Positive Student Behavior Support Programs in Buffalo Public Schools
Discover how Buffalo Public Schools are fostering positive student behavior through programs like Developing Safe & Supportive Schools, Parents as Partners, and Multi-Tiered Systems of Support. Learn about the initiatives aimed at creating a safe and supportive environment for students to succeed academically and emotionally.
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Presentation Transcript
Division of Student Support Services BUFFALO PUBLIC SCHOOLS CODE OF CONDUCT
DEVELOPING SAFE & SUPPORTIVE SCHOOLS Positive relationships help children to succeed Students are less likely to act out when they feel connected to others BPS is committed to fostering positive relationships and promoting a supportive climate and culture
PARENTS AS PARTNERS Parents have a role in making school safe Parents are encouraged to discuss with their children the importance of following school rules and treating others respectfully/kindly Parents are encouraged to discuss their child s behavior with school representatives
PROMOTING POSITIVE STUDENT BEHAVIOR Schools will provide meaningful opportunities to help students develop skills in: Recognizing and managing emotions Developing concern for others Establishing positive relationships Making responsible decisions Preventing negative behaviors
PREVENTIVE PRACTICES MTSS-B (PBIS)
Multi-Tiered Systems of Support: A Positive Behavior System Approach Wraparound Competing Behavior Pathway (p.1 of FBA), Functional Assessment Interviews, Scatter Plots (completed by teacher), Interviews (student, parent/guardian,) Observations Complex FBA/BIP Brief Functional Behavioral Assessment/ Behavior Intervention Planning (FBA/BIP) Tier 3/ Tertiary Daily Progress Individualized Check-In/ Check-Out, Individualized Groups & Mentoring Report (DPR), Progress Monitoring Data (i.e. ODR, attendance, suspension, tardies) Social/Academic Instructional Groups Tier 2/ Secondary ODRs, Attendance, Suspensions, Tardies Check-in/ Check-out Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems November 2012 RtI Model Diagram Adapted from Illinois PBIS Network/ Adapted from T. Scott, 2004
TIER TIER 1/UNIVERSAL 1/UNIVERSAL INTERVENTIONS INTERVENTIONS School-wide Expectations/Guidelines for Success Teaching Behavior Behavioral Matrix School-wide Acknowledgement Social Emotional Learning Curriculum Restorative Practice Community Building Circles Effective Classroom Management
EXAMPLE OF BEHAVIORAL MATRIX Respectful Respectful Responsible Responsible Safe Safe Use kind words. Follow directions the FIRST time they are given. Sit up straight, eyes on the speaker, feet on the floor. Always come to class with the correct supplies and a SMILE. Wear your school uniform. Always do your personal best with a positive attitude. Enter and go directly to your assigned table. Get everything the FIRST time through the line. Place your garbage in the bins when they come around. Know your personal lunch number. Keep hands, feet and objects to yourself. Be in your assigned place. Follow district rules regarding electronics. Classrooms Classrooms (incl. Library, Computer (incl. Library, Computer Rooms, Auditorium, Rooms, Auditorium, Offices) Offices) Use kind words. Noise level of ONE. Follow directions the FIRST time they are given. Enter quietly and walk. Raise your hand when you need help & wait for an adult to come to you. Remain in your assigned seat. Cafeteria Cafeteria
TIER TIER 2/SECONDARY 2/SECONDARY INTERVENTIONS INTERVENTIONS Check In/Check Out Check In/Check Out with Individual Features Social Academic Instruction Groups Mentoring Function Based Behavior Support Plans
CICO WHAT DOES IT PROVIDE? Daily personal contact from an adult in the school Structured process of frequent feedback & recognition Instruction and reminders in needed skills School-home communication Built-in monitoring of student progress Adapted from, Considerations when implementing targeted interventions in an RTI model for social behavior by McIntosh, Carter, & Campbell. U. of British Columbia http://educ.ubc.ca/faculty/kent.mcintosh
Daily Progress Report - Individualized CICO 1 st block 2nd block 3 rd block 4 th block EXPECTATIONS 2 1 0 2 1 0 2 1 0 2 1 0 Be Safe Use your words Use deep breathing 2 1 0 2 1 0 2 1 0 2 1 0 Be Respectful Keep arm s distance Use #2 voice level when upset 2 1 0 2 1 0 2 1 0 2 1 0 Be Responsible Ask for breaks Self-monitor with DPR Total Points Teacher Initials Adapted from Grant Middle School STAR CLUB
SOCIAL/ACADEMIC INSTRUCTIONAL GROUPS Pro-social Attendance Problem solving Academic learning behaviors
TIER TIER 3/TERTIARY 3/TERTIARY INTERVENTIONS: INTERVENTIONS: Function Based Behavior Intervention Plan -Individual plan to address complex/multi-function behavior problems Person centered planning - an approach addressing multiple life domains
DIGNITY FOR ALL STUDENTS ACT 5 Areas of Regulation Curriculum Code of Conduct Reporting Dignity Act Coordinator Employee Training *Details provided to staff at additional trainings and on the BPS website
INAPPROPRIATE AND DISRUPTIVE BEHAVIORS: LEVELS OF RESPONSE Heath Frisch, Director of Student Support
ALTERNATIVES TO SUSPENSION Student Guidance Conference Parent Conference in Lieu of Suspension Detention (with social academic instruction) Restorative Conference (admission of wrongdoing and agreement to participate by all parties required) Tier 2/3 interventions Referral for agency counseling
QUESTIONS? Heath Frisch Director, Student Support Services 816-3967 hhfrisch@buffaloschools.org Nicole Bycina Project Administrator, School Climate and MTSS 816-3007 nbycina@buffaloschools.org Kimberly DeGeorge PBIS Coordinator kDeGeorge@buffaloschools.org 816-3605 Kristina Jackson PBIS Coordinator kcjackson@buffaloschools.org 816-3595
PUTTING CHILDREN AND FAMILIES FIRST TO ENSURE HIGH ACADEMIC ACHIEVEMENT FOR ALL Buffalo Schools Mission Statement
