Positive Behavior Intervention and Support Manual€¦ · 4 What is PBIS? PBIS is a school wide...
Transcript of Positive Behavior Intervention and Support Manual€¦ · 4 What is PBIS? PBIS is a school wide...
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TableofContents
PBISBACKGROUND..........................................................................................................3WhatisPBIS?.......................................................................................................................4HowdoesPBISwork?..........................................................................................................4WhodoesPBISeffect?.........................................................................................................5AreaExpectations................................................................................................................6
MANAGINGSTUDENTBEHAVIORS........................................................................................7ManagingStudentBehavior................................................................................................8BehaviorScenarios..............................................................................................................9MinorMisbehaviors-TeacherManaged............................................................................10MajorMisbehaviors-AdministrativelyManaged.............................................................11
STUDENTBEHAVIOROUTCOMES.......................................................................................12StudentBehaviorsOutcomes.............................................................................................13PositiveResponse:.............................................................................................................13Warning............................................................................................................................13Strike.................................................................................................................................14Referral.............................................................................................................................16TeacherIntervention..........................................................................................................19
DISCIPLINEPOLICY..........................................................................................................20FormativeTeachingRationale............................................................................................21MiddleSchool3rd–8thGradeDisciplineSystem.................................................................22*Strikesresetquarterly,however,studentscontinuetomovethroughthestepsduringthecourseoftheyear.(i.e.astudentwillnotcompletestep1twice,theywillmoveontostep2iftheyreceivesixstrikesinanyotherquarter.)...............................................................22ElementarySchool(1st-2nd)DisciplineSystem..................................................................23Pre-KandKindergartenDisciplineSystem..........................................................................24Referrals............................................................................................................................25OutcomesofReferrals.......................................................................................................29PolicyforSuspension.........................................................................................................29
CONDUCTGRADES.........................................................................................................30ConductGrades.................................................................................................................31
MEETINGBEHAVIOREXPECTATIONS...................................................................................32IndividualRewards-RedTickets........................................................................................33ClassRewards–Shamrocks...............................................................................................33BehavioralExcellenceRewards..........................................................................................35
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WhatisPBIS?
PBISisaschoolwideresearch-basedframeworkforteachingandsupportingpositivebehaviorsforALLstudents.Thisapproachtobehaviorisbaseduponcreatingcongruentandconsistentbehaviorsacrossallsettingsinawaythatpromotessociallyappropriatebehaviorsandsupportsstudents’achievementofacademicandsocialsuccess.PBISpromotestheapplicationofsociallyappropriatebehaviorsthroughteaching,modeling,practicing,intervening,andpositivelyrewardingstudentsforappropriatebehaviors.Implementingthisbehavioralapproachhastheabilitytoultimatelydecreasebehavioralissuesandincreaseclassroominstructionaltime.
HowdoesPBISwork?
PBISfocusesonteaching,modeling,andpracticingtheschoolwideexpectationsforallstudents.Regardlessofthestudent’sageorgrade,allstudentsareexpectedtofollowthesameexpectationsthroughoutallareasoftheschool.Therulesandexpectationsofeachschoolwideareaarepostedasavisualreminderforallstudents.Whenastudentmeetstheschoolwideexpectationstheymayberecognizedwitharedticket.However,ifastudentwouldviolateanexpectation,theteacherwillusedplannedconsequencestohelptothestudentgetbackontrack.
• Allstudentsfollowthesamesetofrulesandexpectationsthroughoutallareasintheschool.• Theserulesandexpectationsaredisplayedasamatrix,whichispostedineveryhallwayand
classroom.• Whenstudentsfollowtherulesandexpectations,theyarerecognized.• Whenstudentsdonotfollowtherules,thereareplannedresponsestohelpthemgetbackon
track.
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WhodoesPBISeffect?
PBISisaschoolwidesystemthathasanimpactonallstudentswithintheschool.Studentsareexpectedtomeettheschoolwideareaexpectationsthatarevisuallypostedandexplicitlytaught,modeled,andpracticed.AlthoughPBISwillimpactallstudentswithintheschool,notallstudentswillbepositivelyaffectedbyPBIS.Somestudentsmayneedmoresupportthanothersinorderforthemtomeettheschoolwideexpectations.
ThetrianglebelowisavisualrepresentationofthestudentsthatPBISwillhaveaneffectonandinwhichwaystheywillbeaffectedbythesystem.Thegreenareaofthetrianglerepresents80%ofthestudentswithintheschool.Withintheschool,80%ofthestudentswillbeabletomeettheschoolwideexpectationsthoughvisualandverbalremindersoftheschoolexpectationsaswellasrehearsaloftheexpectations.Thisgroupofstudentsrequireslittleadditionalsupport.
Theyellowportionofthetrianglerepresents15%ofthestudentswithinaschool.Studentsthatfallintothis15%willstruggletoindependentlymeettheschoolwideexpectationsontheirown.Inordertohelpthemmeettheschoolwideexpectations,frequentadditionalsupportwillbeprovidedtothem.
Finally,thetop,redsectionofthetrianglerepresents5%ofthestudentswithintheschool.Withintheschool5%ofthestudentswillrequireconsistentandconstantsupportandattentioninordertofollowtheschoolwide-expectations. ThegoalwithinthePBISsystemistoprovidetheinterventionandsupporttothestudentsintheredandyellowportionofthetriangle.
5%
15%
80%
Representationofthepercentageofstudentsthatwillmeetthedifferenttiersofintervention.
• Green:80%ofstudentwillmeetschoolwideexpectation
• Yellow:15%ofstudentwillneedadditionalsupport
• Red:5%ofstudentswillneedconstantsupport
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AreaExpectations
PBIShelpsstudentstomeetschoolwideexpectationsthroughbothvisualandverbalremindersoftheexpectationsaswellasthoughmodelingandpracticingofthebehaviorsthatareexpected.Expectationshavebeendevelopedforeveryareaintheschoolbasedupontheactionsthatastudentwillneedtoexhibitinordertobeassuccessfulastheycanpossiblybe.
Allbehaviorexpectationsfallintooneofthreecategories.ThethreecategoriesareMovement,Voice,andPositiveAttitude.Thebehaviorexpectationsthatthestudentsarerequiredtomeetwillbepostedonabannerineachareaoftheschoolasavisualreminder.Additionally,theexpectationsforaparticularareawillbereviewedwithstudentspriortobeginninganactivityatanewlocation.Expectationshavebeendevelopedforthefollowingareas:
• Classroom• Hallways• Restrooms• MorningCare• Assemblies• Church• Lunch• Recess• Carline
ThefollowingchartisanexampleofClassroomexceptions:
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ManagingStudentBehavior
Atanypointthroughouttheschoolday,therearemanydifferenttypesofbehaviorsthatastudentcanexhibit.Inordertomaximizeourtime-on-taskandhandleanygivenbehaviorwithintheschool,ourapproachtostudentbehaviorsneedstobeconsistentanddirect.Thewaysinwhichwecanbeconsistentanddirectwhenhandlinganybehavioralsituationinclude:
• knowingourconsistentbehaviorexpectations• usingcommonlanguage,• dealingwiththebehaviorpromptly,• feelingcomfortableandconfidentregardingtheimplementationprocedures
Feelingcomfortableandconfidentinourabilitytohandleanybehavioralsituationstemsfromourawarenessofthebehaviorswewillencounterandourunderstandingoftheproceduralapproacheswewilltakeinordertoeliminatetheundesiredbehavior.Thebestwaytofeelcomfortableandconfidentistoclearlydefinetheallthebehaviorsthatcanoccurandassociateconsequenceswiththosebehaviors.Byclearlydefiningthis,wewillbeempoweredtohandleanybehavioralsituationthatmayarise.
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BehaviorScenarios
Therearetwowaysstudentscanbehaveatschool.Studentscaneithermeettheexpectation,ornot.Whentheydon’t,wefurtherclassifythislackofexemplarybehavior.ThetwoclassificationsareMinorMisbehaviorsandMajorMisbehaviors.
Eachlevelofbehavior(MinorandMajor)outlinesspecificbehaviors,designatesapersonresponsibleforhandlingthebehavior,andindicatestheproceduresthatwillbefollowedinordertohandlethecurrentmisbehavior.
TheprimarydifferencesbetweenMinorMisbehaviorsandMajorMisbehaviorsisthepersonresponsibleforhandlingthebehaviorandtheprocedurestheywillfollowwhendoingso.AllMinorMisbehaviorsareteacher-managed.PersistentMinorMisbehaviorsthatoccurwillresultinthestudentreceivinga“strike”andthe“strike”beingdocumentedwithinRedikerby3:30p.m.thatday.Anotificationwillbesenttotheadministrator,whowillthenpushthestrikeouttothestudentandtheirparent(s)and/orguardian(s).
MajorMisbehaviorsdrasticallydifferfromMinorMisbehaviorsinnumerousways.MajorMisbehaviorsarenotteachermanaged;rathertheyaremanagedbyadministration.WhenaMajorMisbehavioroccurs,theteacherwillimmediatelyrefer(withanICSReferralForm)thestudentsinvolvedtotheofficesothattheissuecanbeimmediatelyaddressed.Afterhandingtheissuesanddeterminingtheoutcomeofthesituation,theadministrationwillberesponsiblefordocumentingtheincidentwithinRediker. MorespecificinformationaboutMinorandMajorMisbehaviorsisbelow.
SimilaritiesandDifferencesbetweenMisbehaviorsMinor Major
TeacherManaged AdministeredManagedDuringbothinstructionandtransitiontime Canoccuratanytime
GetsaStrike Getsaconsequenceasdeterminedbyadministrator
TeacherdocumentsinDCS AdministerdocumentsinDCSSenttoofficeafter3strikes Senttoofficeimmediately
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MinorMisbehaviors-TeacherManaged
AMinorbehaviorisanyunwantedordisrespectfulbehaviorthatmaybephysical,verbal,ordefiantinnatureandexhibitedtowardateacherorstudentwithinanyareaoftheschool.AnyMinorbehaviorwillresultinteacherprovidingthestudentwithastrikeforthebehaviortheyexhibited.
ThefollowingchartoutlinestheschoolwideMinorbehaviors.
DisruptionTalkingwhiletheteacheristalking TalkinginthehallwaysCallingOut TalkingduringprayerMakingdistractingnoisesintheclassroomWhistling,humming,singing,animalnoises,clickingyourtongue,tapping/playingwithobject(waterbottle,pencil),snappingfingers
MakingdistractingnoiseoutsideoftheclassroomTalkingloudlyinthehallwayandrestroom
Makingdistractingbodymovement/gesturesFallingoutofseat,makingfaces,handgestures
Chewinggum/Candy
GettingoutofseatOutofseatwithoutpermission,getsuptoavoidwork,getsuptotalktoafriendorgetanobject
DisrespectNotfollowingteacherdirectionsRefusingtodowork,complywithagivenaction,havingheaddownondesk,notpraying
Inappropriatelanguage/profanity/toneofvoice
LeavingyourareaamessNotcleaningupthelunchtable,notputtingrecessequipmentaway,throwingtrashontheground
Teasing/NameCalling/MakingfunofastudentRefusaltoworktorespondtoanotherstudentwhetherverbalornon-verbal
MisusingItemsThrowingitemssuchaspaper,writingutensils,etc.,writingondesk,carryingitemsinappropriatelyusingelectronicswithoutpermission
Safety/PhysicalContactTouchingotherswithoutpermission Pushing/HittingTakingotherbelongingswithoutpermission Tripping/KickingAggressiveplayMockfighting,bangingtoysagainsteachother,etc.
Runninginthehallway
AggressivephysicalplayInappropriatecontactduringaphysicalactivity
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MajorMisbehaviors-AdministrativelyManaged
AMajorbehaviorisanybehaviorthatismoresevereinnatureandthatisphysically,verbally,oremotionallyharmfultowardastudentorteacher.AllMajorbehaviorsareadministrativelyhandled.WhenaMajorbehavioroccurs,theteacherwillimmediatelysendthestudentsinvolvedtotheofficesothattheissuecanbepromptlydealtwith.Afterhandingtheissuesanddeterminingtheoutcomeofthesituation,theadministrationwilldocumenttheincidentwithinRediker.
ThefollowingchartsoutlinetheschoolwideMajorbehaviors.
Major-sendtoofficewithareferralform.Ο Cheatingand/orforgeryΟ Lying/withholdinginformationinregardstoselfandothersΟ Persistentviolationofclassroomexpectations.Ο Disrespectduringmass(persistenttalking,makingfunofmass,touching/distracting
others-specificallyduringconsecration)Ο Profane/disrespectfulmessages(verbalorgestured)includingthreats,intimidationand/or
defamationofcharacter.Canbewritten,spokenorelectronic.Ο Inappropriatephysical,verbal,and/orsexualharassment
Pullingdownanother’spants,hittinganotherintheirprivateareasand/orbuttocksΟ StealingofpropertyΟ Bullying-verbal,physical,indirect,and/orcyber-bullyingΟ Leavingschoolgrounds,areaofsupervisionduringschoolactivities,orfailuretoattend
assignedclass.
Major-calladministratortothescene.Defacingofschool/parishpropertyordestruction/theftofschool’s/faculty’s/student’sproperty(monetaryreplacementwillberequired)Stealingofpropertyand/oridentityPhysicalFighting-actionsinvolvingseriousphysicalcontactwhereinjuryoccursHitting,punching,scratching,hairpulling,etc.Throwinglargeharmfulobjectssuchasbooks,backpacks,chairs,etc.FlagrantorhostilechallengeoftheauthorityofaschoolstaffmemberoranyotheradultinauthorityPossessionofdrugsand/oralcoholPossessionofpornographicmaterialsoraccessinginappropriateinternetsites
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StudentBehaviorsOutcomes
Thereare4typesofbehavioroutcomesthatastudentcanreceiveatanytimethroughouttheschoolday.The4typesofbehavioroutcomesareapositiveresponse,awarning,astrike,oraReferral.Eachtypeofbehavioroutcomeisassociatedwithaspecificbehaviorlevel(MinororMajor)andwillindicatetheprocedurefordocumentingthebehavior.
PositiveResponse:
InstayingtruetothePBISphilosophy,teacherswillfirstrecognizeandcommendstudentswhoaremeetingexpectations.Thiswillensurethatthosestudentsreceiveattentionandrecognition,anditwillalsoreinforcethosepositivechoicesthatwewouldlikeallstudentstoconsistentlymake.Someexamplesofpositiveresponsesare,butarenotlimitedto:
• Positivecallingandpubliclyadministeringaredticket• Compliment• Positivenotehome• Treatfromajarortreasurebox• Opportunitytouse“bigjoe”,teacherchairorothercomfychair• Specialjoborprivilege• Extrarecess,freetime• DressDownDays
WarningAwarningisaverbalstatementorgesturethatremindsastudentofthebehavior
expectation.Awarningwilltypicallyoccurpriortoastudentreceivingastrikefornotmeetingthebehaviorexpectation.Itwillactasaremindertothestudentoftheruletheyviolatedandnotifythemofthebehaviorchangethattheyneedtomake.Awarningthatisgivenbyateachercanoccurinmanyforms.Thewaysateachercouldprovideastudentwithawarningregardingtheirbehaviorincludebutarenotlimitedto:
Nonverbal:
• Theteachermakingeyecontactwithastudentnotmeetingtheexpectations
• Theteacherstandingbehindorbesideastudentnotmeetingtheclassexpectations(usingproximity)
• Theteachertappingastudent’sdeskasaremindertomeettheexpectations
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Verbal:• Theteacherhavingaconversationwithastudentduringindependent
workabouttheexpectations• Theteacheraskingtheclasswhatexpectationsare• Theteacherrestatingtheclassexpectations
Ifthewarningpreventsthebehaviorfromre-occurringthenitwaseffective.However,
inthecasethatthewarningdoesnotworkandthesamebehaviorisrepeated,thestudentcanreceiveastrikefortheMinorMisbehavior.AfterastudentisgivenastrikeforaMinorMisbehaviorviolation,theteacherwilldocumentthestrikeinRediker.
Example1
• StudentBehavioro Shawnistappinghiswaterbottleonthedesk,whichismakingadistracting
noise.• TeachResponse
o TeacherwalksovertoShawn'sdesk,tapshisdeskandpointstothelockerslettingShawnknowthatheneedstoputhisemptywaterbottleawaybecauseitisdistractingtothelearningenvironment.
StrikeAstrikeistheresultfornotmeetingthebehaviorexpectationsforthecurrentarea.Itis
usedtodirectorredirectastudenttoanappropriatebehaviorexpectation.Astrikedoesnotnecessarilymeanthatstudentisin“trouble”withtheteacher.Rather,astrikeisasimplewayoflettingastudentknowamistakewasmade.Thenexttimetheyneedtoworkonmeetingtheexpectationswithwhichtheypreviouslystruggled.Withtheunderstandingthatweallmakemistakes,studentswillreceivestrikes.Thehopeisthatthestrikewillactasareminderfortheexpectationstheyneedtofocusonmeetingnexttime.
Asmentionedabove,astrikewillbegiventoastudentforaMinorbehavior.AllstrikeswillbedocumentedinRedikerandwillbepushedouttotheparents(s)and/orguardian(s).
Example1• StudentBehavior
o SuzieshoutsoutinclassafterMs.Teacheraskstheclassaquestion.Ms.TeacherhasalreadywarnedSuzieaboutcallingoutinclass.
• TeacherResponseo Teacheraddressestheclass,saying,“Iamlookingforaquiethandtocallon.”
Then,TeacherapproachesSuzieandquietlysays“Suziethatisastrikeforcontinuingtocallout.Ourclassroomexpectationistoraiseyourhandifyouhaveaquestionorwouldliketoansweraquestion.”
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Example2
• StudentBehavioro BeckypushesHannahtothesidesothatshecouldbethelineleader.
• TeacherResponseo Teachersays,“Becky,pushinganotherstudentisaveryunsafedecisionbecause
theotherstudentcangethurt.Itisalsonotnicetopushsomeonesowecantryandgetsomethingfirst.YouhavereceivedastrikeforpushingHannahoutoftheway.”
• TeacherInterventiono Becky,pleaseapologizetoHannahandwalktotheendoftheline.
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Referral
AreferralisthebehavioroutcomethatisconnectedtoaMajorMisbehavior.Ifamajormisbehavioroccurs,thestudentwillbereferredtotheoffice.Afterinformingthestudentofthereferral,thestudentwillbeimmediatelysenttotheofficewithacompletedreferralformtomeetwithanadministratorinordertodeterminetheoutcomeoftheirbehavior.TheadministratorwillberesponsiblefordocumentingthereferralinRediker.Itisimportanttounderstandandtoletthestudentknowthatareferraldoesnotequalaspecificnumberofstrikesorcorrelatetospecificconsequences.Alloutcomesofareferralwillbeappropriatelydeterminedbyanadministrationinatimelyfashion.
Example1
• StudentBehavioro Andreafindswritingonthebathroomwallsandreportsittoherclassroom
teacher.• TeacherResponse
o Andrea,thankyouforlettingmeknowaboutthewritingontherestroomwalls.Pleasegodowntotheofficerightnowandtellanadministratoraboutthesituation.Iwillletthemknowyouarecoming.
• ResponseRationaleo Theteacherwilltellthemtogototheofficeimmediatelysothattherestroom
canbeclosedandthewritingcanbetakenoffthewallassoonaspossible.• AdministrationResponse
o Anadministratorwillclosetherestroomandgetthewritingcleaned.Theadministrationwillalsoproceedtocollectthenecessaryinformationregardingthewritingonthewall.Consequencesofforthestudent(s)willbedeterminedinatimelymannerandthenecessaryteacherswillbeinformedasitpertainstothem.
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TeacherIntervention
AnotherimportantaspectofPBISistoformstudentsintodisciplesofChrist.Thisrequiresteacherstotakepreventativemeasurestorespondtostudentneeds.Apreventativeresponseisanyactionthatisperformedbytheteacherinanattempttocatchthebehaviorbeforeitoccursorgetthemisbehaviortostopreoccurring.Thedecisionastowhichinterventiontoimplementwillbedeterminedbytheteacherhandlingthemisbehavior.
Ifastudentwouldbeissueda3rdstrikewithinaclassperiod,theteacherwillimmediatelysendthestudenttotheofficewithareferralformtomeetwithanadministrator.Theadministerwillcollaboratewiththestudentandteacher(ifpossible)todetermineatargetbehaviorgoalforthestudent.Thebehaviorgoaldeterminedforthestudentwillbepartoftheinterventionprocess.
Thefollowingchartoutlinespossibleteacherinterventions:
TeacherInterventionsPositiveResponse
“Iamlookingfor…”today ThinkaboutitsheetRe-teachexpectationtoclass Makeeyecontactw/student Studentwritesnotehome
Studentmodelsexpectation Proximitycontrol Setupappointmentw/studentTalkw/studentduringdeskwork Changestudentseat Teacherwritesnotehome
Re-teachexpectationtostudent Writtenorverbalapology TeachersendemailhomeCreateashort-termgoalforstudent Parent/teacherconference TeachercallshomeExtratimeforassignment GiveChoice(thisthenthat) PeerAssistanceModifyassignmentlength Modifyassignmentdifficulty
Time-Out
Lossoflunchseatchoice Lossofentirerecess
Studentcallshome
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FormativeTeachingRationale Aspreviouslystated,theintentionofourdisciplinepolicywiththePBISistocreate
disciplesofChristthroughpositivesbehaviorchangeswithinindividualsthroughoutourschoolcommunity.
Ourdisciplinepolicyincludesthefollowing:
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MiddleSchool3rd–8thGradeDisciplineSystemLeveledDisciplineSystem
• Step1
o 6strikeswithinQuarter/9weeksORReferral§ 2WeekVirtuesTraining§ PhoneCallHome
• Step2*
o 9strikeswithinQuarter/9weeksOR2Referrals§ 2WeekVirtuesTrainingand/or§ ParentConference
• Step3*
o 12strikeswithinQuarter/9weeks§ 1dayinschoolsuspension§ ParentConference§ BehaviorContractwithICSAdministration
• Termsofcontractwillbedevelopedatthetimeofimplementation
• Contractswillbebasedupontheindividualstudent • Step4*
o FollowupParentConferencewithICSAdministrationregardingStudentBehaviorContract
*Strikesresetquarterly,however,studentscontinuetomovethroughthestepsduringthecourseoftheyear.(i.e.astudentwillnotcompletestep1twice,theywillmoveontostep2iftheyreceivesixstrikesinanyotherquarter.)
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ElementarySchool(1st-2nd)DisciplineSystemLeveledDisciplineSystem
• Step1
o 2ReferralswithinQuarter§ Silentlunchfor2days§ Phonecallhome
• Step2o 4ReferralswithinQuarter
§ Silentlunchfor2days§ Parent,Teacher,AdministratorConference§ 1dayVirtuesTrainingduringrecess
• Step3o 6ReferralswithinQuarter
§ Silentlunchforoneweek§ Parent,Teacher,AdministratorConference§ 2daysVirtuesTraining§ BehaviorContractwithICSAdministration
• Termsofcontractwillbedevelopedatthetimeofimplementation
• Contractswillbebasedupontheindividualstudent • Step4
o FollowupParentConferencewithICSAdministrationregardingBehaviorContract
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Pre-KandKindergartenDisciplineSystemLeveledDisciplineSystem
• ThesestudentswillparticipateinthepositiveandpreventativeaspectsofPBIS,and
misbehaviorswillbehandledinanageappropriatemanner,onanindividualbasis.o Whenthemisbehaviorbecomesmajor,administrationwillintervene.The
TeacherwillwriteanincidentreportandthiswillbefiledincaseoftheneedforaStudentBehaviorPlan.
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Referrals
Areferralisabehaviorviolationreservedformajormisbehaviors.Theschooladministrationwillberesponsibleforhandlinganyreferralgiven.Alloutcomesofareferralwillbedeterminedbytheadministration.
ThetablebelowshowstheMajorMisbehaviorsaswellasarangeofpotentialoutcomesthatcanbeassignedforthatparticularbehaviorchoice.Associatedwitheachinfractionisaminimumtomaximumoutcomerangeinconnectiontonumberoftimes(FristtimeoffenseorRepeatedoffense)anindividualstudenthasreceivedthatparticularinfraction.Arangeofoutcomesisprovidedasawaytomakethepotentialoutcomesofallbehaviorstransparent.*Theoutcomesofamajorityofthecircumstancesthatwillwarrantaninfractionwillfallwithintherangethatisprovidedbelow.However,anyoffense(firstorrepeated),ifsevereenoughinnature,maybedeemedworthyofimmediateexpulsion.
Duetothefactthateachreferralisunique;itisimpossibletoforeseeeverybehaviorwarrantingareferral.Therefore,thelistenclosedmaynotreflectallpotentialbehaviorwarrantingareferral.
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FlagrantDisrespect
Inappropriate/OffensiveLanguageTheuseordisplayofvulgarandplainlyoffensive,obscene,orsexuallyexplicitlanguageorgraphicsisprohibited.Clothingwithvulgarandplainlyoffensive,obscene,orsexuallyexplicitreferences,graphicsorcommentsisprohibited.
Occurrences Minimum MaximumFirstOffense VirtuesTraining/Lossof
PrivilegesSuspension
RepeatedOffense BehaviorContract Expulsion
ContinuedDefianceofAuthorityRefusaltofollowthereasonablerequestsfacultyand/ordesignatedauthorityOccurrences Minimum MaximumFirstOffense VirtuesTraining/Lossof
PrivilegesSuspension
RepeatedOffense BehaviorContract Expulsion
DishonestyLying,falseaccusationsagainstothers,orwithholding/hamperinganinvestigation
Occurrences Minimum MaximumFirstOffense VirtuesTraining/Lossof
PrivilegesSuspension
RepeatedOffense BehaviorContract Expulsion
AcademicDishonesty
Forging,Lying,orAcademicIntegrityTotheextentthereisasubstantialdisruptiontotheeducationalprocess,writingorgivingfalseormisleadinginformationtoschoolofficialsbyforgingparent’s,guardian’s,oranyotherperson’ssignatureonanyletterorotherschooldocument,cheating,plagiarizing,turninginanotherperson’spapers,projects,computerprograms,etc.,misusingtechnologybyaccessinginappropriatesite.
Occurrences Minimum MaximumFirstOffense VirtuesTraining/Lossof
PrivilegesSuspension
RepeatedOffense BehaviorContract Expulsion
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PhysicalContact
PhysicalContactwithanotherPerson/FightingPushing,shoving,hitting,orkickinganotherpersonwithasamodeofintimateordisplayofperusalemotionsoramutualarrangementbetweentwopeopleoragroupofpeopletowant
toorhavetheintenttohurttheother.Occurrences Minimum MaximumFirstOffense VirtuesTraining/Lossof
PrivilegesSuspension
RepeatedOffense BehaviorContract Expulsion
HarassmentandBullyingAggressivephysical,verbal,emotionalorsexualpressureofforceputonaanotherstudent
Occurrences Minimum MaximumFirstOffense Suspension Expulsion
RepeatedOffense Expulsion Expulsion
Other
Tobacco,Drugs,AlcoholUsing,possessing,selling,distribution,orbeingundertheinfluenceof
Occurrences Minimum MaximumFirstOffense Suspension Expulsion
RepeatedOffense Expulsion Expulsion
WeaponsTheuse,threatofuse,possessionorsaleofadangerousordeadlyweapon,firearm,knife,oradevice,instrument,material,orsubstancewhich,underthecircumstancesinwhichitisused,attemptedtobeused,orthreatenedtobeused,isreadilycapableofcausingphysicalinjury.Ex.BBguns,airguns,paintballguns,throwingstars,andmetalknuckles.*Listisnotlimitedto
theseitemsOccurrences Minimum MaximumFirstOffense Suspension Expulsion
RepeatedOffense Expulsion Expulsion
PropertyDamage/VandalismNostudentwillcauseorattempttocausedamagetoprivatepropertyeitherontheschoolgroundsorduringaschoolactivity,function,oreventofftheschoolgrounds.
Occurrences Minimum MaximumFirstOffense Suspension Expulsion
RepeatedOffense Expulsion Expulsion
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LeavingSchoolGroundsLeavingschoolgrounds,areaofsupervisionduringschoolactivities,orfailuretoattend
AssignedclassOccurrences Minimum MaximumFirstOffense Suspension Expulsion
RepeatedOffense Expulsion Expulsion
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OutcomesofReferrals
Loss of Privileges – As a result of the infraction, privileges such as lunch with friends, dress down days, class parties, field trip, sports, extra curricular activities and other privileges may be lost for a specific amount of time or indefinitely. Behavior Contract – An agreement between the student and the school personal (teachers/administration) will be made related to the student’s behavior choice. It will outline the schools desired behavior of the student, the results for upholding those behaviors expectations, and the outcomes for failing to meet the behavior expectations. Virtues/Social Skills Training - A long-term behavior intervention program focused on teaching and developing positive behaviors and the virtues within the students. Virtues Training will span over a 2-week period and will be scheduled by the Administrator. Having more contact with students over a longer period of time will prompt long-term behavior changes. Suspension - Suspensions may be issued at the discretion of the administration for serious infractions of school rules and policies. During a suspension, a student is not permitted to participate in or attend any school-sponsored activities. The exact terms of a suspension will be determined on a case-by-case basis. Once an offense has been investigated and a suspension is issued, refusal by a student’s parents to allow the student to serve the suspension may result in the dismissal of the student from the school. Expulsion - Expulsion is most serious and occurs in situations that demand immediate removal of the student from school. If the serious nature of the situation warrants and after administrative consultation, (for activities such as, but not limited to, possession of a real weapon, smoking, possession or use of drugs, alcohol, or any controlled substance, vandalism and causing serious harm to other students), expulsion may occur for a first offense. Serious misconduct on the part of any student during school or at school-sponsored events (on or off campus) which causes embarrassment to the school community, or which is not in accordance with the school’s standards, may be cause for dismissal of that student from school. Expulsion may also follow a series of smaller offenses, as stated in the student’s probation conditions. Parents have the right to appeal the decision of expulsion from Incarnation Catholic School.
PolicyforSuspension
Suspensions have the possibility of being a half-day, full day, or multi-day consequence depending on the severity of the behavior. Administration will work closely with students who are suspended, assisting them through periods of Reflection, Spiritual Growth, Virtues/Social Skills Training. A student will be given assignment(s) to work on individually. If they are completed with the assignment(s) before the time period ends, the student will remain in personal reflection with that activity until that sessions has ended.
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ConductGrades
Theintentionoftheconductgradeisnottocategorizehowwellastudentmeetsthebehaviorexpectationthroughadescriptiveterm(outstanding,satisfactory,beyond,consistent).Rather,ourobjectiveistodepictthelevelatwhichastudentcanindependentlyunderstand,apply,andaccomplishtheexpectations.
Ourassessmentoftheirabilitytomeettheschool-wideexpectationsisbaseduponthenumberofstrikesastudentreceivedoverthequarter.Asmentioned,oneofthesuccessfulaspectsofthissystemisthedocumentationofeachstrikeastudentreceives.Alldocumentedstrikesoutlinethelocationwherethebehavioroccurred,thereasonthestrikewasgiven,thewayinwhichtheteacherintervened,andanyotherrelevantnotesaboutthebehavior.Documentingthestrikesinthismuchdetailallowsustousethedatatoidentifyanypotentialpatternsortrendsaswellasameanstoproactivelysupportourstudentsbehaviors.Thefollowingchartoutlinestheconductgradingscale:
ConductGradesGrade Description #ofStrikes Infractions
4 Icanregularlymeettheexpectations 0-2 0
3 Icanusuallymeettheexpectations 3-5 0
2 Icanmeettheexpectationswithassistance 6-8 1
1 Iamworkingtomeettheexpectations 9-11 2+
0 Iwasnotabletomeettheexpectationsconsistently 12+ 2+
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IndividualRewards-RedTickets
Whenastudentiscaughtmeetinganareaexpectationorwhentheygoaboveandbeyondthedailyschoolwideexpectations,studentswillbeawardedwitharedticket.Whentheyreceivearedticket,theywillberequiredtowritetheirnameonthebackofitaswellastheteacher’snamethatawardedthemtheticket.Then,theycanchoosetoeithersavetheredtickettoearnarewardfromtheteacher,orplaceitintotheredticketjarintheirhomeroom.Eachindividualstudentisresponsibleforhisorherredtickets.Lostredticketswillnotbereplacedandredticketsthatareinthewrongclassroomjarwillnotbeawardtothewinneriftheyareselected.
EveryThursday,Ms.Sanchezwillgointoeachclassroomandselecttworedticketwinnersforthatweek.Thestudent’snamesthatareselectedwillreceivetherewardtheychoose(byvote)forthatparticularweek.TherewardwilloccurattheendofthedayonFridayandwilllastforapproximately20minutes.
Aftertwoticketsarechosen,theremainingticketswillbetakenoutofthejarandtheweekwillstartover.Theremainingticketswillbeplacedintooneofthethreegradeleveljars(Primary(Pre-K–2),UpperElementary(3-5),MiddleSchool(6–8)).Attheendofeachmonth,oneticketwillbeselectedfromthegradelevelbinandaprizewillbeawardedtotheteacherthathandedoutaredtickettoastudentduringtheperviousmonth.
Receivingaredticketisanhonortothestudentthatisshowingexcellentbehaviorandbeingselectedastheweeklyredticketwinneristheadditionalprivilege.BecausewebelievethatallchildrenaremadeintheimageofGod,andbecauseweknowthatweallmakemistakes,anystudentiseligiblefortheseawards.
ClassRewards–ShamrocksClasseswillearnaShamrockforanycomplimenttheyearnfromateacher.The
teacherthatcomplimentstheentireclasswillprovidethatclasswithaShamrock.EachclassobjectivewillbetoearnasmanyShamrocksastheycanthroughouteachmonth,quarter,andyear.Duringanyperiodoftimethroughouttheschoolyear,classescanchoosetorewardtheirShamrocksforarewardonthetieredrewardchartbelow.Shamrockswillbeavailableforuseuntiltheendoftheschoolyearandwillneverbere-setforaclassuntiltheyareredeemedforareward.
RedTicketDrawingRewardsCrazySockDay DressDownDay IceCreamPartyYouChooseyourShoes Knockout SoccerShootoutExtraRecess CardGames SunglassesDayComputerTime SpecialSnack FrisbeeGolfHatDay CulversRun Other
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Additionally,duringFirstFridayMorningAssemblies,theclasswho’sShamrockischosenwillearntheopportunitytopickoutarewardoutoftheTumbler.IntheTumblerwillbealloftheShamrockrewards.Whateverrewardtheclassearns,theywillwin!
ShamrockRewardChart
10Shamrocks-10ExtraMinutesofRecess20Shamrocks–15MinutesofExtraComputerTime30Shamrocks–FreeDressDownDay40Shamrocks–VIPSeatingatFirstFridayMorningAssembly50Shamrocks-PopsicleParty60Shamrocks-30ExtraMinutesofRecess70Shamrocks–20ExtraMinutesofLunch80Shamrocks-LunchintheClassroom90Shamrocks-Cookie/CupcakeandMilkParty100Shamrocks-PizzaandSodaParty
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BehavioralExcellenceRewardsStudentswillalsoberewardedbasedupontheirbehaviorthroughouttheentireQuarter(s)oftheyear.IfastudentdoesnotmakeittoStep1ofourdisciplineprogram(3ormorestrikes)theywillberewardedattheendoftheQuarterbybeingabletoparticipleinanactivitythatwillbehostedoncampus.EndofQuarter1 TBDEndofQuarter2 TBDEndofQuarter3 TBDEndofQuarter4 TBD