FHS PBIS Handbook - Flagstaff Unified School District

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POSITIVE BEHAVIOR INTERVENTIONS & SUPPORTS
(PBIS)
STAFF HANDBOOK
“Knowing is not enough; we must apply
Willing is not enough; we must do”
Johann Wolfgang Van Goethe
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Flagstaff High School
POSITIVE BEHAVIORAL
INTERVENTIONS & SUPPORTS
TEAM
Contributors to the development of this handbook and
implementation of the program:
Amanda Allen
April Gabaldon
Beth Haglin
Chris Coyne
Cindy Watkins
Ellen Drucker
Jacob Lesandrini
Jean Dunham
Katherine Pastor
Kayce Klecker
Mat Young
Nikki Allen
Patti Pastor
Shanon Gantt
Stephanie Birdwell
Sylvia Garcia
Tony Cullen-Principal
Special thanks goes to FHS staff members that provided useful feedback
and support in designing PBIS to meet the needs and goals of our
community!
Current PBIS Team:
Amanda Allen
April Gabaldon
Kayce Klecker
Timothy Tomlinson
Jean Dunham
Shanon Gantt
Patti Pastor
Jeannine Brandel
Tahia Farooque
Sylvia Garcia
Sarah Shamah
Tony Cullen
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Table of Contents
Introduction to PBIS
p. 4
p. 5
p. 6
What is PBIS?
Three-Tiered Model of School-Wide Behavior Support
PBIS Introduction Letter to Parents
Teaching Positive Expectations
p. 10
p. 11
Guidelines for Teaching PBIS
Behavior Expectations Matrix
Acknowledging/Recognizing Appropriate Behavior
p. 12
p. 13
p. 14
Appropriate Recognition
Screaming Eagle Tickets
Whole School PBIS Recognition/Class Recognition/Celebration Options
Interventions & Consequences for Problem Behavior
p. 15
p. 16
p. 17
p. 18
Problem Behavior Definitions
Classroom/Teacher Interventions
RTC/Office Discipline Referral Process
Major Offenses/Minor Offenses Flow Chart
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Introduction to PBIS
What is PBIS?
School-wide Positive Behavioral Interventions & Supports (PBIS) is a proactive, team-based framework for
creating and sustaining safe and effective schools. Emphasis is placed on prevention of problem behavior,
development of pro-social skills, and the use of data-based problem solving for addressing existing behavior
concerns. School-wide PBIS increases the capacity of schools to educate all students utilizing research-based
school-wide, classroom, and individualized interventions.
PBIS at Flag High
A term you will be hearing this year at Flagstaff High School is Positive Behavior Interventions & Support, or
PBIS. PBIS is an approach in behavior management on a school-wide level, in a specific setting such as the
outside campus, halls, Commons, restrooms, the classroom, or with an individual student. PBIS methods are
research-based and have been proven to significantly reduce the occurrence of problem behaviors. One of the
keys is to focus on prevention. It is based on the idea that when students are taught clearly defined behavioral
expectations and provided with predictable responses to their behavior, both positive and corrective, 80-85%
of students will meet these expectations. The 15-20% of the students not responding to universal interventions
will receive additional support through group and individual interventions.
Another key element is an analysis of discipline referral data. This team-based approach to data analysis
allows FHS’s PBIS Team to identify problem areas, brainstorm interventions, acknowledge students
exhibiting positive behavior, and communicate the findings to staff, students and parents.
The key components of an effective school-wide PBIS system involve:
• Clearly defining and teaching a set of behavioral expectations
• Consistently acknowledging and rewarding appropriate behavior
• Constructively addressing problematic behavior
• Effectively using behavioral data to assess progress
The purpose of this staff manual is to briefly illustrate how these components will be utilized within FHS’s
PBIS system.
The ultimate goal is to increase student academic performance, decrease problem behavior, increase safety,
and establish positive school climates through research-based strategies and systems.
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Three-tiered Model of SchoolWide Support
Letter to Parents
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Flagstaff Unified School District
Flagstaff High School
Tony Cullen, Principal  Sharon Falor, Assistant Principal
 W. James Donner, Assistant Principal 
 Jeannine Brandel, Athletic Director / Activities Coordinator 
400 W. Elm  Flagstaff, AZ 86001  928.773.8100
Dear FHS Families,
An Excelling School
Silver Award ~ US
News and World
Reports
The staff at Flagstaff High School is committed to improving our school culture, improving relationships between
school personnel and FHS families and increasing the success of our students. In this effort we are proud to announce
the implementation of Positive Behavior Interventions and Supports (PBIS). PBIS is a nationally researched and
recognized behavioral support model that has been shown to create positive school cultures, increase academic
learning time and foster genuine connectedness within school communities. FHS is using the PBIS model to achieve
the common goal of creating a more positive culture in our school through behaviors that will foster Focus, Honor and
Success of staff, students and families.
Parents are a critical part of student achievement. As such, we feel it is important that our students and their families
know and understand the behavior expectations at FHS. The Behavior Expectations Chart attached with this letter is
one piece of the PBIS model. It clearly and positively states the expectations Flagstaff High School has for its students
and staff. Staff will model and students will be taught appropriate behaviors, just like teachers teach academics. In
addition, students will be rewarded when behavior is appropriate and still have consequences when it is not. With
your support and encouragement, we will be able to increase the number of students demonstrating positive behavior
and academic achievement, as well as reduce discipline referrals.
The following behavioral expectations have been established school-wide to provide your child with the most
conducive environment for learning, as well as a positive school culture:
FHS Attendance
Attendance is often the deciding factor in a student’s success. Being present, on-time and prepared for school are lifelessons that teach your child to be accountable and responsible in adulthood. School attendance is a critical factor of
their achievement. The school day begins at 7:55 A.M. Students will be considered tardy if they are not in the
classroom before the bell. Students receiving 10 or more absences or attendance marks in a class will jeopardize
earning credit for that class. Please schedule appointments for your student outside of instructional time.
Clothing and Accessories Expectations
The tone and learning atmosphere of a school are dramatically improved when students and staff maintain high
standards of appearance. FHS encourages students to take pride in one’s attire as it relates to the school setting.
Students should dress in a manner that, in addition to the following guidelines, takes into consideration the
educational environment, safety, health, and welfare of self and others.
 Dress should be clean, neat, and appropriate in materials and styles for a business like atmosphere.
Pajamas and slippers would be considered inappropriate.
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Spandex, leggings or excessively form fitting dresses or skirts are not appropriate for school attire
(leggings may be worn under tunic style tops that go to mid-thigh).
Clothes should not expose undergarments (boxer shorts, underwear, bra straps).
Shoes must be worn at all times.
Students may not wear items that advertise or insinuate alcohol, drugs, tobacco, nudity, sex, obscene
language, or allude to topics inappropriate for school.
Shirts must have an appropriate neckline.
Halter tops, tube tops, and spaghetti strap shirts do not fit our standard. Shirts with straps must go over
both shoulders and have a width equal to that of the student ID card.
Clothing should not expose areas of the stomach, side, or back. See-through attire may be worn layered
over appropriate shirts.
Pants/Skirts/Shorts are to be worn at the waistline. No sagging will be permitted.
Clothes lengths and slits that go above the mid-thigh are inappropriate at school.
Large holes in clothes above mid-thigh will not be permitted.
Head coverings of any type, hats, stocking caps, visors, bandannas, hair nets, and hoods are not to be
worn during the regular school day.
Sunglasses are not allowed in the classroom.
The dress code is designed to facilitate an atmosphere that encourages communication between adults and
students.
Students involved with extracurricular activities, such as athletics, band, chorus, etc. are subject to the standards of
dress as defined by the sponsors of such activities. “Game day” dress-up attire shall support the FHS dress code.
Athletes in violation of the dress code on game day will not be allowed to participate in the sporting event.
The principal will determine if attire or personal style is distracting from the learning process.
At the principal’s discretion, the parent/guardian may be required to bring a change of clothing that meets the
requirements of the dress code.
Communication between Students and Staff Expectations
Students will respond courteously and promptly to adult directions. They will follow the rules of the school, teacher,
specialists, support staff, and parents respectfully without back talk. Students will refrain from using disruptive or
threatening language, either written or spoken, gestures, or symbols that are obscene, lewd, profane, vulgar, sexually
suggestive, or gang related.
Students are not expected to like every staff member, but showing respect to all adults in the building will earn them
the right to be heard. Using inappropriate language often results in consequences that include being sent to RTC, sent
to the office, detention, suspension, etc. Therefore, it is important to practice appropriate and acceptable ways of
communicating with others even when we are frustrated or angry.
Student Respect of Property Expectations
Students will respect the property of others. Stealing property belonging to FHS or to other individuals will not be
tolerated. In addition, malicious and intentional damage to FHS property, school buses or the property of others is
intolerable.
Classroom Expectations
Students are expected to be on time and prepared for learning. Students will silence and put away their cell phones
during class to protect the instructional time. If parents have an urgent message that cannot wait until the student’s
lunch time, they are encouraged to utilize the front office for message delivery. Students will respect the teacher’s
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right to teach and the students’ right to participate in the learning process. Students will practice honesty in their
work, respect differing opinions, and use positive language and dress to achieve success.
Hallway Expectations
Students should walk on the right-hand side of the halls at all times, using appropriate language and volume to not
disturb classes. Students will carry a pass when traveling during class time which states the time, origination, and
destination of the trip. Students will take the most direct route to their destination with no detours. Students will
refrain from public displays of affection. At times the hallways are crowded; please encourage your student to be kind
and courteous to others when using their locker and during traveling between classes.
Restroom Expectations
Students are expected to use the restroom appropriately, and in a timely manner. Students will use a restroom pass
provided by the teacher during instructional time. The restrooms should be kept clean with no damage to the fixtures
or walls. Students are expected to respect the privacy of others. Students are expected to wash their hands and
dispose of all trash before they leave the restroom.
Commons/Lunch-time Expectations
Students will enter the commons in an orderly manner, leaving the walk-ways clear. They will be courteous and
respectful to both kitchen and supervising staff. Students will sit in their seats and eat their own lunch without
throwing food or invading the space of others. They will dispose of their trash appropriately in trashcans and recycling
bins before leaving the area. At the conclusion of lunch students will match and stack their chairs.
If students choose to eat their lunch outside, they will be responsible for disposing of their trash and respecting school
property. Students will also be respectful to lunch vendors and represent FHS integrity.
Outside Campus Expectations
Students are expected to model good citizenship by respecting the property of others, using appropriate language and
obeying the laws. Students will refrain from such things as throwing snowballs, climbing fences, participating in rough
play, etc. Students will park in designated areas and drive with caution, watching for pedestrians.
Gym and Dome Expectations
Students are expected to use good sportsmanship, honesty and to be respectful of others while in the gym and dome
area. During events held in these areas, students are to represent FHS with pride and integrity. Students are to use
appropriate and positive language. Students are to respect the property and space of others. The Gym and Dome are
also educational instruction areas and as such should be treated as a classroom during instructional time.
Food & Drink in the Classrooms
To preserve safety and equipment there is NO food or drink allowed in the following FHS areas:
 Library
 Science classrooms that operate with a lab
 Hallways
 The Hurley Theater
 The Main Auditorium
 The Gym & Dome except during athletic events where the concession stand is open
 Any classroom that requires students to utilize a computer
FHS policy for food and drinks in classrooms allow for any drink with a twist-on lid and small snack food items that
do not disrupt the learning environment through sound, smell or other distraction. If a teacher expands this policy
in their classroom, then the teacher and students are responsible for maintaining the room to health code
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standards and any necessary cleaning caused by spills and accidents. Teachers will have discretion as to appropriate
food and drink in their classroom.
Electronic Use during Class Time
Electronic devices (i.e., cell phones, iPads, and iPods) may be brought to school but may not be used during
instructional time, unless given specific permission by the teacher or school administrator. Electronic devices may be
used before and after school and during lunch. They are not to be seen or heard. Electronics should be turned off
during those times that they are not being used. Phones that ring, that are visible, or used inappropriately will be
confiscated. Students are required to turn phones/electronics over to school personnel when requested. Bell to bell
belongs to the teacher – please respect their time.
Please take the time to discuss these behavior expectations with your student. For more specific, all inclusive school
policy descriptions please see the FHS website and the FUSD website. We look forward to your support in this
endeavor. By working together, we can improve student success in school with the goal of graduating productive
members of society.
Sincerely,
T. Cullen
Tony Cullen, Principal
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Guidelines for Teaching Positive
Behavior Expectations (The Matrix)
How long should it take to teach the behaviors on the matrix?
 The PBIS team has coordinated with the Link Leaders to teach the expectations over the first
two-three weeks during Intervention time. Teachers will need to re-state expectations a few
times initially and strongly reinforced at the onset.
And then I’m done, right?
 Not quite. Plan to teach “booster” lessons every day of the school year (3-5 minutes). If
problems arise in a certain situation, re-teach the expectations.
Having a new student entering the class is also a perfect time for a “refresher” course.
What do you mean by “teach” the expectations?
 This is a little different. By teach we mean show, as in model, demonstrate, or
role-play. Have fun with it! Give them feedback on how they are doing. Lastly, praise them
for their effort (and reward). The idea is to teach behavior the same way we teach academics.
We know how important practice is for mastery of academics.
How do I fit this in with everything else?
 Consider it an investment during the start-up phase that will pay off with more orderly
behavior thereafter. It is important to have clear classroom procedures defined and directly
taught to students. These are the foundations of good classroom management.
 The positive behavior expectations defined in the matrix may be included in classroom
procedures, but they are grounded in the core values: FOCUS, HONOR, and SUCCESS.
Part of our objective is to teach students these core values beyond the level of simple
classroom procedures.
Teaching Strategies
 Use classroom discussions
 Brainstorm a list of actions that show Focus, Honor and Success
 Have students talk about a person or character from a book who they respect and who they
believe demonstrate Focus, Honor and Success.
 Role-play both appropriate and inappropriate behaviors.
 TEACH and practice procedures
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The Matrix
Focus
Arrive on time & be prepared
Participate & ask questions
Classrooms
Be responsible for your own
learning
Focus on solutions
Keep hallways & pathways clear
Respect others regarding space
Commons
Leave your space better than you
found it
Honor
Practice honesty
Express gratitude
Respect different points of
Silence & put away phones
view
Attain your excellence
Use positive words &
Dress for success
language
Respect others & dining
area
Use good table manners
Use positive words &
language
Assist others in need
Hallways
Focus on your destination
Keep the hallways PDA
Use quiet volume
free
Allow access to lockers
Use positive words &
language
Show courtesy
Use materials & equipment
properly
Walk to the right
Keep moving
Take initiative to pick up
trash
Work through challenges
to others
Demonstrate positive
Use positive words &
sportsmanship
language
Respect others’ personal
Practice honesty
property
Use a Pass
Honor the privacy of
Wash your hands
Keep area clean
others
Clean-up after yourself
Use equipment & materials
Take care of personal
Dispose of your trash
properly
needs quickly
Flush the toilet
Park in appropriate designated
Act with integrity
Obey the laws
areas
Use positive words &
Keep our campus clean
Drive with caution & yield to
language
Take initiative to pick up
pedestrians
Model good citizenship
trash
Keep the facilities clean
Respect Gym & Dome as a learning
environment
Restrooms
Keep it clean & recycle
Be respectful & courteous
Represent FHS positively
Gym/Dome
Success
Respect others & their property
Outside
Campus
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Acknowledging/Recognizing
Appropriate Behavior
How often should I give positive attention?
4:1
FOUR POSITIVES TO ONE CORRECTION
Appropriate Recognition
The critical element of any incentive system is not the token item/tangible reward, but
rather the social acknowledgement and interaction between the student and the
adult/school.
Studies show that the adult’s interaction and sincere verbal reinforcement is often more of a motivator
for students than is the extrinsic item/reward. The emphasis is placed on the instructional sequence of
pairing student behavior with predictable social outcomes (e.g., adult approval, access to privileges) and
building proactive social relationships.
To effectively change student behavior and improve the school climate, FHS has developed an incentive
system to strengthen and support the PBIS program. The plan includes:
Teacher Recognition: Look for what your students are doing right! Acknowledge their efforts and their
successes. A quick “thank you”, “great job or “I have noticed that you are working hard to improve…” will
often be the most powerful form of recognition.
Screaming Eagle Pride Post Cards: Teachers will be provided with Screaming Eagle Pride Post Cards to use
for writing notes to students and their parents acknowledging positive behaviors. These post cards will be a
positive tool used to improve our relationships with FHS families.
Screaming Eagle Tickets: All adults in the building will use Screaming Eagle tickets to reward consistent
appropriate behavior and efforts that go above and beyond. Students will then be able to use their ticket to
redeem for incentives or enter a drawing for a desired reward.
School-wide/Classroom Incentives: Periodically, our administration or classroom teachers may initiate a
school or classroom incentive for students meeting a specific expectation. For example, school-wide
attendance or 100% of classroom assignments turned in for a measured amount of time would be rewarded.
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Screaming Eagle Tickets
Screaming Eagle Scratcher tickets:
Screaming Eagle tickets are to be given out when you see a student going above and beyond one or more of
the FHS behavior standards. Some examples of what you might give a ticket for are:
 Picking up trash off of the ground without being asked
 Tutoring a student without being asked
 Making sure one feels welcomed and accepted
 Teaching a student the FHS behavior expectations
 Making a conscious effort to change behavior to meet the expectations
There are 4 different reward levels: White, Green Talon, and entry into the Screaming Eagle drawing held
each month.
*Note, watch for student who “showboat” or manufacture contrived situations only to receive these
systematic acknowledgments.
Screaming Eagle Scratcher Tickets Procedure:
1. Every FHS staff member will receive Screaming Eagle tickets at the beginning of each month or as
needed. These tickets are to be used as physical acknowledgements for a student’s exceptional efforts
in meeting the expected behaviors (contact Jeannine Brandel if you need more tickets).
2. Adults will strive to reward 4-5cards each month during the first few months of school to kick –off
PBIS. Beginning in January, adults will reward 3-4 students each month through May.
3. When you see a student going above and beyond what is expected, give the student a Screaming Eagle
ticket. Make sure all students have the opportunity to earn tickets
4. On the ticket make sure you put your name and the student’s name. Also, include why they are
receiving the ticket.
5. The student will take the Screaming Eagle ticket to the front office to redeem it for a prize or entry
into the monthly drawing.
*Screaming Eagle tickets will be tracked according to student recipients and adult presenters to
provide coaching opportunities for those staff that are not actively using the system and for identifying
those students who need additional support for meeting appropriate behavior expectations.
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Whole School PBIS Recognition
The PBIS team or administration may decide to work towards a school-wide expectation. In this situation a
school-wide behavior goal will be presented to the student body for a chance to win a school-wide reward.
Some examples of these expectations are:
o Every student turns in their Homework on a particular day- the entire student body receives a
treat at lunch.
o If there are no tardies for three particular days in a row-the entire student body will receive an
extended lunch.
o If there are no acts of violence in the school for an entire week-the entire student body will
receive-?
o If there is no trash left on the ground inside or outside of FHS-the entire student body will
receive?
Classroom PBIS Recognition
Classroom teachers may set specific goals for their class to achieve. For example if you propose to your class
that every student earn a “C” or better on an upcoming test and encourage the students to seek help from each
other and from you before and after school to reach this goal. Then you can devise a reward your class would
enjoy or request that PBIS provide a classroom reward such as ice-cream. Please work with a PBIS member to
determine parameters of the goal and reward.
Design & Graphics by Mat Young
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Interventions & Consequences for Problem
Behavior
Problem Behavior Definitions
Problem Behavior Description
Disruption
Insubordination/
Defiance
Inappropriate
Language/ Gestures
Lack of
Participation
Harassment/Bullying
Verbal Abuse
Sexual Harassment
Threats
Fights/
Aggression/Bullying
Tardy
Truant
Vandalism
Lying/ Cheating
Stealing
Improper use of
Technology
Improper food or
drink
Dress Code Violation
Behavior that disrupts or interferes with the educational process. Disruption includes
sustained loud talk, yelling, or screaming; noise with materials; horseplay, roughhousing,
or play-fighting; and/or sustained out-of-seat behavior, blurting out.
Refusal to follow directions, talking back, rude to an adult, refusal to deliver and/or
return school correspondence when required.
Profanity, verbal messages and/or gestures, including swearing, name calling or use of
words in an inappropriate way.
Lack of cooperation with instruction and/or to attempt to meet basic instructional
expectations.
Conduct (teasing, taunting, instigation, or provocation) directed at a specific person that
causes substantial emotional distress in such person.
Name-calling, racial or ethnic slurs, or other derogatory statements that are offensive to
another person.
Unwelcome sexual advances, requests for favors and other verbal or physical conduct of
a sexual nature (e.g., making obscene comments or gestures, displaying obscene pictures
or written material) when it creates an intimidating, hostile, or offensive educational
environment and/or it otherwise adversely affects a student’s educational opportunities.
Words or actions that may threaten to do injury to another person or that intimidate
another person through fear for his/her safety or wellbeing.
Actions involving physical force on another person where injury may occur (e.g., hitting,
pushing, grabbing forcefully, kicking, scratching, hair-pulling, striking with an object,
etc.).
Student is late to class or not in their seat at the start of class.
Student leaves class or school without permission or stays out of class without
permission.
Student deliberately impairs the usefulness of property.
Student fabricates untrue stories; copies other student’s work or plagiarizes (claims
another’s work as their own).
Student is responsible for deliberately taking someone else’s property.
Hand held electronic devices are not to be used by students during class time unless
teachers inform students that they are part of the day’s lesson. All electronics must be
powered off and put away during class time. Texts from parents may be retrieved during
passing periods, before and after school, and during lunch. If a parent has an emergency
and needs to contact their student during class, they may call the front office and request
that a message is delivered to their student.
FHS policy for food and drinks in classrooms allow for any drink with a twist-on lid and
small snack food items that do not disrupt the learning environment through sound, smell
or other distraction. If a teacher expands this policy in their classroom, then the teacher
and students are responsible for maintaining the room to health code standards and any
necessary cleaning caused by spills and accidents.
Student’s appearance does not fit the FHS dress code policy.
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Interventions/
Consequences
Description
Conference with
Student
Privilege Loss
Parent/ Guardian
Communication
Link Leader Mediation
Private time with student to discuss behavior barriers, interventions and solutions. This
should include direct instruction in expected or desirable behaviors.
Incentives given for positive behavior are lost to individual student or entire class.
Teacher communicates with student’s parent/guardian by phone, email, written notes,
or person to person about the problem.
Teacher requests a Link Leader to meet with student/s for peer reinforcement of
positive behaviors and strategies for student success or to mediate specific problem
Student, teacher, and possibly parent/guardian formulate a document expressing the
student’s intention to remediate or stop further occurrences of the problem behavior.
Written contract should be positive in tone; it should include incentives, but may also
include consequences for misbehavior.
Student is moved to a new seat in the classroom that will assist in producing
appropriate behavior.
Student is sent to the RTC room for a period of time. May include completion of an
Assignment.
Student will be assigned specific time to fulfill RTC requirements per administration
Student will report to the counseling office
Written Contract
Seating Change
Chill Pass
RTC Referral
Counseling Referral
How to Set a Positive Tone & Increase Direction Following
Classroom Teacher Interventions
 Use direct requests – not questions. (Sally, please go to your seat vs. Sally will you return to your
seat?)
 Use proximity (move up close) – respect privacy.
 Establish eye contact.
 Give time to respond. Remember wait time is 3 seconds.
 Use positive requests more than negative. (Be safe and walk in the
hallway vs. Don’t run in the halls.)
 Use a positive tone. Avoid yelling and arguing.
 Acknowledge compliance.
Teacher discretion is needed at all levels. Some behaviors may require immediate action, for example,
pushing might not result in teacher warning, but immediate RTC referral.
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RTC Referral & Office Discipline Referral
The referring staff determines whether the student infraction meets criteria for an RTC referral or an
office referral (see Minor/Major Offenses).
 Staff will send the student to RTC, using the appropriate RTC referral or complete an Office
Discipline Referral (ODR) Form, which will accompany the student to the office.
 The RTC teacher or administrator reviews the referral/ODR and gathers any additional
information necessary.
 The RTC teacher/Administrator determines appropriate consequence(s), completes the ODR, and
enters the referral electronically.
 If the student receives suspension days, then a notice is generated and sent to parent/guardian. This
will always include a phone call home by the administrator. A completed ODR is sent to the teacher
and/or case manager. A copy is filed electronically for the school’s record.
 The electronic data system will yield summary information regarding RTC/office discipline referrals
for individual students, as well as useful information that will aid in the implementation of Positive
Behavioral Interventions & Supports strategies for all FHS students.
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FHS Major & Minor Offenses Flow Chart
Observable Problem
Behavior
YES
NO
Major
Infraction
Minor
Infraction
Write Referral
to Office
Administrator
determines
consequences &
follows through
Administrator
provides teacher
feedback
Office/Administrator
Managed
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“Everyday
Is behavior
Office
Managed
Aggression
Alcohol, tobacco, other drugs
Arson
Assault
Attendance policy
violation(truancy)
Bullying, harassment, threat or
intimidation
Chronic Minor Infractions
Disorderly conduct
Dress code violations
Fighting
Improper use of technology
Insubordination
Lying, cheating, forgery, or
plagiarism
School policy violation
School threat
Sexual incident
Theft
Trespassing
Truancy (student loses all
points for work missed in class)
Vandalism/criminal damage
Weapons, other dangerous
items
Re-teach student
behavior expectation
Classroom/Teacher
Managed
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Classroom disruption
Daily check of appropriate
dress
Disobedience/
noncompliance
Disrespect of people/
property
Electronic Devices
Food/Drink
Inappropriate Language
Inappropriate Tone/
Attitude
Minor Dishonesty
Negative attitude
Preparedness
Refusal to Work
Tardiness
Appropriate
consequences
include:
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When a student violates a
behavior expectation, the
teacher will decide which
strategy to use for an
appropriate “teaching”
consequence.
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RTC in encouraged for repeated
behaviors
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Private student
conference
Loss of
privilege for
student or
entire class
Call or email to
parents
Link Leader
Mediation
Student
Contract
Seating Change
Chill Pass
RTC/Office
Referral
do something that will inch you closer to a better
tomorrow.”
Doug Firebaugh
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