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