Bacchus Elementary
School Plan Worksheet
A.
Read and discuss the following:
District Commitment: Every school in Granite School District will offer a learning environment
where safety, responsibility, and respect prevail and where every student receives support toward
achieving academic goals and personal aspirations.
B.
Developing a School-Wide Plan (Tier 1)
1.
List 3-5 positively-stated, specific behavior expectations for your school that
build on the District Commitment.
Examples:
2.
Keep your hands, feet, and other objects to yourself (KYHFOOTY)
On time, on task, on target
a.
R (Respectful)
b.
O (On Task)
c.
A (Achieving)
d.
R (Responsible)
e.
S (Safe)
What are several positive supports that could be used for students on Tier 1?
Examples:
Token economy for positive behaviors
200 Club
Lancer points
a. Weekly Bacchus postcards
b. 200 Club
c. Dragon Roars tickets
d. Treasure chest rewards
e. Classroom incentive rewards
f. Bacchus Shining Star Luncheon (with principal)
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3.
What are standard consequences in your school? Are we treating similarly
situated kids similarly?
(Bacchus MTSS is part of the district PBIS Cohort 2. They are refining the
data collection of behavior through classroom notebooks and Educator
Handbook.)
a. Bullying
We start with Level 1 consequences which are classroom managed and then work
up to Level III consequences which are office referrals.
b. Bullying with an aggravating component such as derogatory remarks based on
sex, sexual preference, or race
We start with Level 1 consequences which are classroom managed and then work
up to Level III consequences which are office referrals.
c. Cyber-bullying
We start with Level 1 consequences which are classroom managed and then work
up to Level III consequences which are office referrals.
d. Harassment
We start with Level 1 consequences which are classroom managed and then work
up to Level III consequences which are office referrals.
e. Fighting where imbalance of power does not exist
We start with Level 1 consequences which are classroom managed and then work
up to Level III consequences which are office referrals.
f. Verbal aggression using “fighting words”
We start with Level 1 consequences which are classroom managed and then work
up to Level III consequences which are office referrals.
g. Weapons or Threats of Use of Weapons
Level III consequences
Safe School Violations Consequences
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4.
Ideas for a school-wide campaign supported/driven by students aimed at preventing
bullying and suicide. This campaign should focus on developing a culture of safety, responsibility,
and respect in your school. The campaign should be a “branding campaign” to borrow a phrase from
marketing. Branding your plan should include elements of common language, modeling good behavior,
rewarding good behavior, removing incentives for bad behavior, and creating a protocol to resolve
conflict. Ideas include:
a. Don’t Stand By, Be An Ally training
b. “Bully” curriculum
 Social Worker conducted classroom presentations
 Teacher in-service training
 Stop/Walk/Talk
c. Bully Prevention in PBIS
 Behavior logs
 200 Club
 Weekly Bacchus Postcards
d. School slogans, pledges, logos, etc.
 School-Wide PBIS Instruction, Posters, ROARS
 School website
 Newsletters
e. Using student body officers or creating student leadership positions for the
express purpose of improving school climate and culture.
 Student Council/Safety Patrol (6th grade students)
 Assistance at school events
f. Data collection on student behavior tracking both positive and negative student
behaviors (student driven data collection in secondary schools).
 Discipline spreadsheet
 ROARS behavior notebooks in classroom
 PLC’s
 SST
 Individual contracts
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g. Reward and recognition programs for demonstrations of positive behavior and
students who perpetuate it.
 200 Club Reward Party
 Attendance Incentive Rewards
 Bacchus Dragon Postcard
 Lunchroom Reward Board – Friday incentive
 Phone calls home
h. Creation of a conflict resolution protocol that includes specific language and
gestures (stop, talk, and walk).
 ROARS
 Social Skills Lessons/Posters
 Stop/Walk/Talk program
 Prevention Dimensions
Other ideas:
 Buddy Box
 School wide Rules & Procedures Rotation Day (lessons/posters)
 School Theme: “Wild About Learning” incorporated in ROARS daily
5.
Develop and communicate school-wide expectations for administrators, teachers,
and staff for modeling good behavior, monitoring student behavior, and
communicating behavior problems via a well defined reporting procedure.
a. What are the expectations for modeling appropriate behaviors? Have they been
clearly communicated to your administrators, teachers, and staff? Yes
i.
Administrators
 Teachers Standards/ Teachers Handbook
 Faculty meetings/In-service/PLC’s
 Before, after school & recess monitoring/lunchroom supervision
 Newsletters/Websites/Email
ii. Teachers
 Before, after school, recess & lunch monitoring, contact parents
 Classroom rules/procedures
 ROARS matrix for classroom
 Created video clips of expected behavior
iii. Staff
 Knowledge of expectations
 Dragon tickets
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b.
What is the responsibility to monitor student behavior? Have those
responsibilities been clearly communicated?
i.
ii.
iii.
6.
How do students, parents, or other patrons report bullying or threats of suicide (or
other anti-social behaviors)? Have these reporting channels been communicated
clearly to parents? How does your school respond to those reports?
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7.
Administrators
 Office Discipline Referrals (ODR)
 Safe School Referrals
 Manifestation Hearings
 504 Plans
Teachers
 Classroom Behavior Log
 Educator Handbook
 Student Phone log
Staff
 BHA – regular behavior tracking
Buddy Box
Communication between teachers, parents, counselors, admin.,
By phone call, email, parent meetings, office referrals/levels
Newsletter
Website
Marquee
Thursday Banner
First day packets parents sign
Describe your school’s reporting system of administrators, teachers, or staff
encounter bullying and/or threats of suicide.
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8.
Report to Administrator, Psychologist and Social Worker to assess
needs.
Call Parents/ Parent Meeting, outside resources, police, Uni. Crisis
team etc.,
SST/ RtI process for ongoing interventions
Does your school conduct a bullying and suicide prevention survey annually?
How can you best use the information derived from that survey?

Yes, focus on areas of concern and make necessary supervision or
changes for that area through our MTSS team.
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B.
Interventions, Reporting, and Discipline (Tier 2 and 3)
1.
Does your school have an active Student Support Team (SST)? If yes, is it
represented by an administrator, core teacher(s), counselor(s), psychologist(s)/
social worker(s), other gen-ed specialists, and an SRO (secondary)?
Yes. Our SST consists of the following:
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Principal
Special Education Teacher (FLS)
Lower Grade Teacher (1st grade)
Upper Grade Teacher (4th grade)
Speech Teacher
If not, identify individuals that can be recruited to make up that team?
2.
Does your SST utilize the Student Support Process (flowchart and form) to
identify students who need extra supports or interventions?
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3.
4.
5.
This is the first year for the Student Support Team (2013-2014). They
have trained the faculty in the SST process and are using the district flow
chart.
Does your school have a tool or a method of communicating concerns or specific
behavior plans, supports, and interventions for particular students to all who are in
a position to assist the student, including the parents/guardians? Describe.
 Phone calls/emails
 parent meetings
 Grade level teams
 PLC’s
 MTSS
 SST/RtI meetings/forms
 Special Education TEAM

Do you report behavior issues that are significant or persistent in Discovery? Yes
Do you report all incidents of bullying, cyber-bullying, hazing, harassment, or
threats of suicide to parents? Yes Are you protecting that information? Yes
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C.
Training/Educating
1.
Do you have an anti-bullying statement that is published in school handbook, on
your webpage, or elsewhere? Yes How is that information communicated to
parents? Parent teacher conferences? Email or teleparent? Other?
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2.
3.
4.
First Day Packet parents sign behavior/School handbook
Thursday Notes/Newsletters/ Webpage/Teleparent
Posters around school
SEP Conferences
When will you train/discuss bullying and suicide prevention in your school?
 Rules & Procedures Rotations lessons/posters Be An Ally Assembly;
 Stop, Walk & Talk curriculum
 School wide Social Skills lessons/posters
 Social Worker classroom & group presentations
 Faculty meetings
Do all your employees understand the student support process including use of the
Student Support Form and the role of the Student Support Team? Yes
Are you training students as appropriate?
a.
Student Council/Safety Patrol
b.
Don’t Stand By, Be An Ally
c.
Integrating school expectations in course curriculum
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d.
Assemblies, counselor in-class presentations, etc.
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5.
School wide Social Skills lessons
Stop, Walk & Talk curriculum
Prevention Dimensions
Rules and Procedures lessons / posters / ROARS
Social Worker/Psychologist: in-class presentations, small
group/individual training, grade level Stop, Walk & Talk assembly
MTSS: Pledge Assembly ROARS presentation
Are you notifying parents of the annual parent seminar that the District will
provide annually?

Yes, we will through the school’s newsletter and website.
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