over time (about 10 days), the goal is raised – 5% at a time
The goal can also be lowered, if the student is struggling to meet it. The program needs to reinforce the students sense
of success.The DPR allows the School Counselor to see
more specifically (time of day/location) when the struggles occur and pinpoint support
CICO: Success in the Program
As predicted through the 3-tier model, about 80% of our students in the program responded well to this program. One student is going to be a mentor for other students
this yearMore difficult to implement in our Middle
School
Reinforcements
Daily Verbal encouragement Stickers Encouraging messages
Group Reinforcement Collecting marbles/beans/paperclips for each student
who checks in completely (can earn a popcorn party)Weekly (met goal each day that week)
Tangible items (pencils, bookmarks, etc.) Permission to do something special (lunch with a
teacher, use the elevator)
SUPPORT, EVALUATE, INFORMKATIE MAY, PRINCIPAL
Administrator
Role of the Administrator
Keeping up staff involvement
Integrating as a piece of teacher evaluation
Keeping parents informed and invested
References
Randy Sprick – classroom management self-assessment