2014 – 2015
Chemawa Middle School
PBIS Handbook
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Chemawa Middle School
Student & Parent PBIS Handbook
Table of Contents:
Page
3
Mission & Vision Statement
Page
4
PBIS Overview
Page
6
Behavioral Matrix
Page
8
Minor Offenses
Page
9
Major Offenses
Page
10
Minor Classroom Behavior Tracking Form
Page
11
Safe Seat Reflective Essay
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Chemawa Middle School
Student & Parent PBIS Handbook
Chemawa Middle School Beliefs
WE BELIEVE that Chemawa Middle School will provide the opportunity for students to learn
in an environment that will foster respect, responsibility, safety, and kindness between staff
and students.
WE BELIEVE Chemawa Middle School will help students develop skills that will aid in the
total development of the character of our students; fostering citizenship and fairness.
WE BELIEVE the staff of Chemawa Middle School is committed to the education of the
students and will do whatever it takes to assess and promote the success of all students.
WE BELIEVE the success of Chemawa Middle School rests with the collaboration and support
between staff, parents, students, and community when implementing the shared mission and
vision of Chemawa Middle School.
Chemawa Middle School Mission Statement
Our mission as a school is to motivate, support, and educate our students, parents and the
community so that each child is able to reach his/her academic potential. We do this by keeping
lessons relevant and engaging, monitoring progress frequently and collaborating as a staff to
refine our efforts and focus on student success. Our ultimate goal is to prepare our students to
attend college and increase their capacity to compete in the global work force.
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Chemawa Middle School
Student & Parent PBIS Handbook
Positive Behavioral Interventions & Supports (PBIS)
In our efforts to establish Chemawa Middle School as a safe, welcoming and purposeful
learning environment, we have implemented a program called Positive Behavioral
Interventions & Supports (PBIS). PBIS actively encourages students to achieve their
academic potential while also behaving with good character. At Chemawa the focus is on
teaching and encouraging appropriate behavior in all areas of the school, concentrating on
the instruction of 4 key areas. Respect, Responsibility, Safety, and Kindness. Students who
are respectful, responsible, safe and kind act appropriately so they maximize their learning
opportunities and do not detract or interfere with the learning opportunities of their
classmates.
Students are actively involved in learning what the 4 mean and look like in all areas of our
school through activities, lesson, demonstrations, videos and role-playing. In addition to
learning the 4, teachers and staff will recognize and reward students for better-thanexpected behavior. Staff issues tickets called Cougar Paws to students when they observe
them in the act of exceptional behavior. The Cougar Paws can be used for a weekly raffle
where students can earn a variety of items, privileges, and special access to school activities.
PBIS Schools
PBIS Schools emphasize a school-wide system of supports that include strategies for
defining, teaching, and supporting appropriate behavior. The goal is to design the most
effective learning community possible with the best outcomes for all students. Attention is
focused on creating and sustaining school-wide, classroom, and individual systems of
support. Unlike how schools have typically responded in the past – discipline in response
to student misbehavior – PBIS teaches behavioral expectations and rewards students for
following them. The goal is to establish a climate in which appropriate behavior is the
norm.
Classroom Management
The key to a positive and effective learning environment is sound classroom management
that addresses all aspects of the classroom. Routines will be taught to students at the
beginning of the school year and revisited until it is clear that all students understand the
routines and are able to perform them. Areas that may be addressed include getting the
teacher’s attention, using the restroom, sharpening a pencil, turning in work, and any other
routine that takes place on a daily basis. These procedures should be in writing so they may
be utilized in the event that a guest teacher is needed in the classroom.
The techniques used by educators for addressing when a student fails to abide by classroom
expectations are unique to each teacher. Although it is impossible to anticipate all possible
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Chemawa Middle School
Student & Parent PBIS Handbook
situations, general plans will be in place for dealing with any behaviors that detract from
the learning environment and will be used consistently. This will be the first line of defense
in dealing with inappropriate behaviors that are considered to be minor. Note: students
who persistently disrupt learning with minor offenses may require administrator
involvement.
What if the routines and procedures are not effective?
Routines and procedures are implemented to address behavior in a proactive manner. At
times this is not enough or not effective. When all attempts to deal with a behavior using
the staff member’s classroom management plan have been ineffective and the behavior is
still of a minor nature, staff members may choose to implement a Safe Seat. A Safe Seat is a
time-out of sorts that allows the students to reflect on and respond to the inappropriate
behavior. Consistently repeating minor offenses may be escalated to a major offense.
Major Incidents
Some behaviors and incidents require more immediate solutions and/or the attention of an
administrator. To determine if a major incident report was required please reference the
descriptions on pages 7&8 of this handbook. Referral forms must be completed on-line and
submitted to the principal. The student will be sent to the office. The administrator will
speak with the student and contact the parent if needed, and determine an appropriate
consequence. When a student returns to class they will be welcomed. A variety of factors
are taken into account while processing a major report, therefore, the consequences that
arise will vary from student to student.
Important
In order to create an environment conducive to learning we must remember that discipline
procedures are not the answer to problematic behavior. It is the positive relationships we
build as a learning community between students, families and staff that help eliminate
these unwanted behaviors. Punitive measures have little effect on student behavior and are
more likely to increase instances of inappropriate behavior. The Chemawa Middle School
staff strives to create a positive environment by making connections with our students and
families. Children learn best in the context of positive relationships and a safe, comfortable
atmosphere. Our staff will explain appropriate behavior and procedures throughout the
year. They detail why it is important and encourage all students to be respectful, ready and
responsible. By teaching students the necessary social skills for future success we set out
students on a course to be lifelong learners and successful citizens. It is our job to ensure
that students learn the skills needed to survive and thrive in society. This means developing
students that excel in reading, math, writing, and being good citizen.
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Chemawa Middle School Student & Parent Behavior Matrix
Respect
Classroom
Be on time
Safe
Honor the flag
Be in your seat and
prepared to work before
the bell rings
Respect school property
Push your chair in
Keep your desk area clean
Stay on task
Respect the right for others to
have a quality education
Bring a pen/pencil
Remove hats upon entering
the classroom
Use quiet voices and
appropriate words/actions
Put away earphones and keep
phones away and silent
Hallways
Responsible
Use quiet voices
Bring paper, binder,
notebook
Bring charged computer/
device
Answer adult questions
appropriately
Keep backpacks
bags, and binders
out of the aisles
Ask permission to
get out of seat
Use appropriate word
choice
Acknowledge greetings
Use kind words
Disagree politely
Enter, exit, and wait
appropriately for
each class
Smile
Walk without distracting
others or classrooms
Only go where you are
assigned to go
Say please and thank
you
Keep liquids/food
away from
electronic devices
Bring Chemawa Planner
Move towards your destination
Greet others with a
smile
Help others in need
Bring homework/class work
Keep area clean
Keep hands and feet to
yourself
Sit appropriately in
your chair
Kind
Allow students to get
to class safely
Respond to
teacher/classmates
Use appropriate word
choice and actions.
Greet others politely
Walk on the right
Office Area
Follow adult directions and
be courteous
Use quiet voice and wait
your turn
Bring signed planner/pass
to enter
Stay in assigned
area
Report to office only when
necessary
Acknowledge greetings
Say please and thank
you
Report to/remain in
designated areas
Wait patiently until
someone can assist you
Enter/remain in the office
without disturbing others
Lunch/
Breakfast/
Snack Area
(Common
Area)
Follow adult directions
Put your trash in the
garbage cans
Use good manners
Walk quietly to get your
food
Wait your turn in line
Keep your table and floor
area clean
Use quiet voices
Remain seated
Say please and thank
you
Clean up/pick up
spilled food and
drinks
Use appropriate word
choice
Acknowledge greetings
Stay at your table
Know your ID number
Keeps hands and feet to
yourself
Clean up after others
Leave immediately upon
being dismissed
Eat as soon as you arrive
at school/beginning of lunch
Library
Respond quickly and politely
to adult requests
Use a quiet voice
Wait quietly in line to check
out
Show your planner/pass to
the librarian
Walking only
Use appropriate tone
when asking for help
Have materials you are
returning with you
All food must be
eaten before
entering the library
Wait your turn
Have your planner filled out
Treat books with care
Push chairs in and pick up
after yourself
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Locker
Rooms
Use quiet voices
Use your own locker
Place bags/clothes
inside lockers and
out of aisles for
safety
Secure locker after each use
Respect others’ privacy
Know your locker combination
Keep locker and locker area
clean
Speak politely to each
other
Keep hands, feet,
and objects to self
Keep electronic devices in
a locked locker
Gym/P.E.
Fields
Follow adult directions
Speak respectfully to each
other.
Front of the
School
(Before and
After
School)
Acknowledge greetings with
eye contact
Leave gym/P.E. area
when/as directed.
Use P.E. equipment
appropriately
Follow rules of good
sportsmanship
Keep your campus clean
Enter and exit quietly
.
Use appropriate word
choice
Leave gym/P.E.
area promptly
Keep hands, feet
and objects to
yourself
Walk quietly
Use sidewalks
Say please and thank
you
Use appropriate word
choice.
Follow directions,
and traffic, and
safety laws
Follow adult directions
Use quiet voices and
appropriate word choice.
Stay in designated
areas
Only cross street at
crosswalk
Leave when you are asked
to leave
Keep hands and
feet to yourself
Wear a helmet when
riding a bike, scooter
and skateboard
Restrooms
Consider others’ privacy
Use trash receptacles
Keep surfaces clean and do
not deface school property
Notify staff of problems
Use restroom during
breakfast/passing
period/lunch time
Use facilities as intended
Flush
Use restroom supplies
appropriately
Assemblies
Follow adult directions
Use a quiet voice
Stay with your designated class
Drills
Follow adult directions
Use quiet/polite voices
Only students with
a pass will be
allowed to use the
restroom during
class time
During lunch,
students may only
use 700 restrooms
Go directly to and
from the restroom
Keep hands and feet
to yourself
Show appropriate,
quiet attention
Stay quiet while waiting
Wait to leave until
dismissed
Keep electronic devices off
and put away
Use designated
stairs when walking
up/down the
bleachers
Use appropriate
applause
Walk to your
destination
Model expected
behaviors for others
Use appropriate applause
Remove hats upon entering
gym
Wait patiently if the
bathroom is full
(3 students allowed
in the restroom at
one time)
Stay with your designated class
Leave materials in classroom
Remain silent
Know your destination
Keep hands and feet
to yourself
Stay alert
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Assist others if
necessary
Chemawa Middle School
Student & Parent PBIS Handbook
Minor Offenses: Classroom Managed
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Language
Lateness
Calling Out
Put Down
Throwing objects
Refusing to work
Minor dishonesty
Tone/Attitude
Inappropriate comments
Electronic devices
Food/gum/drink
PDA (Public Displays of Affection)
Running in hall
Not coming to class prepared
Missing homework
Defiance/disrespect/insubordination
Notes:
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Minor offenses are handled by the classroom teacher.
Minors are dealt with quickly and efficiently.
Minors are documented.
Multiple minors for the same behavior can lead to Progress Monitoring Card
A specific number of minors will lead to a Major
Minors should be followed up with parent contact
Minor Incident Report:
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Record incident on Minor Classroom Behavior Tracking Form when student does not
respond to pre-correction, re-direction, or verbal warning.
Once written, notify parent with phone call or email.
Take concrete action to correct behavior (i.e. assign detention, complete behavior
reflections writing, clean desks).
Whenever possible, have the corrective action(s) correspond to the behavior being
corrected.
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Chemawa Middle School
Student & Parent PBIS Handbook
Major Offenses: Office/Administrator Managed
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-Weapons
Fighting or aggressive physical contact
Chronic minor infractions
Aggressive language
Threats
Harassment of student/teacher
Truancy
Smoking inside the building
Vandalism (significant)
Alcohol
Controlled substances / Drugs
Gambling
Theft
Lewd notes
Repeated backtalk
Dress code
- 3 minors for same offense, from same teacher
Notes:
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Administrator determines consequences
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Possible administrator consequences:
o
o
o
o
o
Detention
Wednesday School
Saturday School
Suspension (in or out of school)
Loss of privilege
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Chemawa Middle School
Student & Parent PBIS Handbook
Chemawa Minor Classroom Behavior Tracking Form
Student:_____________________________________________________________
Incident Type (check one)
Stealing Disruption
Property Misuse
Cheating
Inappropriate Language
1st Step
Date:______________________
Defiance
Other (describe)___________________________
Time______________
Give Warning / Restate the expectation and / or rule.
2nd Step
Date:______________________
Intervention
Time______________
Possible
Others
Motivation
Involved
(Check One)
(Check One)
Avoid Adult
None
Re-teach Expectation Phone Parent
Avoid Peer
Peers
Seating Change
Loss of Privilege
Avoid Task
Staff
Peer Mediation
Verbal Cue
Obtain Adult Attention
Teacher
Safe Seat
Extra Time Spent
Obtain Items/Activities
Substitute
Obtain Peer Attention
Unknown
Other
Other___
(Check one)
Student Conference
Time Out/Away
Student Contract
on task
on task
Other______
Curricular
Don’t Know_____
Modification ____________
3rd Step
Date:______________________
Intervention
Time______________
Possible
Others
(Check one)
(Check One)
(Check One)
Student Conference Student Contract
Avoid Adult
None
Re-teach Expectation Phone Parent
Avoid Peer
Peers
Seating Change
Loss of Privilege
Avoid Task
Staff
Peer Mediation
Verbal Cue
Obtain Adult Attention
Teacher
Safe Seat
Extra Time Spent
Obtain Items/Activities
Substitute
Obtain Peer Attention
Unknown
Other
Other___
Motivation
Time Out/Away
Involved
on task
Other______
on task
Curricular
Don’t Know_____
Modification ____________
4th Step Date:_________________ Time:______________Refer to the office by submitting this form
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Chemawa Middle School
Student & Parent PBIS Handbook
Safe Seat Reflective Exercise
Do not write on this sheet. Copy the underlined statements below on your sheet of paper. Complete
the statements using complete sentences. In your own words describe what you did in class, what
effect your actions had on the students and the teaching in the classroom, and what you can do to
make sure this behavior does not occur again.
REFLECTIVE EXERCISE
1. I am a Cougar of Academic Excellence, one who is respectful, responsible, safe and kind. I am
having to do this reflective exercise because today in class I…
a. (What did you do that resulted in your teacher giving you this reflective exercise?)
2. (Choose one of the three following statements. Copy the underlined part and complete it in your
own words. Give at least two (2) examples that complete the statement you choose.)
a. My actions, which I have described above, show I was not RESPECTFUL because…
b. My actions, which I have described above, show I was not RESPONSIBLE because…
c. My actions, which I have described above, show I was not SAFE because…
d. My actions, which I have described above, show I was not KIND because…
3. When I interrupted the teaching in the classroom the students in my classroom started to… a.
(How did the students in your class behave as a result of your actions?)
4. Because of my actions the teacher had to stop teaching and…
a. (What did the teacher have to do with the class AND with you when you did what you
did?)
5. My teacher wants me to be successful in the classroom, to earn good grades and to behave
correctly. Tomorrow and the rest of the school year, I will not repeat the behavior I did today
because instead I will…
a. (What can you do as a student in the class to make sure you do not behave like this
again?)
Meet with your teacher to discuss what you have written.
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