Fleming County High School SBDM Policy 6.1
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School Mission and Objectives…………………………………………………….3
TELL Survey Results………………………………………………………………4
Description of Three Tiers………………………………………………………….5
Tier I………………………………………………………………………………..7
Tier II……………………………………………………………………………….8
Tier III……………………………………………………………………………..9
School Wide Incentive Plan……………………………………………………....12
Resource…………………………………………………………………………..15
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The Mission of Fleming County High School is to educate
all students to high levels of academic performance with
positive growth in social, emotional, and behavioral attitudes.
We further believe that this education is the responsibility of
administrators, teachers, parents, community leaders, and
students alike.
 To decrease levels of disruptiveness, rates of office
referrals, and suspensions.
 To provide character education to promote positive
behavioral change in our students.
 To improve school climate, safety, and order.
 To increase instructional time.
 To enhance the overall operation and performance of the
school.
 To more effectively partner with parents and the
community.
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Q 5.1: Please rate how strongly you agree or disagree with the following statements about
managing student conduct in your school.
a. Students at this school understand expectations for their conduct.
59.4%
b. Students at this school follow rules of conduct.
50.0%
c. Policies and procedures about student conduct are
clearly understood by the faculty.
d. School administrators consistently enforce rules for student conduct.
64.5%
42.2%
e. School administrators support teachers' efforts to maintain discipline
in the classroom.
65.6%
f. Teachers consistently enforce rules for student conduct.
48.4%
g. The faculty work in a school environment that is safe.
85.9%
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Teach school wide positive behavior expectations and procedures
Positive reinforcement for all students (see incentive plan)
Consistent consequences for problem behaviors
Effective supervision and procedures in non-classroom areas
Effective instruction and classroom management
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Target social skill instruction
Simple behavior plans
Alternatives to suspension
Increased academic support
School based mentors
Classroom management support
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Functional behavior assessment and individual behavior plans
Parent collaboration and education
Collaboration with students physician or mental health practitioner
Intensive academic support
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 Identification of three to five universal behavior expectations for the school that are
positively stated.
 Direct instruction in high priority positive behavior expectations.
 High levels of positive reinforcement, including positive teacher attention to strengthen
those behaviors.
 Enforcement of predictable consequences consistently and fairly.
 Prevention of problems by modifying situations that are known to produce high levels of
problem behavior.
 Use of discipline data to plan, evaluate, and improve the PBIS implementation process.
Step 1: Develop a PBIS committee with the following representatives:
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Content Teacher
CTE Teacher
Special Education Teacher
School Counselor
Administrator
Parent
Step 2: Establish a data collection system.
 Classroom behavior tracking sheet for Level 1 behaviors (see below)
 An office referral or behavior incident form is designed to gather the essential
information needed to guide the PBIS process. The form containing the following
information:
o Staff making referral.
o Type of problem behavior.
o Location of incident.
o Time of incident.
o Others involved in incident.
o Teacher actions.
o Administrative actions.
o Optional category: possible motivation for the behavior.
 All staff should receive training in the proper way to complete a discipline referral form
and the associated procedures for submitting the forms.
 The school should have a clear process for gathering the office referrals, entering the
information into a database, summarizing and graphing the information, and periodically
reporting on the data to the PBIS team and the entire school.
 When the data are shared with staff, the following points should be addressed:
o Recognition of progress and accomplishments.
o Interpretation of the data (make it meaningful for others).
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o Suggestions for next steps based on the data.
Step 3: Establish and teach positive behavior expectations.
 Expectations: Respect, Responsibility, Safety, Productivity, and Effort
 Develop a matrix where agreed upon norms are provided for different environments
Classroom Hallway Office
Cafeteria
Arrival/
Bathrooms
Departure
Respect
Responsibility
Safety
Productivity
Effort
 Establish visuals posted around the school so that students have reminders as to expected
behavior.
 All classrooms teach the behavioral expectations.
o Teach behaviors as you would teach academic skills
o Keep lessons brief
o Pride classes will review expectations for hallway, office, cafeteria, bathroom,
arrival and departure
o All adults in the building are aware of behavioral expectations
o Use positive practice when errors are made.
Step 4: Systems for positive acknowledgment and reinforcement
 See incentive plan following Tier discussion.
1. Circle of Excellence
2. Panther Paw Cards
Step 5: Consequence System
 There are two levels of behaviors- Level 1 and Level 2.
1. Level 1 behavior will be addressed and handled by the teachers.
2. Level 2 behaviors will be referred to the office to be handled by the principals and
counselors.
 Prior to an Office Referral:
1. Parents and students must know teacher expectations and procedures.
2. Teachers and other staff members must document unacceptable (Level 1)
behaviors and consequences imposed, trying several interventions to stop the
inappropriate behavior.
3. Teachers will communicate with parents about concerns related to their child’s
misbehavior on a consistent basis.
Level 1: Behaviors are handled by the teachers and if this type of behavior becomes habitual
then the principal may also become involved.
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Inappropriate Level 1 behaviors include but are not limited:
 Open defiance
 Lying
 Cheating
 Talking back or arguing
 Excessive talking after warnings
 Refusing to do work
 Excessive taunting/teasing of students
 Throwing objects
Consequences for Level 1 Behaviors May Include:
 Verbal Reminder
 Completing Reflection Form
 Completing Behavior Essay
 Documented Parent Contact by the Teacher
 Principal Referral* (*This becomes a Level 2 Behavior)
Level 2: Behaviors are handled by the Principal and is a result of a referral to the office. These
behaviors are more serious offenses, such as weapons, threats and intimidation, inflicting bodily
harm on others such as other students or teachers.
Inappropriate level 2 behaviors include but are not limited to:
 Deliberate actions with intent to hurt self or others, such as physically fighting, physical
abuse of others, etc.
 Use of tobacco, alcohol, or illegal drugs
 Bullying of other student(s)
 Willful and deliberate destruction of property
 Weapons/dangerous instruments
 Theft
 Ethnic/racial/gender slurs
 Harassment or inappropriate touching
 Defying Authority
Consequences Level 2 Behaviors to be determined by principal:
 Parent contact and Conference
 After School Detention
 In School Detention
 Out of school suspension
 Expulsion
Step 6: Data based decision making.
 Review of discipline data that has been collected to determine further steps to be taken
for Tier II.
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 Tier 2 of the PBIS triangle model provides additional interventions to support that
smaller percentage of students who do not sufficiently respond to Tier 1 strategies.
 Tier 2 practices involve analyzing office referral data to identify:
o Locations in the school or times of the day that are especially problematic, and
then problem-solve simple solutions for those situations.
o Teacher or classrooms that may be in need of additional classroom management
support.
o Small groups of students who are demonstrating similar behavior problems and
provide them with more intensive instruction in social skills or replacement
behaviors.
o Students who could benefit from daily monitoring, increased feedback, an adult
mentor, a simple behavior plan in school, or a behavior plan coordinated between
home and school.
o Students who need more academic or organizational support.
o Students who could benefit from alternatives to suspension for major violations.
 Data used to determine students for Tier II:
o Office referrals
o Persistence to Graduation Tool generated by Infinite Campus
o Teacher referrals
 Character Education
o Character education program implemented every week during homeroom.
o Students are taught character traits that reflect positive behaviors that will assist in
their success in school and after graduating high school.
o Students will have time to work on social skill instruction.
 Lifeguard
o Students will be given a “Lifeguard” who will be responsible for acting as a
mentor to that student.
o This adult within the building will monitor the student’s attendance, grades, and
behavior and conference with that student weekly to discuss achievements
accomplished or difficulties the student may be having.
o Lifeguard will also be given the task to educate students on character education
and model behavior that is conducive of such characteristics.
 In School Detention:
o Character education will be implemented into the in-school and after school
detention program. Lesson plans will be submitted by the ISD and ASD teacher.
In addition tobacco, alcohol, and drug abuse education will be implemented into
ISD, ASD, or a specific Pride class to target students who are repeat offenders of
tobacco use (or other substances if needed).
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Tier 3 intervention should be considered when problem behavior is:
 Chronic/frequent.
 Dangerous.
 Highly disruptive.
 Impeding learning.
 Resulting in social or educational exclusion.
 Student receives more than six office discipline referrals.
 Tier 2 interventions have been implemented reliably and been found to be ineffective.
Step 1: Conduct a functional behavioral assessment with partnership with parent.
*If special education student must conduct ARC for permission to test
 Identify goals of intervention
 Gather relevant data
 Develop summary of the relationship between the behavior and the environment
 Develop an individual behavior support plan
 Implement and monitor outcomes
Step 2: Provide crisis intervention if deemed necessary
 Work with students physician or mental health specialist
 Make a referral for in school counseling with Comprehend Inc.
Step 3: Conduct monthly meetings to review progress.
Should include the following:
 Invitations to all team members. (Student, “Lifeguard”, counselors, parent, and
administrators)
 An organized, efficient agenda of discussion points.
 A written or graphic summary of the student’s behavioral data presented to all team
members in a clear and easy to understand manner.
 A summary of pertinent staff and parent observations focusing primarily on recent
patterns of behavior or incidents.
 A review of the extent to which the behavioral strategies that were designed for the
student have actually been implemented in a reliable manner.
 A discussion regarding any changes (additions or adjustments) that may be needed to the
plan.
 Written documentation of the meeting (i.e., minutes shared with all participants).
 Scheduling of the next review meeting.
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Circle of Excellence
 Students who meet certain criteria are placed within categories.
Students have the opportunity to meet these expectations every
trimester. If they were not to meet the criteria during the first
trimester, they have the opportunity to do so in the following two.
Each trimester starts over. Results after each trimester are posted in
the school on a bulletin board and possibly with the partnership of
the local media posted in the newspaper.
o Gold: All A’s, no unexcused absences, no more than 2
excused absences, no discipline referrals
o Silver: A’s and B’s, no unexcused absences, no more than 2
excused absences, no discipline referrals
o Bronze: Perfect Attendance and no discipline referrals.
 Students who may be in the gold or silver level but also have
perfect attendance will be placed in two categories.
 Each trimester students who meet the criteria for each level are
provided a Panther Paw Card (explained below) which provides
admittance in the end of school event.
 With partnership with local sponsors a drawing will be held for
each level at the end of the year event.
o Possible Prizes: one prize for each level (these will be
donated by local businesses and these businesses will have
banners up at school events, will be presented in the
newspaper as sponsors, and will be plugged in radio
broadcast of local athletic events)
 Gold: car, television, ATV’s, etc.
 Silver: savings bonds, stereo, smart phone, etc.
 Bronze: gas cards, smaller savings bonds, iPods, etc
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Panther P.A.W.S.
Token economy where students are provided a card when they are
exhibiting the following attributes while at school:
Positive Attitude Within School
Procedures
 Teacher sees students exhibiting a positive attitude during the school day.
 Teacher provides the students with a Panther Paw card.
 During students own time they are to fill out the card and take to the office
where a box is held for students to deposit their cards.
 At the end of the week a drawing is held where students have the
opportunity to win prizes if they had received a Panther Paw for that week
(free admittance to ball games, free items at concessions, discounted prom
tickets, etc.).
 After each weekly drawing the box is emptied and the paw cards are kept.
 Assistant principal keeps a record of students receiving Panther Paws and
teachers that are handing cards out.
 At the end of the school year an event (Ex: Field Day) is held where students
who have received a Panther Paw are allowed into the event.
 Once a student has earned a paw card it is not allowed to be confiscated.
 Additional cards that have been earned throughout the year can be used at
the event to purchase snacks or other rewards provided.
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Breakfast Patrol
 Breakfast Patrol targets classroom tardiness and students signing out of
school early.
 A weekly drawing is held where each Pride Period (first period of the day) is
placed into a drawing. When a classroom is drawn out, attendance is
checked. If every person in that classroom was on time for school for that
week and no one signed out to leave early that class will be provided
breakfast from local businesses (Ex: McDonalds, Ken’s Grocery, etc.) the
following Monday morning. A classroom will continually be drawn until a
classroom is picked that meets that criteria.
Monthly Perfect Attendance
 Friday night at the movies:
 Drive-In Movies
o Students who have perfect attendance for the month are invited with
free admission to attend with a friend. They will be provided with free
popcorn and a drink.
o During the winter months the movie night will be moved indoors.
o (possibly allow other students to attend with paid admission and it can
be used as a fundraiser for school organizations)
Hard Work Café
 One student from each grade will be chosen every Friday to attend The Hard
Work Café the last 30 minutes of that Friday. They are allowed to choose
one friend to attend with them.
 Here the students will be provided with refreshments to an area designated
for the students where they can play Wii, PlayStation, or watch television.
 Students will be chosen by department and this will be rotated each week.
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Resources:
Dunlap, K., Goodman, S., McEvoy, C., & Paris, F. Michigan Department of Education, State
Board of Education. (2010). School wide positive behavior interventions and supports:
Implementation guide. Retrieved from website:
http://www.michigan.gov/documents/mde/SchoolwidePBS_264634_7.pdf
2012-13 Kentucky TELL Survey: Fleming County High School
http://www.tellkentucky.org/results/report/43/16427
Date Policy Adopted by Council: XXXXXXXXXXXX, XXXXX
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