Lefler utilizes student management programs called PBIS (Positive Behavioral Interventions and Support), CHAMPS Classroom Management, and BIST (Behavior Intervention Support Team). These programs are designed to increase student learning time, promote positive behaviors, stop disruptive/hurtful behaviors, and teach skills necessary for future success. Lefler collaboratively used PBIS and BIST to create Lefler’s Behavior Flow Chart.
- Lefler’s universal expectations for all students is called ROAR. At Lefler all are expected to be Respectful, take Ownership, be Accepting, and be Responsible. All common areas of Lefler (hallways, playgrounds/outside, media center/computer labs, cafeteria, restrooms, office, auditorium) AND classrooms have printed expectations regarding how students are to ROAR in that area. Lefler understands that some days are harder to ROAR than others. Still, we ROAR because we know ROARing (when we don’t feel like it) is better than not learning and/or causing hurt feelings. We SHINE when we ROAR!
- Lion Call is the universal student check-in program at Lefler. It is used to ensure each Lefler student will start their day ready to learn in their classes. Every staff member in the building is assigned to a group of students. Each morning every staff member will check-in with their group of students to make sure they are ready to have a good day at school. Students who are ready to learn will report to class. Students who are under stress will receive immediate help.
- ROAR Club is the student check in/check out program at Lefler. The mission of ROAR Club is to increase positive learning opportunities with struggling students by strengthening their relationships with their teachers. A student may be referred to ROAR club for many reasons. The most common reasons include struggles with behavior, attendance, tardies, and/or an increased number of nurse visits. Once placed in ROAR Club, the student will carry a ROAR Club sheet to their classes. Teachers will score the student’s performance in the following areas: Respect, Ownership, Acceptance, and Responsibility. The teachers will also commend the student for positive behaviors/actions and may make suggestions for improvement. Students in ROAR Club check-in with their Lion Call teacher and check-out with an assigned teacher.
- Social Academic Instructional Groups (SAIG) are small groups that meet once a week during lunch for a total of 6 weeks. The purpose of SAIG is to work on developing skills to help students be more successful at Lefler. There are three types of SAIG: Pro-Social, Problem-Solving, and Academic Behavior. Each SAIG is run by a Lefler School Counselor or Special Educator. A student may be referred for SAIG if they are struggling academically or socially.
The overall goal of the CHAMPS classroom management system is to develop an instructional structure in which students are responsible, motivated, and highly engaged in the specific task/activity at hand (warm-up, instruction, groups activity, independent work…). More particularly, the teacher’s goal is to teach students directly how to be successful in specific class situations. Click on the CHAMPS picture to see an example of how CHAMPS may be used in the classroom. Click here for more information on CHAMPS.
The BIST model utilizes four steps so educators, parents, and mentors have the ability to know when and how to intervene and communicate with students. This structured support enables youth to gain new skills and participate more fully in their homes, schools and communities. These steps create a consistent, supervised, safe environment in order to teach and protect all students.
The four steps of the BIST model are:
1. Early Intervention (When)
- It’s never okay to be disruptive.
- It’s never okay to be hurtful.
- Utilizing this expectation allows adults to intervene consistently with all students. A student will be asked one time per activity to stop a behavior that is disruptive or hurtful. Adults will intervene in a quick, kind, calm and firm manner if a student cannot meet this expectation.
2. Caring Confrontation (How)
- “I see… (disruptive behavior).”
- “Can you… (desired behavior).”
- “Even though… (student’s feeling).”
- Caring Confrontation is a language of partnership when intervening with a student’s disruptive or hurtful behavior. The intent of Caring Confrontation is to create awareness for the student, provide an opportunity to meet the standard, and partner with the adult.
3. Protective Plan (What)
- A protective plan provides an opportunity for the adult and student to identify the missing skill, develop a partnership towards change. Teaching replacement skills and practicing the Goals For Life helps students manage their behavior toward life change.
4. Outlasting the Acting Out
- This includes maintaining a relationship, guiding the student to identify their level in the Continuum of Change (Noncompliance, Compliance, Partnership, Independence), and maintaining restrictions until the student is able to partner with and be coached by the adults.
- Redirect: A reminder to the student that he/she needs to refocus on learning.
- Safe Seat: A seat in the classroom away from other students to help the student regroup, process with the adult, and join the class.
- Buddy Room: A seat in another teacher’s classroom to help a student regroup, complete a think sheet, and process with the adult so they may return to the classroom safe seat.
- Recovery/Focus Room: A place in the school where students can go to practice replacement skills, stop acting out, calm down, prepare an apology, and create a plan to make better choices for themselves.
- Think Sheet: A tool that the student completes to help him/her take ownership of the problem, partner with adults, and create a plan to be successful.
- Processing: Questions the adult asks the student so he/she may take ownership, practice skills, and create a plan to make better choices.
- Goal Sheet: A daily visual of goals the student is working on to help him/her problem solve.
- Triage: Daily “check in” with an adult to practice replacement skills, assess emotions, establish focus about what it means to have a successful day, and formulate solutions if problems occur.
- Goals for Life: Goals that we help students obtain so that they may have the life they want and deserve. Goals for Life are based on the following beliefs:
- I can make good choices even if I am mad.
- I can be okay even if others are not okay.
- I can do something even if I don’t want to (or even if it’s hard).
- Replacement Skills: Desired student behaviors that are practiced during triage so the student can be successful at school.