PBIS

Power of Choice
Manual

Hospital Schools
NYC DEPARTMENT OF EDUCATION

“We do not stop playing because we grow old;

we grow old because we stop playing.”
“We do not stop playing
-Anonbecause we grow old;
we grow old because we stop playing.”
-Anon

Last Updated:
Table of Contents

Letter from the 3

Principal

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

Letter from the Principal

Hospital Schools
3450 East Tremont Avenue
Bronx, New York 10465

The New York City Phone 718-794-7260

Department of Education Fax 718-794-7263
____________________________________

Mary Maher, Principal Steven Klein,

Assistant Principal
Cynthia Biondi, Assistant
Principal

Dear Staff,

The Power of Choice is a program that educates and

encourages our students to reach their optimal
potential, socially emotionally and academically. The
framework provides a consistent structure that
teaches responsibility through positive communication
and modeling. It is our goal to support our students in
reaching the highest standards. This program will
enable teams to respond to challenging behaviors in a
positive and consistent manner.

By clarifying and communicating expectations, we

will provide positive learning environments that are
safe and productive. The expectations for Hospital
Schools are:
 BE SAFE
 BE RESPONSIBLE
 BE RESPECTFUL
We have been working hard to build upon our
successes and continue to strive for excellence. Your
 5

commitment to this program is crucial to its success. I

look forward to working together in order to best meet
the needs of our students and supporting their
achievement.

Sincerely,

Mary Maher
Principal
 6

Mission

The mission of the Power of

Choice Program is to
enhance children’s success in
school and life by promoting
social, emotional and
academic learning as an
essential part of education
 7

from Pre-K through High

School.
 8

Introduction

This manual provides a framework for

the implementation of the Power of

Choice program. The Hospital

School’s Power of Choice program is

based upon the Positive Behavioral

Interventions and Supports (PBIS)

philosophy, as developed by Dr. Robert

March. A goal of PBIS is to establish

learning environments that support

the positive behavior of students

through pro-active instruction,

 9

routines, incentives, classroom

management and intervention

policies.
 10

Statement of Need

The students served in our program

often demonstrate behaviors which

interfere with learning. Such

behaviors may include inability to

cooperate with others, difficulty

focusing, low frustration, tolerance,

and poor impulse control. Planned

efforts must be made to support the

student in learning self-control, socially

appropriate behaviors and safe ways

of expressing their emotions. The goal

is to teach students how to make good

 11

positive behavior choices, which will

help them be successful in life.

 12

Principles

 BE SAFE

1. Kept hands to myself.

2. Stayed in supervised area.

3. Accepted the differences of

others.

 BE RESPECTFUL

1. Followed directions.

2. Used appropriate language.

3. Interacted well with others.

 BE RESPONSIBLE
 13

1. Was prepared.

2. Started on time.

3. Stayed on task.
 14

School wide Power of Choice Program

 15

How does it work?

Student is present for the day.


Student earns points after each
class.

Student is debriefed after every
class regarding the points earned.

Staff keeps information on the daily
point sheet.

The daily point sheet is completed
at the end of the day.

Points are recorded.

The points are entered into
student’s monthly calendar.
 16


Calendar and other Power of
Choice program information are
placed on Power of Choice
bulletin.
 17

Documentations for Power of Choice Program

 Behavioral Contract-Used for

individual students to target
specific behaviors.
 Calendar-Used to display daily
points.
 Daily Point Sheet-Used to
record daily points for each
class.
 Incident Form- Used to track
and document student’s pattern
of behavior.
 Student Instructional Log-
Documenting disruptive behavior
is essential to clearly understand
the event and how best to
provide positive intervention.
The use of clear and objective
 18

language is necessary. The logs

are used as documentations that
will be reviewed by Hospital
Schools’ Administrators.

Supplies -needed to start up Power of

Choice program (copy paper, folders,
certificates, letter from the principal, creative
rewards ).
 19

Understanding the Levels

 The Power of Choice chart clearly

outlines program expectations and

positive behavior choices.

 It is important for students to know

exactly what behaviors are expected

of them, and therefore, which

behaviors will be acknowledged

positively.

 Student involvement in the selection

of behaviors that support the

expectations is reinforcing; and

increases the likelihood that these

behaviors will actually be achieved.

 20

 Goals and expected behaviors are

geared towards individual students,

as well as the group as a whole.

Understanding the Levels Cont’d

 Once a student successfully

demonstrates an expected behavior,

and is acknowledged for this, a new

behavioral expectation can be

introduced, and set as a goal.

 Setting goals is ongoing and

previous goals are frequently

revisited.
 21

 It is essential that the Power of

Choice Chart be clear, positively
stated, and displayed prominently in
the classroom.

 Behaviors involving safety issues will

be addressed by the agency’s staff,
i.e. removal of the student from the
classroom.

 Power of Choice liaison and

classroom teacher will work together
to handle inappropriate behavior.
 22

Understanding the levels Cont’d

 23

LEVEL POINTS NEEDED POSSIBLE REWARDS

S
Entry All students n/a
level start on entry
level.
 Certificate of
Achievement
Level  Name on the “Power of
I ________points for Choice” Bulletin
__________day(s)  Right to use your points
to
____________________________
__________________________
 _________________________

 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

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 length of
stay”.
 25
Understanding the levels Cont’d

This form is be used to track students’ behaviors. Note

that “periods” will vary based on each specific site.
Behavioral Contract should be used to support
successful student behavior (see Resources).
Note that if an agency is using term “Levels” for their
own behavioral management system; use a different term
to define it.
 26

This form is be used to track students’ behaviors.

Note that period range will vary based on each
specific site and its needs.
 27










 28

Incident Report Form

PBIS INCIDENT FORM - SCHOOL:_____________SITE:_______________

DATE OF INCIDENT __________________________ TIME OF INCIDENT __________________________________

STUDENT______________________________________ GRADE: PreK K 1 2 3 4 5 6 7 8 9 10 11 12

(circle one)
OSIS #: ___________________________ DOB: ____________________

REFERRING STAFF________________________________ TITLE __________________ OFFICIAL CLASS_______

DATE OF INCIDENT
__________________________ TIME OF INCIDENT __________________________________
TEACHER ASSIGNED AT TIME OF INCIDENT ___________________________FILE #:___________________________
WITNESSES: ________________________________________

LOCATION (check only one)

 Classroom___________  Cafeteria  Special Event, e.g., Other ________________

 Bathroom  Hallway/Stairway Assembly, Field Trip

 Common Area________  Gym  Office (Administrative)

PROBLEM BEHAVIORS (Check the most intrusive)

MINOR MAJOR

 Inappropriate language  Abusive/Inappropriate lang.  Disruption  Alcohol

 Inappropriate
 Physical contact  Fighting/Physical aggression Affection  Drugs
 Technology
 Defiant/ Disrespectful/  Defiant/Disrespectful/ Violation  Combustibles
 Inappropriate
Non Compliant Insubordinate/Non-Compliant location  Vandalism
 Property Damage  Tobacco  Bomb Threat
 Harassment/Bullying  Arson
 Disruption  Forgery/Theft  Weapons
 Property misuse  Other Behavior _________
 Other ______________
POSSIBLE MOTIVATION (check only one)
 Obtain
 Obtain peer attention items/activities  Avoid peers  Don’t know
 Avoid
 Obtain adult attention tasks/activities  Avoid adults  Other _________________

OTHERS INVOLVED (check only one)

 None  DOE Staff  Substitute  Other _________________
 Peers  Agency Staff  Unknown
ADMINISTRATIVE DECISION (check only one)

 Conference w/student  Agency contact ___________

 Loss of privilege  Time out of class

OTHER INFORMATION/INTERVETIONS
Extra Information 1:______________________________________________________________
Extra Information 2:______________________________________________________________
Extra Information 3:______________________________________________________________
COMMENTS:

DOE Staff’s Signature: ___________________________________ Date: _______________

 29

PLEASE FAX TO YOUR SUPERVISOR IMMEDIATELY

(718) 794-7263

Behavior Contract
30
 31

Site Assessment Tool

Agency Info
1. Who is the agency contact for the Name:
site? Tel #:
2. Does the site have a current point  Yes
system?  No

3. Is there access to the internet?  Yes

 No

4. Is there a password for internet  Yes

access?  No
5. What is the average length of ______ day(s)
stay?

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

15 Do you have a wall dedicated to  Yes

. Power of Choice program?  No
.

This form is be used to assess the unique needs of each the

site. Based on information provided, the daily point sheet as
well as the level requirements can be modified.
 33

Self Assessment Tool

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

The teaching of behavioral expectations should

include the following: clearly stating the
expectation, stating specific observable
behaviors, modeling appropriate student
behavior and the opportunity for student
practice.

Lessons should outline what the focus will be and

what activities will be involved. “Today we are
going to learn about……….(insert expectation). It
is essential to check for student understanding
by asking, “What are we going to learn about?”
The demonstration and modeling of positive
examples of expectations reinforce learning.
Establishing a connection by using real
situations, “Sam is doing a nice job of being
responsible in the classroom” further reinforces
positive behavior.

The success of PBIS is greatest when teachers and

paraprofessionals work together as a TEAM.
Collaboration, communication, and support build
strong teams. The TEAM is the role model for
positive behavior choices!

Lessons incorporating Power of Choice lesson

positive behavior plan resources
include:
 36

 Newspapers  D75 Helpful

 Games Henry.com
 Books  TeacherVision.com
 Content areas  EdHelper.com
(science/health,  Tiger Woods “Start
math/banking, Something”
history/hero’s) Program
 Community service  Ron Clark
(letter writing) “Essential 55”
 37

Instruction Cont’d

POWER OF CHOICE LESSON PLAN

Date: __________
Level: __________

EXPECTATION:

BEHAVIOR:

ACTIVITIES/MATERIALS:

METHOD OF DEMONSTRATION/PRACTICE:

REVIEW/REFLECTION: (INDIVIDUAL AND GROUP)

38
 39

Support for Power of C hoice Program

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

Support for Power o f Choi ce Program

Cont’d

The PBIS / Power of Choice Program will be

supported with workshops throughout the
year. Monthly Team Meetings will be held
to support site facilitators. The Team will
consist of administration, site facilitators,
and hospital schools program support staff.
The monthly meetings will address specific
site issues in addition to program content
areas.

Meetings will be held at each site by the

Power of Choice Liaison. These meetings
will support the Power of Choice program
in the classrooms and the unit. Specific
site issues will be addressed, as well as
supporting active involvement by all staff.
 41

Throughout the school year, staff from

Power of Choice sites will meet at “Big
Idea” workshops. These workshops will be
held to support program initiatives and
provide opportunities for the sharing of
instructional strategies. These workshops
will provide the opportunity for staff to
build upon their successes and challenges.
 42

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

“We do not stop playing because we grow

old; we grow old because we stop playing”
-Anon

Celebrations serve many purposes.

Celebrations acknowledge and support
staff, students and the learning community
in their active participation in the Power of
Choice initiative. Celebrations nurture and
ensure collaborations promoting ongoing
engagement and dedication.

WHY DO WE CELEBRATE?
 Create rituals
 Mark milestones
 Build connections
 Send messages
 44

 Congratulate
 Motivate

INGREDIENTS FOR A SUCCESSFUL

CELEBRATION

 Fun
 Goodies
 Excitement planning
 Establish a theme (for example,
“Go Fish”)
 45

Celebrations Cont’d
 PLANNING A CELEBRATION

 Establish a committee

 What funds are needed?

 What approvals are needed?

 What is the focus? (Child, staff,

community or multi inclusive)

 Type? (Ceremony, party, activity,

other)

 Invitations and thank you cards

 GOALS AND EVALUATION

 Who will benefit from the celebration?

 What do you want to celebrate?

 Past, present and future celebration

plans.

 What resources are available? Fund

raising goals?
 46

 Were the goals accomplished?

 Roadblocks, obstacles? How were

they overcome?

 Lessons learned?

 Record celebrations (scrapbook,

photo’s, audio, other).

Celebrations Cont’d

 CELEBRATION IDEAS

 Thank you cards and letters

(handmade)

 Awards

 Newsletter

 Bulletin board/mural

 Party

 Special event
 47

(movie, guest speaker, cooking and

etc)

 Make your own_________ (sundae, art

project etc)

 Game time

 Wall of Fame

 Academy Awards
 48







 49

Agency Involvement

 Site facilitators will serve as a

liaison between the agency and

NYDOE.

 The Power of Choice program will

provide valuable clinical

information for treatment plans.

 NYCDOE Staff will participate in

community meetings.

 Work cooperatively with Agency

Staff in order to meet the needs of

the students.
 50

 Power of Choice program

dovetails with existing agency’s

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

structure should be clear and

consistent so transitions are smooth.
These can be posted or verbally
reinforced. When a transition involves
moving from one location to another,
expectations for the transition should
be clear. Adult supervision is required
for all transitions.
 54

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

Verbal reinforcement of desired

behaviors should be given during
transitions. Smooth transitions
provide the framework for overall
success.
Setting: Hallway
Hallway Behaviors
 Walk in line
 Hands and feet to yourself
 Listening and quiet
 Looking forward
Resources Cont’d

Guidelines for developing cafeteria

behaviors should be made in
conjunction with agency. The
expected behaviors should be taught
and posted.

 Classroom Environment

The classroom environment helps set

the tone of the classroom. The
learning environment should be clear
of clutter and distraction. Materials
and supplies should be organized.
Materials not in use should be stored
away. Writing utensils should be
 56

counted and collected. The following

are suggestions:

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

 Use personal pronouns: “I care

enough about you to be involved.”
Spend a few seconds each day
reinforcing involvement in the
program.
 Awareness of behavior is the first
step in modifying it. Avoid
references to the past, i.e. “There
you go again.” Emphasize
behavior, not feelings.
 Ask students to evaluate their own
behavior. “Is what you’re doing
helping you?”
 58

 Work with the students to

formulate alternatives to their
behaviors. Keep the plan simple,
and build success into it.
 Make sure to follow up on the plan,
and give positive reinforcement as
often as possible.
 Do not allow excuses for behavior,
but rather focus on corrective
actions.
Resources Cont’d

 No punishment! Punishment
removes the responsibility for a
behavior. Students should be
aware of what rewards or
consequences accompany their
behavior.

 Interventions and Consequences

 Intervention: Intervention
provides the student with the
opportunity to think about and/or
write a plan for improving his/her
future behavior when confronted
again with similar circumstances.
Successful interventions are those
 59

which enable the student to

describe alternate behaviors that
are appropriate. Interventions
should support students in
developing behaviors that are safe
and acceptable. Interventions
should provide students with the
opportunity to identify, control and
resolve inappropriate behaviors.
Staff support is essential in
assisting the student in planning
alternative and productive
strategies which allow for the
successful return to his/her
classroom.
 Consequences: Confronting
issues of discipline and problematic
behavior is stressful. These are
tools and strategies that can be
used by the staff and students.
 60

Resources Cont’d

S.A.N.E = Small consequences

Avoid punishing self
Never humiliate
Effective
consequences
delivered consistently

4B’s= Brakes-press palms

together
Breath-take 2
deep breaths
Brain-place
hands on head,
focus on calming
down
Body-wrap arms
around yourself,
“I can calm
down”
 Technology- Power of Choice program
documents are available on Hospitals
School’s webpage. Steps to retrieve the
information include:
1. Access the internet with the
following web address:
 61

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

 Power of Choice Program Bulletin

Sample- all sites should have a Power
of Choice program bulletin board.
 63

Thank you

Thank you to the Power of Choice

program team members that spent
many hours brainstorming and
working to create this manual.
They remain at the helm of this
initiative.

Cynthia Biondi
Pierre Clement
Tina Erfer
Josephine Glasford
Keri Kaufman
Nancy Klein
Steve Klein
Maureen Murphy

I greatly appreciate your dedication

to make this a useful resource for our
staff at the psychiatric hospitals.
 64

“Smooth seas do not make skills

sailors”- African Proverb
 65

Our School Mission

We are committed to providing educational services for all
school aged public, private, and parochial students who are
hospitalized for chronic/acute medical, orthopedic or
psychiatric conditions. Our program adheres to all New York
State and New York City Performance Standards and
establishes a close liaison with the students' home schools to
provide a continuum of educational services. This enables
hospitalized students to return to school with individual
academic gains and continuation of their educational
standing.
Hospital Schools
Hospital Schools
Mary Maher, Principal
Steve Klein, Assistant Principal
Mary Maher, Principal
Cynthia Biondi, Assistant Principal
Steve Klein, Assistant Principal
Cynthia Biondi, Assistant Principal
3450 East Tremont Avenue
Bronx, New York 10465
3450 East Tremont Avenue
Bronx, New
Phone York
(718) 10465
794-7260
Fax (718) 794-7263
Phone (718) 794-7260
Fax (718) 794-7263
 66

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.

Copyright © 2007 by Hospital Schools