Social stories explain social situations and concepts, including expected behaviors of the persons involved, in a format that is understandable to children. Social stories can answer a child’s questions about concepts and provide information about social behavior that he/she is not likely to ask for or obtain in other ways.

Derby Ridge Elementary has compiled a collection of social stories for our 4 expectations of Safe, Respectful, Responsible, and Learner that are applicable across all settings. We encourage you to read and use them. Enjoy!

Assembly Social Story

Bathroom Social Story

Being a Friend to a New Student

Being a Respectful Listener

Being a Safe and Respectful Learner during MAP Testing

Being Respectful with Our Bodies

Being Respectful with Our Words

Bus Social Story

Field Trip Social Story

“Give Me 5!” Social Story

Hallway Social Story

How to Start My Day

How to Solve Problems Safely

How to Take Care and Feel Good About Ourselves

I Can Be a Safe, Respectful, Responsible Learner During Emergencies

Indoor Recess Social Story

Parent Pick-Up Social Story

I Can Be Respectful on the Playground

I Can Be Safe in the Cafeteria

I Can Be Safe on the Playground

Using Manners in the Cafeteria

I Know What To Do When I Get Upset or Angry

I Can Prevent Bullying

What is Primary Prevention?

This description of Primary Prevention in School-wide Positive Behavioral Interventions and Supports (PBIS) details the process and practices for those visitors who are first learning about this topic.

Core Principles of PBIS

1. We can effectively teach appropriate behavior to all children. All PBIS practices are founded on the assumption and belief that all children can exhibit appropriate behavior.  As a result, it is our responsibility to identify the contextual setting events and environmental conditions that enable exhibition of appropriate behavior.  We then must determine the means and systems to provide those resources.
2. Intervene early. It is best practices to intervene before targeted behaviors occur.  If we intervene before problematic behaviors escalate, the interventions are much more manageable.  Highly effective universal interventions in the early stages of implementation which are informed by time sensitive continuous progress monitoring, enjoy strong empirical support for their effectiveness with at-risk students.
3. Use of a multi-tier model of service delivery. PBIS uses an efficient, needs-driven resource deployment system to match behavioral resources with student need.  To achieve high rates of student success for all students, instruction in the schools must be differentiated in both nature and intensity.  To efficiently differentiate behavioral instruction for all students.  PBIS uses tiered models of service delivery.
4. Use research-based, scientifically validated interventions to the extent available. No Child Left Behind requires the use of scientifically based curricula and interventions.  The purpose of this requirement is to ensure that students are exposed to curriculum and teaching that has demonstrated effectiveness for the type of student and the setting.  Research-based, scientifically validated interventions provide our best opportunity at implementing strategies that will be effective for a large majority of students.
5. Monitor student progress to inform interventions. The only method to determine if a student is improving is to monitor the student’s progress.  The use of assessments that can be collected frequently and that are sensitive to small changes in student behavior is recommended.  Determining the effectiveness (or lack of) an intervention early is important to maximize the impact of that intervention for the student.
6. Use data to make decisions. A data-based decision regarding student response to the interventions is central to PBIS practices.  Decisions in PBIS practices are based on professional judgment informed directly by student office discipline referral data and performance data.  This principle requires that ongoing data collection systems are in place and that resulting data are used to make informed behavioral intervention planning decisions.
7. Use assessment for three different purposes. In PBIS, three types of assessments are used: 1) screening of data comparison per day per month for total office discipline referrals, 2) diagnostic determination of data by time of day, problem behavior, and location and 3) progress monitoring to determine if the behavioral interventions are producing the desired effects.

Primary prevention is significant- in that it -moves the structural framework of each educational unit from reactive approaches to proactive systems change performance.  This effort cohesively unites all the adults in using 1) common language, 2) common practices, and 3) consistent application of positive and negative reinforcement.  There are many caveats to the training, planning, and implementation of PBIS.  Just a few of the features are listed below:

Behavioral Expectations

The primary prevention of positive behavior support (PBS) consists of rules, routines, and physical arrangements that are developed and taught by school staff to prevent initial occurrences of behavior the school would like to target for change.  For example, a school team may determine that disrespect for self, others, and property is a set of behaviors they would like to target for change.  They may choose the positive reframing of that behavior and make that one of their behavioral expectations.  Respect Yourself, Others, and Property would be one of their behavioral expectations.  Research indicates that 3-5 behavioral expectations that are positively stated, easy to remember, and significant to the climate are best. At the end of the year, a researcher should be able to walk into the school and ask ten random students to name the behavioral expectations and 80% or better of the students should be able to tell the researcher what they are and give examples of what they look like in action.

Behavior expectation examples (see Sample Behavior Expectations under student)

Labeling Appropriate Behavior in Actions

The school team would then build a matrix (graph) listing the behavioral expectation in a horizontal row.  (click here for an example) There would be column labels above the behavioral expectations listing all the areas in the school where this behavior could be: 1) taught, 2) modeled, 3) practiced, and 4) observed.  For example, in a middle school the columns might include: 1) commons area, 2) cafeteria, 3) gymnasium, 4) bus, 5) hallway, 6) restroom, and 7) sidewalks.  The building leadership team would choose two or three examples of what respecting self, others, and property would look like in each of these areas.  For example, respecting property in the bathroom would be to “Use the amount of paper towels needed.  A good amount would be two.”  Another example of showing respect for others in the bathroom might include “Be sure to flush the toilet when finished.”

Matrix examples (see Sample Matrices and Guidelines under student)

Teaching Appropriate Behavioral Actions

The building leadership team would then decide how they were going to teach these behaviors to the students.  Some schools choose to have stations and rotate all the children through various locations where the adults act out the appropriate behaviors relevant to each area.  Some schools choose to show a non-example first and then the appropriate example last.  After adults model the appropriate behavior, students emulate the new behavior before they rotate to the next learning station.  Adults give feedback to the students on their performance during the training, to alleviate any misrules they may begin.  For example, some schools place hula hoops on the floor in front of the entrance to the cafeteria tray area.  Adults model for students that only one person stands in each hula hoop and the line only advances as a hula hoop becomes empty.  The hula hoops allow the children to visualize personal space better than just telling them “don’t push and crowd”.

Lesson plan examples (see Lesson Plans under student)

Observing and Praising Appropriate Behavioral Actions

The building leadership team would also determine how they intended to “catch” students exhibiting the appropriate behaviors.  Specific praise is extremely important in increasing the reoccurrence of appropriate behavior.  Some schools decide to give out small pieces of paper labeled as “gotchas”.  All staff hand the gotchas with specific praise to students as they witness appropriate behaviors in the common areas.

Gotcha resource (see Gotcha Resources - gotcha reward schedules, free rewards for students- etc. under student)

Conclusion

These are just a few examples of the procedures and practices that occur during the initial training for primary prevention.  Precise facets of the training make it specific to each building.  The important features are: 1) most schools realize similar results; 2) implementation looks completely different at each site, based on the needs of their specific unit and 3) ongoing decisions are made based on data driven results.

It goes without saying that we want to prevent the major “upsurges in targeted behaviors” that we hear about in the news: violent acts against teachers or other students, theft, bullying behavior, drug use, and the like. However, research has taught us that efforts to prevent these serious problems are more successful if the “host environment”—the school as a whole—supports the adoption and use of evidence-based practices. Practices that meet these criteria include teaching and rewarding students for complying with a small set of basic rules for conduct, such as “be safe,” be responsible,” and “be respectful.” These rules translate into sets of expectations that differ according to various settings in the school. Thus, on the playground “be safe” means stay within boundaries and follow the rules of the game. In hallways and on stairs, it means to keep your hands and feet to yourself and to walk on the right side. Some parents and educators believe that students come to school knowing these rules of conduct, and that those who don’t follow them simply should be punished. However, research and experience has taught us that systematically teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding. It also establishes a climate in which appropriate behavior is the norm. Finally, the use of Primary Prevention strategies has been shown to result in dramatic reductions in the number of students being sent to the office for discipline in elementary and middle schools across the United States and Canada. In effect, by teaching and encouraging positive student behavior (i.e., positive behavior support), we reduce the “white noise” of common but constant student disruption that distracts us from focusing intervention expertise on the more serious problems mentioned above.

Primary Prevention, through positive behavior support, works for over 80% of all students in a given school (based on a criterion of the number of students who have one or fewer office discipline referrals per month). But obviously, no intervention works across the board for all students.  For a variety of reasons, some students do not respond to the kinds of efforts that make up Primary Prevention, just as some children do not respond to initial teaching of academic subjects.  Some children need booster shots and some children need intensive interventions.

Putting into place systematic Primary Prevention strategies offers two advantages: First, it reduces the “water torture” caused by large numbers of office discipline referrals for minor problems. As we suggested earlier, this volume of referrals obscures and distracts our attention from more serious problems. Second, having a system for documenting the occurrence of targeted behaviors (e.g., office discipline referrals) provides a way to determine which students need more intensive intervention. For example, the criterion for considering the need for moving into secondary prevention for a student or group of students might be 4 or more office discipline referrals in a month. Without Primary Prevention, of course, the number of students meeting this criteria and needing additional help will be much larger.

www.pbis.org/schools/primary_level

School-wide PBS

What is School-wide PBS?

Numerous products are available for school personnel, parents, and care-providers, all with the promise of erasing targeted behaviors. Unfortunately, no magic wand single-handedly works to remove the barriers to learning that occur when behaviors are disrupting the learning community. The climate of each learning community is different; therefore, a one size fits all approach is less effective than interventions based on the needs of each school.

One of the foremost advances in school-wide discipline is the emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. Instead of using a piecemeal approach of individual behavioral management plans, a continuum of positive behavior support for all students within a school is implemented in areas including the classroom and nonclassroom settings (such as hallways, buses, and restrooms). Positive behavior support is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research-validated practices and the environments in which teaching and learning occurs. Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making targeted behaviors less effective, efficient, and relevant, and desired behavior more functional.

The following diagram illustrates the multi-level approach offered to all students in the school. These group depictions represent systems of support not children:

Why is it so important to focus on teaching positive social behaviors?

Frequently, the question is asked, “Why should I have to teach kids to be good? They already know what they are supposed to do. Why can I not just expect good behavior?” In the infamous words of a TV personality, “How is that working out for you?”

In the past, school-wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social behavior is an important step of a student’s educational experience. Teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding. The purpose of school-wide PBS is to establish a climate in which appropriate behavior is the norm.

What is a systems approach in school-wide PBS?

An organization is a group of individuals who behave together to achieve a common goal. Systems are needed to support the collective use of best practices by individuals within the organization. The school-wide PBS process emphasizes the creation of systems that support the adoption and durable implementation of evidence-based practices and procedures, and fit within on-going school reform efforts. An interactive approach that includes opportunities to correct and improve four key elements is used in school-wide PBS focusing on: 1) Outcomes, 2) Data, 3) Practices, and 4) Systems. The diagram below illustrates how these key elements work together to build a sustainable system:

• Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, and educators. (What is important to each particular learning community?)
• Practices: interventions and strategies that are evidence based. (How will you reach the goals?)
• Data: information that is used to identify status, need for change, and effects of interventions. (What data will you use to support your success or barriers?)
• Systems: supports that are needed to enable the accurate and durable implementation of the practices of PBS. (What durable systems can be implemented that will sustain this over the long haul?)

www.pbis.org/school ]]> http://service.columbia.k12.mo.us/derbyridge/2009/12/08/what-is-pbs/feed/ http://service.columbia.k12.mo.us/derbyridge/2009/12/07/pbsparentinfo/ http://service.columbia.k12.mo.us/derbyridge/2009/12/07/pbsparentinfo/#comments Mon, 07 Dec 2009 18:54:54 +0000 kmorris http://service.columbia.k12.mo.us/derbyridge/?p=654 Derby Ridge PBS Parent Handbook

***Derby Ridge Elementary PBS Social Stories***

December 2009 PBS Parent Newsletter

February 2010 PBS Parent Newsletter

Secondary Level Prevention

Positive behavior support is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the fit or link between research-validated practices and the environments in which teaching and learning occurs. Attention is focused on creating and sustaining primary (school-wide), secondary (targeted group or simple individual plans), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making problem behavior less effective, efficient, and relevant, and desired behavior more functional.

Tier 2 STAT Handbook

Tier 2 Process Instructional Video

*Additional Resources from the National PBS Website

***Derby Ridge Social Stories***

Derby Ridge PBS Team Member Role Descriptions

Derby Ridge PBS Team Meetings

Derby Ridge Social Skills Teaching Kickoff Packet (2009-2010)

Week/Date(s)	Lesson Focus (click to open the lesson)
Wk 1–Aug. 24-28	All Settings School-wide Expectations (DRE Matrix) & Safe Seat/Buddy Room Procedures (PBS Staff Handbook)
Wk 2–Aug. 31-Sept. 04	Non-classroom Routines (i.e., recess, cafeteria, bathroom, etc.) (DRE Matrix)
Wks 3-7–Sept. 08-Oct. 09	Social Skills Mini-lesson from the Kickoff Packet
Wk 8–Oct. 12-16	I am a learner…I will listen attentively! (CPS District Lesson Plan)
Wk 9–Oct. 19-23	I am a learner…I can follow directions! (CPS District Lesson Plan)
Wk 10–Oct. 26-30	I am responsible…I can accept responsibility for my behavior! (CPS District Lesson Plan)
Wk 11–Nov. 02-06	I am a learner…I can stay on task! (CPS District Lesson Plan)
Wk 12–Nov. 09-12	I am respectful…I can show respect for others! (CPS District Lesson Plan)
Wks 13-14–Nov. 16-24	Teacher reviews taught skills depending upon needs of the class
Wk 15–Nov. 30-Dec. 04	I am respectful…I will use kind words and a positive body language!
Wk 16–Dec. 07-11	I am respectful…I will cooperate with others!
Wk 17–Dec. 14-18	I am respectful…I will greet others appropriately!
Wk 18–Dec. 21-25	Winter Break
Wk 19–Dec. 28-Jan. 01	Winter Break
Wk 20–Jan. 04-08	Re-Teach routines from Kickoff Packet as determined by class need
Wk 21–Jan. 11-15	Re-Teach routines from Kickoff Packet as determined by class need
Wk 22–Jan. 18-22	I am responsible…I can be a problem solver! (additional problem solving resources/activities)
Wk 23–Jan. 25-29	I am responsible…I can be a problem solver 2! (problem solving poster)
Wk 24–Feb. 01-05	I am responsible…I can handle my anger in a responsible manner! (Additional Social Skills Story)
Wk 25–Feb. 08-12	I am responsible…I know what to do when I don’t get what I want!
Wk 26–Feb. 15-19	Re-Teach and Review Problem Solving Skills based on class need(s)
Wk 27–Feb. 22-26	Re-Teach and Review Problem Solving Skills based on class need(s)
Wk 28–March 01-05	I Can Stay on Task! I know what to do when the work gets hard! I can keep working and not give up! (MAP Poster)
Wk 29–March 08-12	I Can Stay on Task! I know what to do when I get stuck in my learning! I can keep working and not give up! (MAP Poster)
Wk 30–March 15-19	Following Directions Week 1
Wk 31–March 22-26	Following Directions Week 2

]]> http://service.columbia.k12.mo.us/derbyridge/2009/12/07/pbstier1/feed/ http://service.columbia.k12.mo.us/derbyridge/2009/12/07/pbs-universals/ http://service.columbia.k12.mo.us/derbyridge/2009/12/07/pbs-universals/#comments Mon, 07 Dec 2009 18:29:52 +0000 kmorris http://service.columbia.k12.mo.us/derbyridge/?p=644

PBS School-wide Universals

Derby Ridge PBS Staff Handbook

Derby Ridge School Expectations Matrix

Derby Ridge Matrix “On the Go”

Derby Ridge All Settings Expectations Poster

Continuum for Supporting Student Behavior

Give Me Five Poster

Derby Ridge PBS Kickoff Presentation (August 2009)

Derby Ridge Voice Levels Poster

Derby Ridge Voice Levels Presentation

PBS Classroom Universals

Missouri Schoolwide PBS Mini Modules

Faculty Overview

PowerPoint Overview Presentation Template for Preparation Level MO SW-PBS Teams to use with their faculty. Also review the directions for how to customize the overview for your faculty.

Classroom Mini Modules

Eight Essential Classroom Practices have been identified through a thorough review of current educational research. For each of the 8 Essential Classroom Features there will be a Power Point Presentation, a Fact Sheet, and word documents of associated activities.

Classroom Expectations and Rules

• Power Point Presentation
• Fact Sheet
• Rules Writing Example
• Rules Writing Activity
• Classroom Expectations & Rules Survey
  

Classroom Procedures and Routines

• Power Point Presentation
• Fact Sheet
• Procedures & Routines Worksheet
  

Classroom Acknowledgement

• Power Point Presentation
• Fact Sheet
• Classroom Continuum of Acknowledgement Strategies
  

Classroom Reponse Strategies and Error Correction

• Power Point Presentation
• Fact Sheet
• Classroom Continuum of Response Strategies
• Student Scenarios
• Schoolwide Continuum of Response Strategies

Classroom Opportunities to Respond (OTR)

• Power Point Presentation
• Fact Sheet
• How Many Opportunities to Respond?
• True/False Response Card
• OTR Response Card Activity Sheet
• OTR Response Card Activity - Elementary Example
• OTR Response Card Activity- Secondary Example

For Kindergarten through Seventh Grade

All files are in a PDF format

Kindergarten

First Grade

Second Grade

Third Grade

Fourth Grade

Fifth Grade

Curriculum Procedures and Documents

Curriculum Handbook and Forms

Curriculum Handbook  

6-Year Curriculum Review Plan 

Curriculum Departments

• English Language Learners
• Fine Arts
• Foreign Language
• Gifted Program
• Guidance and Counseling
• Instructional Technology
• Language Arts
• Mathematics
• Physical Education
• Positive Behavior Support
• Practical Arts
• Research, Assessment and Accountability
• School Improvement
• Science and Health Science
• Social Studies

• September 02–Kindergarten Social

• September 14–First FSP Meeting at 6:30 PM

• September 24–Street Dance

• September 29–Fundraising Begins

October 2009

• October 05–FSP Meeting at 6:30 PM

• October 06–McTeacher Night at the Smiley Lane McDonald’s from 4:00-8:00 PM

• October 13–Fundraising Ends

• October 20–Fall Picture Day

• October 30–Halloween Costume Parade and Room Parties

November 2009

• November 02–FSP Meeting at 6:30 PM

• November 07–ARC Fun Night (Pre-K through 2nd Grade)

• November 12–Teacher Dinner

• November 12–Fundraiser Pick-Up

• November 12-13–Bookfair, Parent-Teacher Conferences, Fundraiser Pick-UP

• November 14–ARC Fun Night (3rd through 5th Grade)

December 2009

• December 04–Barnes and Noble Book Night

• December 07–FSP Meeting at 6:30 PM

• December ??–Choir Concert

• December ??–Holiday Concert

• December 18–Holiday Room Parties

January 2010

• January 04–FSP Meeting at 6:30 PM

• January 11–Passport Book Sales Begin

• January 16–Roller Skating Day

• January 25–Passport Book Sales End

• January 28–Derby Ridge Night at Shakespeare’s Pizza

February 2010

• February 01–FSP Meeting at 6:30 PM

• February 08–Passport Books Delivered

• February 12–Valentine’s Day Room Parties

• February 18–Derby RIdge Night at Going Bonkers

• February 25–Teacher Dinnner

• February 25-26–Bookfair, Parent-Teacher Conferences

March 2010

• March 01–FSP Meeting at 6:30 PM

• March 11–Spring Picture Day

• March 23–Derby Ridge Night at Chuck E. Cheese’s

April 2010

• April 05–FSP Meeting at 6:30 PM

• April 13–Volunteer Appreciation Tea

• April ??–Choir Concert

• April ??–Kindergarten Roundup

• April 23–Derby Daize Carnival

May 2010

• May 03–FSP Meeting at 6:30 PM

• May 03-07–Teacher Appreciation Week