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5429397-7280300School-wide Positive Behavior Plan (SPBP) Broward County Public SchoolsTo be implemented in SY 2020-21School Name:Hollywood Central ElementarySchool Number:0121SPBP Contact Name: Kelly HeverlyDirect Phone Number: (754)323-6150CRITICAL ELEMENT # 1: Active Team with Administrative Participation1A. Team Members (SY 2019-20) who developed this SPBP:Full NamePositionKelly Heverly1. AdministrationPatricia Fenton2. BTU Representative & PKKelly Heverly3. SPBP Point of ContactLisa Eutsey4. Parent/Community RepresentationKimberly Obanion5. Kindergarten /First GradeShirley Moskowitz6. Second GradeDeborah Gorski7. Third GradeRay Bubel8. Fourth/Fifth GradeGina Periat9.Teacher Assistants/ESPsIsis Hunt10. Specials1B. Schedule of quarterly SPBP Team Meeting dates for 2020-21 school year: Meeting DateMeeting TimeContent of meetings:9/10/20202:15pm1. Progress of Action Steps indicated in Implementation Plan in #92. Collect & analyze fidelity of staff implementation data in #10A3. Collect & analyze student outcome data in #10B10/19/20201:00pm1/9/20211:00PM3/19/20211:00PM5/25/20212:15PMCRITICAL ELEMENT # 2: Faculty & Stakeholder Commitment:2A. Action Steps completed this year (SY 2019-20) that increased faculty and stakeholder knowledge of the new SPBP: Action Steps:Dates(FYI: eLearning)Details(Sign-in sheets in SPBP Binder)Presented the new SPBP (for SY 2020-21) to staff9/29/2020# of participants = 30Held a faculty vote on the new SPBP (for SY 2020-21)9/22/2020# of participants = 30% approved = 98Presented the new SPBP (for SY 2020-21) to stakeholders (parents and community)9/30/2020# participants = 1st SAC Mtg 122B. Action Steps to be completed next year (SY 2020-21) to increase faculty and stakeholder knowledge and understanding of the new SPBP:Action Steps:Dates(SY 2020-21)Content(Sign-in sheets in SPBP Binder)Provide professional development on the 2020-21 SPBP for all staff08/14/2020Updates: iChamps – Strategies Training for eLearningThe team will present the updates in the SPBP for the 2020-21 school year. All stakeholders will be provided with access to the SPBP. Feedback will be collected for future team meetings.Present the 2020-21 SPBP to stakeholders (parents and community)Prior to Oct 1st, 202010/1/2020Present the behavior data to all staff quarterly1. 10/19/2020The team will present:the team’s progress in the Implementation Plan in # 9.the fidelity of staff implementation data in #10A.the student outcome data in #10B. 2. 1/9/20213. 3/19/20214. 6/19/2021CRITICAL ELEMENT # 3: School-wide Expectations 3A. Top five behavior incidents data YTD as listed in BASIS 3.0 Top 5 Behavior Incidents 1.Disobediance/Insubordination2. Unruly/Disruptive Behavior3. Disruptive Play4 .Assault/Threat (Non-Criminal)5. Battery (Low)3B. School-wide expectations are 3 – 5 positive characteristics (not behaviors) that counteract the top school-wide misbehaviors above. ALL people on campus model these expectations.School-wide ExpectationsBe RespectfulBe ResponsibleBe Safe3C. At least one lesson plan for each school-wide expectation above is distributed to teachers during pre-planning SY 2020-21 and are maintained in the SPBP Binder.Dates the school-wide expectations lesson plans are taught:Date(s)Time:Location(s):August8/19/20208:30am9:30amClassrooms – PrimaryClassroom-IntermediateJanuary 1/04/20208:30am9:30amClassrooms – PrimaryClassroom-IntermediateAfter Spring Break3/29/20218:30am9:30amClassrooms – PrimaryClassroom-IntermediateCRITICAL ELEMENT #4: Location-based Rules 4A. Top three school-wide locations for Behavior Events YTD 2019-20:Top 3 Locations, not including Classroom:School Location# Incidents1. Cafeteria322. Playground173. School Grounds11FYI: # 1 Classroom854B. Expectations and Rules Chart for common areas of school campus: (next page)Expectations and Rules ChartCHAMPS Classroom Chart School-wide EXPECTATIONSHallway RulesCafeteria Rules Playground RulesClassroom RulesStudents will be RespectfulStudents will use Champs Communication Level 0Students will use Champs Communication Level 1. Students will play by keeping hands and feet to self.(Champs: Actions/Agenda)Students will use CHAMPS guidelines.Students will be ResponsibleStudents will raise hand for assistance (Champs: Help)Students will raise hand for assistance (Champs: Help)Students will seek assistance from an adult to help solve conflicts. (Champs: Help)Students will use CHAMPS guidelines.Students will be SafeStudents will walk at all times when moving and follow lines labeled on ground. (Champs: Movement)Students will walk at all times when moving sit safely, and follow lines labeled on ground. (Champs: Movement)Students will keep hands and feet to self (Champs: Movement)Students will use CHAMPS guidelines.4C. At least one Rules lesson plan for each common location is distributed to teachers during pre-planning SY 2020-21 and are maintained in the SPBP Binder.Dates the Locations’ Rules lesson plans are taughtDate(s)Time:Location(s):August08/19/20201:00pmClassrooms by Teachers: Powerpoint with iChamps slides emailed to staff (SBPS Materials in HCE Canvas Resources)January 1/4/20209:00AMClassrooms by Teachers: SBPS Materials in HCE Canvas ResourcesAfter Spring Break3/30/20209:00AMClassrooms by Teachers: (SBPS Materials in HCE Canvas ResourcesCRITICAL ELEMENT # 5: Reward and Recognition Programs5. The reward system is focused on one School-wide Expectation OR specific location at a time.Expectation OR Location: __________________________________4 Step Problem Solving ProcessPlan Details1. Problem Identification: Use your behavior data to identify one school-wide problem. What problem did you identify? (use numerical data)Data used: BASIS 3.0 Data showed in 2019-20 the greatest occurrence of incidents involved disobedience and insubordination, with a recorded 47 referrals, with most occurring in the cafeteria. Problem Identification Statement: The number of Office Discipline Referrals for disobedience / insubordination has increased from last year from 41 to 47 .2. Problem Analysis: Why do you think this problem is occurring?What is your goal? (use a SMART goal statement with numerical data)Hypothesis: Students are having difficulty with coping skills and need other ways to express themselves when redirected in the cafeteria.Goal Statement: By the end of the second quarter, Office Discipline Referrals for disobedience/insubordination will decrease from 47 to less than 30 (a 39% decrease).3. Intervention Design: Describe how you will implement a positive reward program to decrease this problem.How will you monitor the fidelity (consistency and effectiveness) of the staff’s implementation of the reward program? Points earned points by class will be recorded by Cafeteria Monitors and recorded on chart daily posted in cafeteria at student dismissal wall. Point system will be taught to staff by Assistant Principal.Point totals will be tallied by Cafeteria Captain (Teacher Assistant) each Friday, who will report totals to Assistant Principal to announce each Monday. Cafeteria trophy will be given to class each week by previous class based on point totals recorded. Shared on Morning announcements Monday by Administration.Each Team/Grade Level will with the highest points for the week will have certificate generated by Assistant Principal and displayed on Cafeteria Reward wall and shared o Morning Announcements Monday.4. Evaluation:A. Implementation fidelityHow will you monitor the fidelity (consistency and effectiveness) of the staff’s implementation of the reward program? Points earned points by class will be recorded by Cafeteria Monitors and recorded on chart daily posted in cafeteria at student dismissal wall. Point system will be taught to staff by Assistant Principal.Point totals will be tallied by Cafeteria Captain (Teacher Assistant) each Friday, who will report totals to Assistant Principal to announce each Monday. Cafeteria trophy will be given to class each week by previous class based on point totals recorded. Shared on Morning announcements Monday by Administration.Each Team/Grade Level will with the highest points for the week will have certificate generated by Assistant Principal and displayed on Cafeteria Reward wall and shared o Morning Announcements Monday.B. Student outcome monitoring (use numerical data)How will you know if the reward program is positively impacting students? What measurable data will you use to determine “success”? (2-3 sentences)1.The number of Office Discipline Referrals will be collected at the end of each month to ensure the system is positively impacting student behaviors.2.The total number of Office Discipline Referrals will be reviewed at the end of each quarter with staff to determine effectiveness and collect feedback on rewards.3.The team will meet to use this data to determine if our system is successful and make changes recommended by feedback as needed based on data collected from Office Discipline Referrals and Point Chart Data Trends.CRITICAL ELEMENT #6: Effective Discipline ProceduresStudent Behavior Discipline Flow Chart239649093345Problem Behavior Observed00Problem Behavior Observed-70485294640Staff Managed Misbehaviors 00Staff Managed Misbehaviors 3514725609602181225232410 Intervene and redirect00 Intervene and redirect525399086360Office Managed Misbehaviors00Office Managed Misbehaviors174688514160500174244095885No00No4933950238125Yes00Yes16249653048000491426521780500541274090805Call to notify office of a crisis/safety issue00Call to notify office of a crisis/safety issue10096592075Implement an initial consequence00Implement an initial consequence216789092075Is behavior Office Managed?(if unsure, check below)00Is behavior Office Managed?(if unsure, check below)16357607429549110896985000-99631512192000625475018064500Specific Examples of 6 Staff Managed Misbehaviors: Specific Examples of 6 Office Managed Misbehaviors: Inappropriate Language:Name CallingCursing in language Abusive Language:Racial Slurs, tauntingCursing directed at staffDisrespect:Talking BackHarassment:BullyingThreat or IntimidationDefiance:Not completing class workHead down on desk/sleepNot Following DirectionsDefiance:Leaving Classroom/School grounds w/o permissionDisruptive:TattlingTalking, Calling OutDistracting Other StudentsDisruptive:Aggressive towards another personWeapon or dangerous use of itemUnruly Play:Not sharing equipment at recess.Not being kind while at center gamesNot following directionsUnruly Play:Hitting student on purpose during game playCursing at students or staff while playingNot Following Classroom RulesNot Following Code of Conduct RulesConsequence Hierarchy 1st Time Verbal Redirection from staff member2nd TimeRedirection Warning to consider actions (Move Clip) – Staff Conversation/Conference with student about behavior choices and expectations3rd TimeTime Out is predetermined area for previously predetermined and consistent amount of time4th timeThink Sheet to be completed, which is taken home to be signed by parent. 5th Time Detention and phone call home to review actions with parent. Parent and teacher work to reteach student correct behavior605790019939100Consequence Hierarchy Referring Teacher/Staff Member to complete Discipline ReferralAdministrator Interviews, Teacher, (Witnesses) Student and Contacts ParentAdministration Actions are taken per Discipline MatrixAll information is entered into DMS Administration follows up with teacher for progress monitoring of student behavior.2152654952365Yes, Notice and reward corrected behaviors00Yes, Notice and reward corrected behaviors53289204157980Yes, Notice and reward corrected behaviors, call parent and update progress00Yes, Notice and reward corrected behaviors, call parent and update progress73913946856650016440144628515008763005759450No, Office Discipline Referral generated in DMS, emails AP to notify w/previous steps indicated.00No, Office Discipline Referral generated in DMS, emails AP to notify w/previous steps indicated.2057404281805Did behavior change?00Did behavior change?55873653285490Did behavior change?00Did behavior change?70383393752215005862320375793000right4900930No, Teacher, Parent meet with RTI Team to review current interventions is place and what additional supports or interventions student needs to cease behavior.00No, Teacher, Parent meet with RTI Team to review current interventions is place and what additional supports or interventions student needs to cease behavior.-4672330482473000-3415030487235500-4215130395795500CRITICAL ELEMENT # 7: Classroom Management Systems 7A. In SY 2020-21, ALL teachers implement an evidence-based Tier 1 classroom management system:Evidence-based system:Evidence of training:? CHAMPS%of teachers currently holding valid CHAMPS certificate =0Training is ongoing? PBIS Classroom Management of teachers currently holding completion certificate =? Other: Click here to enter name of system. Training evidence: Click here to enter evidence % of teachers currently trained =7B. The administration reviews and analyzes the fidelity of staff implementation of Tier 1 classroom management systems across teachers using:? CHAMPs 7 Up Checklist ? Classroom Snapshot (Classroom Management Assessment)? PBIS Classroom Assistance Tool (CAT)? Other (specify):7C. School year 2019/20 YTD percentage of classroom referrals: Total number of discipline referrals from classrooms:85 Total number of other school-wide discipline referrals (not including classrooms): 81% of referrals in the classroom:51Do more than 40% of your referrals come from the classroom?? Yes ? NoIf >40% of discipline referrals come from the classroom, it suggests Tier 1 classroom management implementation may need to be strengthened school wide.If “Yes”, school-wide classroom management professional development will be conducted next year in 2020/21:Click here to choose: Schoolwide CHAMPS continued, with Individual Professional Development in Grade Level PLCs in 2020-2021. Teachers who submit more than 5 referrals will conference with this Discipline Committee to generate ideas and change procedures in classroom to decrease behaviors and manage behavior plan in each individual classroom successfully If “Other”, indicated system here: N/ACRITICAL ELEMENT # 8: Data Collection and Analysis8A. Core Effectiveness:TOTAL Population:435% of Total PopulationCore Effectiveness# Referrals:# of Students:0 - 1 referrals =(R1C2-R4C2-R5C2)/R1C2*100 \# "0%" 86%Are your 0 – 1 referrals > 80%??Yes ?No2 - 5 referrals(at risk students)276%Are your 2 - 5 referrals <15%??Yes ?No> 5 referrals(high risk students)35 =R5C2/R1C2*100 \# "0%" 8%Are your >5 referrals <5%? ?Yes ?No8B. Core Effectiveness Action Steps:If all 3 are “Yes”, your core is effective. Is your core behavior curriculum effective??Yes ?NoAnswer either (a) or (b):(a) If you answered “Yes”, although your core is effective, what steps does your school leadership team take for early identification of at risk and high-risk students?(b) If you answered “NO”, indicate the supports and interventions your school leadership team will implement at the beginning of the next school year to improve core strength:Core Effectiveness Action Steps: (3-4 steps)1. At the beginning of the year the AP will collect data on new and articulating students to determine support needed.2. Students who have a history of 5 referrals or more will be monitored for repeated patterns and referred to RTIB. Support to include support and strategies from Autism Coach, ESE specialist, Guidance Counselor, Assistant Principal, and Discipline Committee. Mentors will be assigned as needed for teachers who need support, and mentors for students who may benefit role models.3. The Discipline/SPBP Team will collect monthly data on student referrals to see if trends are continuing or if individual students need additional strategies and supports to ensure student success. 4. AP will communicate resources w/ teachers of classes with multiple at-risk students, ensure lessons and supports are in place and happening with fidelity to manage possible upcoming situations.8C. Disproportionality within racial subgroups:Subgroups(PctPop - Green)% of students (PctRef - Blue)% of referrals Difference in referral compositionPositive value suggests disproportionality(Is the value positive?)Black233810?Yes ?NoHispanic/Latin4434-10?Yes ?NoWhite2515-10?Yes ?No8D. Disproportionality Action Steps: If all three are “No”, disproportionality is not indicated. Are all 3 “No”??Yes ?NoAnswer either (a) or (b):(a) If you answered “Yes”, although your data indicates equity, what plan does your school leadership team implement for early identification of any disproportionality issues(b) If you answered “No”, indicate the support plan and interventions your school leadership team will implement at the beginning of next year to improve subgroup disproportionalityDisproportionality Action Steps: (3-4 steps) 1. Our Data indicates that 38% of referrals are being generated by staff for assistance with behaviors from our black subgroup, and only 23 % of our population subgroup is black.2. To address this, we will use staff Inservice to improve teachers ability to identify behaviors before they escalate, and understand their personal biases by using Courageous Conversation Workshops, Ruby Paine Inservice and SEL to strengthen our staffs understanding of this disproportionate data3. The training will be provided during preplanning and staff use of strategies will be monitored by administration. Lesson reference and resources will be included in each staff member SPSP Yellow folders.4. This data will be recalculated each quarter and shared by a plot graph created by the AP/SPBP Team to monitor with the goal of proportionality in this subgroup.Critical Elements # 9: SPBP Implementation PlanningRED Font = Action Steps for all schools in Broward CountyGREY Font = Best Practices for all schools in Broward CountyTEAL Font = Resources available at Team Implementation Action Plan 2020-21Month Action Steps check when Action Step completedCurrent Create a SPBP binder or portfolio to retain (for 2 years) hard copies of: your SPBPs, Action Plans, staff PBIS professional development attendance, stakeholder training attendance, quarterly meeting agendas, quarterly staff behavior presentations, voting attendance and outcome, Expectations lesson plans and Rules lesson plansPre-Planning2019 Print up your SPBP Review and school score from OSPA Provide SPBP presentation to all staff during Pre-Planning Disseminate the current SPBP (hard copy or electronically) to all staff and stakeholders Market and post school-wide Expectations and location-specific Rules Identify your district MTSS Instructional Facilitator (Contact tyyne.hogan@ for more information, if you are unsure) Confirm 1st team meeting date and time August1st meeting Ensure schedule of quarterly meeting dates for entire year as indicated in the SPBP Review Implementation plan; check off completed Action Steps Determine any needed team training, such as these Brainsharks: 4 Step Problem Solving Process series, PBIS 10 Critical Elements, Data Collection, Big 5 Data, PBIS 101, etc. (All found in Sharepoint site) Review previous year’s behavior data. (Use ‘Agenda’ Form and ‘Data Collection Template’ in Sharepoint site) Utilize the 4 Step Problem Solving Process to initiate a Reward System for all students Review previous year’s SPBP and feedback form; make necessary modifications Verify and implement teaching schedule for Expectations and Rules behavior lesson plans Present implementation data, behavior data, team activities and SPBP progress to entire staff September Provide SPBP stakeholder presentation prior to October 1 Check for staff and teacher understanding of PBIS - provide “PBIS 101” Brainshark as a resource Brainshark available at: Ensure the Discipline Flow Chart is distributed to all staff and is being used as writtenOctober2nd meeting? Review Implementation plan; check off completed Action Steps ? Ensure instructional staff know how to (and are, as needed) enter Tier 1 Supplemental Strategies for behavior in BASIS? Review previous quarter’s behavior data. (Use ‘Agenda’ and ‘Data Collection Template’ in Sharepoint site)? Present implementation data, behavior data, team activities, and SPBP progress to entire staff ? Ensure all teachers are using an evidence-based classroom management plan, such as CHAMPS ? Ensure Core Effectiveness Action Steps are being implemented as writtenNovember? Team to develop new and/or improved lesson plans as indicated by behavior data.? Ensure that the Disproportionality Action Steps are being implemented as writtenJanuary20203rd meetingPrepare for SY 2020/21 SPBP? Review Implementation plan; check off completed Action Steps? Staff to re-teach Expectations and Rules after winter break? Principal signs in and watches the new “SPBP for Principals” Brainshark: Due January 30th ? Present implementation data, behavior data, team activities, and SPBP progress to entire staff ? Choose team members and dates to work on, complete, and submit the new SPBP? Teams watch the new “SPBP Team Overview” Brainshark and refers to district resources and supports (Brainsharks and Additional items in Sharepoint site. Webinars and in-person lab information in Team Brainshark)February? Ensure progress towards completion of SPBP? Check on recently hired staff for PBIS understanding - provide “PBIS 101” Brainshark resource? Provide the SPBP Surveymonkey link to all staff (optional)March4th meeting? Ensure progress towards completion and submission of SPBP? Review Implementation plan; check off completed Action Steps? Staff to re-teach Expectations and Rules after from spring break? Provide stakeholders/parent presentation on new SPBP for next year? Provide staff presentation and faculty vote on new SPBP for next year? Present implementation data, behavior data, team activities, and SPBP progress to entire staff April? Submit your SPBP in OSPA by April 30th every year. Use this new SPBP in the next school year? Continue implementing your current SPBP through the end of the current school yearCRITICAL ELEMENT # 10: Evaluation10A. Staff implement the School-wide Positive Behavior Plan effectively:“Are staff implementing the SPBP with fidelity? How will you know?”STAFF Implementation MonitoringAction StepCreate an observable and measurable SMART goal to determine “successful”staff implementation of action step (use numerical data)School-wide expectations and location-specific rules are posted across campusBy the End of Pre-Planning Week 100% of hallways, classrooms, and commonly used areas will have at least 1 expectation and 1 rule poster posted.By the End of Pre-Planning Week 100% of hallways, classrooms, and commonly used areas will have at least 1 CHAMPS Area Specific poster posted.All posters will be observed, and number of posters collected to generate data to share by school walk though by Assistant Principal.Expectations and Rules lesson plans are being taught as written and when indicatedBy the End of the first 5 days of 100% of schoolteachers will complete Microsoft Office Forms survey to gather input on completion and date of Expectations and Rules lessons and gather information about additional support/Inservice needed.The Discipline flow chart is being used by all staff as writtenBy the end of September Administration will conduct walkthroughs to ensure staff is using Discipline flow chart and observable evidence of hierarchy is observed in each classroom. By the end of the 1st Quarter the SPBP Team will meet to review DMS data and SPBP implementation, Administration will share Discipline Observations and current %; team will brainstorm to rectify any concerns to ensure for 100% understanding and usage among all staff.A reward system is being implemented for all studentsEach Quarter SPBP Team will review Cafeteria Data Chart and provide feedback collected from each grade level team on reward system usage for all students by cafeteria staff and teachers. 10B. The SPBP is successful in positively impacting students:“If staff are implementing the SPBP consistently and effectively, is it positively impacting students? How will you know?”STUDENT Outcome MonitoringStudent Outcome DataCreate an observable and measurable SMART goal to determine “successful” student outcomes (use numerical data) Behavior Incident data(See critical element #3A)By the end of each quarter, there will be 10% fewer referrals from the cafeteria, our targeted area, as measured each month by the ODR data collected by the Assistant Principal and shared with the SPSP Team to present to staff at quarterly 3 event locations data(See critical element #4A) By the End of each month there will be a 2% decrease in referrals from each location area (cafeteria, playground, and hallway), By the e d of June 2021 we will have an overall decrease in specific area (cafeteria, playground, and hallway), referrals by 50% in each area.Core effectiveness data(See critical element #8A) Currently 4 % of our population receives 2-5 referrals; our goal is to keep our percentage below 4% each month. By June 2021 our goal is to decrease our care effective data in range 4% from 4% to 2%.Classroom referrals data(See critical element #7C)By the End of each month there will be a 2% decrease in classroom referrals, totaling a minimum of 20%. By the End of June 2021, we will have an overall decrease in classroom referrals from 56% in 2018-2019 to no more than 36% overall. ................
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