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Power of Choice
Manual
Hospital Schools
NYC DEPARTMENT OF EDUCATION
Last Updated:
Table of Contents
Mission 4
Introduction 5
6
Statement of Need
7
Principles
School wide Power of
Choice Program, PBIS 8
9
How Does it Work?
Documentation for
Power of Choice 10
Program
11-
Understanding 14
Levels
Incident Report 15
3
Behavior Contract 16
Site Assessment 17
Self Assessment 18
Instruction 19-
20
21-
Support for Power of 22
Choice Program
Acknowledgements 23
Celebrations 24-
26
27
Agency Involvement
28-
Resources 34
Thank you 35
4
Hospital Schools
3450 East Tremont Avenue
Bronx, New York 10465
Dear Staff,
Sincerely,
Mary Maher
Principal
6
Mission
Introduction
policies.
10
Statement of Need
Principles
BE SAFE
others.
BE RESPECTFUL
1. Followed directions.
BE RESPONSIBLE
13
1. Was prepared.
2. Started on time.
3. Stayed on task.
14
Calendar and other Power of
Choice program information are
placed on Power of Choice
bulletin.
17
positively.
revisited.
21
Certificate of
Achievement
Level ________points for Name on the “Power of
II __________day(s) Choice” Bulletin
Right to use your points
to
____________________________
__________________________
_________________________
Certificate of
Achievement
Level ________points for Name on the “Power of
III __________day(s) Choice” Bulletin
Congratulatory letter
from the Principal
Right to use your points
to
____________________________
This form is used to inform the students and staff
__________________________
about the level requirements and rewards. Note
_________________________
that desired amount of points as well as
“consecutive day” range will vary based on each
specific site and its “average day of stay”.
24
28
MINOR MAJOR
OTHER INFORMATION/INTERVETIONS
Extra Information 1:______________________________________________________________
Extra Information 2:______________________________________________________________
Extra Information 3:______________________________________________________________
COMMENTS:
Behavior Contract
30
31
School Info
6. Who is your Power of Choice
program liaison?
7. How many teaching periods ______periods.
should be reflected on your Daily
Point form?
8. Is there access to a computer? Yes
No
9. Do you have DOE email? Yes
No
10 Is there access to a copier? Yes
. No
11 What supplies are needed for Copy Paper
. Power of Choice program? Color Paper
Certificates
Letter from the Principal
Reward Coupons
Stickers
12 What possible non monetary
. rewards could be provided?
13 What possible monetary rewards
. could be provided?
14 What is the location for students'
. point sheet files?
32
Description Analysis
Site Bulletin board present Yes
No
Site Power of Choice program Yes
rules displayed No
Site Celebration-chart for students’ Yes
progress No
Site Chart for expected awards Yes
No
Teacher Teacher utilizes proper Power Yes
of Choice program dialogue No
with the students
Teacher Power of Choice program is Yes
part of instruction No
Agency Agency is knowledgeable Yes
about Power of Choice No
program
Students Student are informed about Yes
Power of Choice program and No
celebrations
Documentations Student’s monthly calendars Yes
No
Documentations Folders of students’ daily Yes
point sheets No
Documentations Behavioral Contracts Yes
No
Documentations Student Instructional Log Yes
34
No
35
Instruction
“IF WE UNDERSTAND THAT BEHAVIORAL
SKILLS ARE LEARNED, IT IS NECESSARY TO
TEACH EXPECTED BEHAVIORS AS WE WOULD
ACADEMIC SKILLS” -D75 PBIS WORKSHOP
Instruction Cont’d
Date: __________
Level: __________
EXPECTATION:
BEHAVIOR:
ACTIVITIES/MATERIALS:
METHOD OF DEMONSTRATION/PRACTICE:
Hospital
School
Adm.
School District
PBIS 75
Team PBIS
Coach
Hospital
Agency P School
Teachers
Staff
BIS &
Paraprofessiona
Guidance
Student Counselor
Parent
Coordinato
r
40
Acknowledgements
The purpose of
rewards/acknowledgements is to
encourage behaviors we want to see in the
future. By focusing on a proactive rather
than reactive approach we can teach new
behaviors. By rewarding students for
desired behaviors, a positive rather
punitive environment will exist. Rewards
are not bribery. They should be regular,
repeated, realistic, and small. There
needs to be a connection between the
student and reward in order to engage the
student. Circumstances will vary from site
to site. Please check with the site staff to
determine that the rewards you choose are
acceptable. If appropriate, having a
discussion with the students as to what
rewards they would like to earn would
strengthen their “buy-in.”
Acknowledgement Ideas:
43
Verbal praise
Certificates
Stars/stickers
Extra activity time/choice time
(computer, game, etc.)
Special activity (movie, music, etc.)
Lunch with staff member
Celebrations
WHY DO WE CELEBRATE?
Create rituals
Mark milestones
Build connections
Send messages
44
Congratulate
Motivate
Fun
Goodies
Excitement planning
Establish a theme (for example,
“Go Fish”)
45
Celebrations Cont’d
PLANNING A CELEBRATION
Establish a committee
Lessons learned?
Celebrations Cont’d
CELEBRATION IDEAS
(handmade)
Awards
Newsletter
Bulletin board/mural
Party
Special event
47
etc)
project etc)
Game time
Wall of Fame
Academy Awards
48
49
Agency Involvement
NYDOE.
community meetings.
the students.
50
program.
51
52
Resources
Instructional Guidelines
TEACHABLE
The behavior can be defined,
demonstrated, and practiced.
ACKNOWLEDGEABLE
There is a systematic process for
acknowledging the desired
behaviors. Once behaviors are
taught, the educator will support
the behaviors by acknowledging
them.
OBSERVABLE
State the behavior in concrete,
observable terms.
POWER OF CHOICE LESSONS
Should include expectations,
behavior, activities/materials,
method of demonstration,
review/reflection process.
Transitions
Transitions occur both within the
classroom and moving to and from
different locations. Class routines and
53
Resources Cont’d
Setting: Classroom
Entering Classroom (first 7
minutes)
Greet students
Clear directions should be given
(take your seats, take out your
Math book)
State lesson focus and connect to
previously taught skills
Present clear instructional
directions
Allow time for student response
and feedback
Wrap up (final 5 minutes)
5 minute warning signal(clock,
timer ,lights, verbal)
Clearly post
assignments/homework
Acknowledge students for
following directions
Allow time for reflection and
feedback on student expectations
Activities should be available for
students to work on while waiting
(journal, reading)
55
Classroom Environment
Classroom Arrangement
Instructional Areas
Leisure Area
Traffic flow
Furniture Arrangement
Rows (group & individual work)
Tables
Stations
Academic Material Location
Homework collection
Make-up work
Warm-up
Extra Credit
57
Resources Cont’d
Storage of Materials
Access
Distractibility
Technology
Software organization
Support instructional activities
“My own space-time out” Area
Safe
Supervised
Structured
Useful Concepts
No punishment! Punishment
removes the responsibility for a
behavior. Students should be
aware of what rewards or
consequences accompany their
behavior.
Resources Cont’d
http://schools.nyc.gov/OurSchools/
Region75/M401/default.htm
2. Go to “Teacher’s Resources”.
3. Go to “Positive Behavioral Support
Resources”.
4. Click on a document to download.
5. Save the document on your
computer.
62
Resources Cont’d
Thank you
Cynthia Biondi
Pierre Clement
Tina Erfer
Josephine Glasford
Keri Kaufman
Nancy Klein
Steve Klein
Maureen Murphy
Special Thanks to Dr. March and District 75 PBIS Coaches for their
support.
Note: Celebration component of this book was adapted from Dr. Novik
“Celebration” Power Point.