Behavioural Expectation Samples
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Behavioural Expectation Samples “When I approach a child, he inspires in me two sentiments: Tenderness for what he is, and respect for what he may become.” Louis Pasteur (1822-1895) French Scientist Safe and Caring Schools Resource Guide, 2009 Long Range Academy Code of Conduct / Behavior Expectations Expectations Respect for Self All Settings Hallways and Ramp Be prepared to give your best effort Keep your hands and feet to yourself Dress, speak, act appropriately Be considerate Walk to the right Use inside behavior Keep moving Outside Respect equipment and space Play safe Cafeteria Follow Expectations Keep the school clean Settings Use appropriate language Practice Sportsmanship Help keep school clear of debris/litter Enjoy/appreciate others displays and space Explore opportunities appropriately Leave things where they belong Respect equipment Follow procedures for use of equipment Remain Quiet Keep hands and feet to yourself Replace the things you use Eat and drink elsewhere Place litter in garbage cans Applause when appropriate Encourage others to do their best Use equipment appropriately Moderate voice level Follow the rules Keep it clean Listening skills-focus on the speaker Share equipment Eat and drink elsewhere Stay on grounds until bus arrives Wash hands Be positive with classmates Use listening skills Use your good manners Share materials and equipment as needed Use appropriate research sites Follow seating plan Keep area tidy Appropriate dress and footwear Follow seating plan Be a good listener Remember to be quiet in the halls and stairwells, as others are working Use observation skills to promote safety Wait your turn Sit appropriately Respect others efforts and contributions Take care with school property Work quietly Give Best Effort Travel safely Be prepared with homework and supplies Follow instructions and rules Use microwaves appropriately Keep area tidy Maintain an aisle with the chairs/on the floor Respect for Learning Place litter in garbage cans Inside behavior Participate as needed Washrooms Be aware of space Respect personal space Keep the school clean Keep it clean Keep your eyes on the speaker Bus Keep hands and feet to yourself Recycle Treat furniture appropriately Use proper manners Gym Use good manners and appropriate language Use appropriate voice Respect for Environment Speak in a normal voice and only to people at your table Make healthy food choices Library, Computer Lab & Science Lab Assembly Respect for Others Listening skills Know and practice rules Pay attention Learn/follow safety rules Practice Sportsmanship and fair play Demonstrate courteous behavior Follow driver rules Care for bus Listening skills Wait in designated areas Know and practice rules Pay attention Respect personal space Keep area tidy Wait your turn Place litter in garbage bins Use washroom at appropriate times Keep walls clean Safe and Caring Schools Resource Guide, 2009 2 BEACONSFIELD JUNIOR HIGH SCHOOL POSITIVE BEHAVIOUR SUPPORTS MATRIX EXPECTATIONS SETTINGS RESPECT FOR SELF CLASSROOM Listen attentively Try your best Follow classroom rules HALLS AND STAIRS Keep right on the stairs Follow transition arrows Walk CAFETERIA Make healthy choices RESPECT FOR OTHERS Keep hands and feet to yourself Listen when it’s someone else’s turn to speak Respect all opinions and abilities Keep hands and feet to yourself Use appropriate language Keep moving Line up appropriately Bring your own lunch money Limit your time Keep area clean and tidy Be on time Be prepared Listen to announcements Keep your area clean Sit with your class Show appreciation Remain seated until your class is dismissed Co-operate Be motivated to do your personal best Clean up your garbage Report dangerous behaviour Stay seated Keep all areas clean WASHROOMS Wash your hands ASSEMBLIES Listen attentively to speaker Dress appropriately Sit quietly and attentively Respond appropriately GYM Be self directed Participate regularly Listen to speaker Sit appropriately Travel safely Be nice and friendly Include everybody Encourage all involved Follow the driver’s rules Walk to the bus Be courteous ALL SETTINGS Dress appropriately Use scent free products Use appropriate language Use manners SCHOOL DANCES Dress appropriately Dance appropriately Dress appropriately Dance appropriately BUS Safe and Caring Schools Resource Guide, 2009 RESPONSIBILITY Obey the bells Pick up litter Clean up after yourself Recycle Report vandalism Put all trash in the garbage Dress appropriately Dance appropriately 3 LUMSDEN ACADEMY – EAGLES SOAR SETTINGS Hallways, entrance, bus, etc HALLWAY CLASSROOM WASHROOM CANTEEN BUS PLAYGROUND ASSEMBLY/ GUEST SPEAKER GYM BEHAVIORAL EXPECTATIONS: CODE OF CONDUCT S O A R Safety/Health Open Your Hearts Always Respect Responsibility Walk single file Keep items off the floor Use appropriate entrance Walk to the right Smile Be Friendly Include others Speak in a quiet voice Be polite Use appropriate language Stay in assigned area Keep to the right Socialize on benches Keep lockers clean Walk at all times Keep hands/feet to yourself Be kind to others Use manners Be a good listener Allow others to learn Respect others/property Use supplies properly Use water appropriately Stay off the stalls Wash hands Be courteous to others Allow others privacy Use a quiet voice Complete assigned work Keep space neat Follow directions Always do your best Use time wisely Be interested Ask questions Keep washroom clean Keep visit short Flush Line up quietly Keep away from other’s personal space Walk at all times Keep body to self Walk at all times Cross in front of bus Wait for the bus to stop before standing Sit properly Use equipment properly Run in open areas only Report danger Be polite Listen to prefects Use manners Choose healthy snacks Place garbage in bins Recycle Be kind Listen to bus driver Speak quietly Take turns Be a good friend - Include others Use appropriate language Enter/leave the school quietly through appropriate door Keep bus clean Take care of bus properly Be polite Talk to others quietly Take turns Stay within area Put garbage in bins Walk with class in single file Sit quietly Listen to speaker Ask questions on topic Remain quiet when others are speaking Keep chairs from moving Listen to teachers Follow directions Wear appropriate footwear/clothing Keep food and drinks out Observe rules Encourage/include others Share equipment Practice sportsmanship Listen/focus on speaker Wear appropriate clothing Take turns Put away equipment Report dangers Walk at all times Be quiet and courteous Wait your turn Put books back in place on shelf Clean up after yourself Watch for traffic Park bikes in bike rack Stay off the trees Report dangers Be courteous Help others who need it Respect monitors Enter/exit the school quietly through the appropriate door Use appropriate research sites Keep food and drink out Follow schedules Park bikes in bike rack Stay away from traffic LIBRARY PARKING LOT Safe and Caring Schools Resource Guide, 2009 4 WILLIAM MERCER ACADEMY SCHOOL-WIDE BEHAVIOUR EXPECTATIONS MATRIX “THE FANTASTIC FOUR” Respect for Self, Others, Environment, & Learning EXPECTATIONS RESPECT for Self -Give your best effort All Settings -Dress, speak and act appropriately RESPECT for Others -Keep your hands and feet to yourself RESPECT for Environment -Recycle -Respect school property -Walk to the right in single file -Use inside behavior -Play safe SETTINGS Outside Field Trips -Follow instructions and rules -Dress, speak and act appropriately -Be prepared with homework and supplies -Keep your school clean -Be kind -Use good manners and appropriate language Corridors RESPECT for Learning -Be a good listener -Use inside voice -Keep your school clean -Keep your hands and feet to yourself -Enjoy others displays and space -Respect others personal space -Respect others personal space -Respect what others say and do -Place litter in garbage -Remember to be quiet -Follow instructions and rules -Respect school property -Use good manners and appropriate language -Be a good sport -Use good manners and appropriate language -Be kind to classmates -Place litter in garbage -Follow instructions and rules -Respect property -Give your best effort Specialized Rooms ( Library, Computer, Art/Science, Music ) Assemblies and Presentations -Be kind to classmates -work quietly -respect equipment -keep area tidy -make good decisions - wait your turn - replace the things you use - leave things in their proper places -remain quiet -keep your eyes on the speaker - use equipment appropriately - keep hands and feet to yourself -Be a good listener - share with others - use appropriate sites - respect equipment - eat and drink elsewhere - food / drink free area - respect property - sit appropriately with your group - respect the speaker - be a good listener Gym - appropriate dress / footwear - encourage others to do their best - use indoor voice - follow the rules - respect equipment - listening skills - keep it clean - know and practice rules - eat and drink elsewhere - pay attention - food/drink free area - respect property - keep area clean - inside behavior rules - focus on the speaker - participate Bus - travel safely - sit appropriately - be polite - use indoor voice - follow bus rules Safe and Caring Schools Resource Guide, 2009 5 SETTINGS BEHAVIORAL EXPECTATIONS: OUR CARING CODE OF CONDUCT COMMITMENT Remove outer footwear. Commit to corridor order during dismissal. HALLWAYS ACCOUNTABILITY RESPECT Remember to walk. Keep to the right. Keep track of time. Respect school property. Respect others. Watch for safety zones. Keep hands and feet to self. Use appropriate behavior. Use an indoor voice. Return to class promptly. Commit to a clean washroom. Wash hands with soap and water. Remember to wash hands. Remember to flush. Keep visit short. Report problems to teacher. LUNCHROOM Leave no trace of your lunch. Commit to cleaning up the area. Recycle. Walk at all times. Follow lunchroom rules. Be a role model for others. BUS Commit to being safe. Listen to the bus driver and bus buddies. Be a role model. Be polite. Follow bus rules. OUTSIDE Commit to playing safe. Be mindful of others and vehicles. Report dangers/incidents. Pick up and return equipment. Stay within designated area. ASSEMBLY Walk with class single file. Sit quietly in designated area. Listen to teachers. Follow directions. WASHROOMS Always try your best. GYM CLASSROOMS COMPUTER LAB Follow the rules of the game. Be mindful of position and space. Put towels in garbage. Use an indoor voice. Respect school property. Use table manners. Respect others’ personal space. Keep body to self. Use an indoor voice. EMPATHY Be patient and accepting of others. Allow others’ privacy. Accept other’s food choices. Walk at all times Keep hands and feet to self. Use respectful language. Be helpful. Take care of others. Line up when told. Enter building quietly. Keep area clean. Take turns. Share equipment. Include others. Keep body to self. Keep chairs from moving. Appreciate others’ accomplishments. Demonstrate sportsmanship. Share Use equipment appropriately. Always try your best. Be prepared for learning. Follow classroom rules. Use your time wisely. Be organized. Respect others’ personal space and property. Use school property wisely and carefully. Remember that this is also a classroom. Commit to use time wisely. Inform teacher of inappropriate websites or content. Follow specific procedures and rules. Keep lab neat and in order. Use school property wisely and carefully. Use only your designated computer. Appreciate each others’ differences in skills. Be encouraging to teammates. Accept differences in ideas and opinions. Appreciate each other as individuals. Be appreciative of your surroundings. Be patient of and helpful to others as needed. HILLSIDE ELEMENTARY SCHOOL We CARE Safe and Caring Schools Resource Guide, 2009 6 HOME OF THE TITANS “This above all: To thine own self be “TRUE” William Shakespeare (1564 - 1616), 'Hamlet,' Act I, Scene iii T Tolerance towards others R Respect for yourself U Unity in caring for your school E Excellence in learning TRUE Titans will demonstrate the following: EXPECTATIONS Settings ∇ Tolerance ALL settings: Be considerate Use good manners and appropriate language Respect other’s personal space Be prepared to give your best effort Dress, act & speak appropriately Be polite and courteous Office Use good manners and appropriate language Be polite and courteous while on the phone or while speaking to office personnel Classroom Encourage involvement of everybody Accept diverse opinions Acknowledge and compliment the work of others Refrain from plagiarism & cheating Hallways & stairs Use appropriate voice Be patient EXAMPLES: curricular, co -curricular, extra-curricular, hallways, parking lot, etc. Respect Walk to the right Keep moving Use inside Safe and Caring Schools Resource Guide, 2009 Unity Excellence Recycle Keep rooms tidy Treat furniture appropriately Appreciate the work others do on your behalf Enjoy/appreciat e others displays and spaces Be an ambassador for the school Be prepared with homework and supplies Listen to announcements Follow rules & procedures Wait your turn Listen to announcements During class time only use the office phone Follow rules and procedures Leave the classroom setting as you found it Remain seated until you are dismissed Be a good listener Be on time Focus on the task Keep cell phones out of the classroom Use personal electronic devices (i.e. MP3, games etc) only when required to meet curricular objectives Move in an orderly fashion Hold the doors Remember to be quiet in the halls & Refrain from sitting in hallways behaviour Display appropriate forms of affection for others Keep areas free of debris stairs Cafeteria Share your space Be considerate of time Make healthy food choices Keep tables and area clean Demonstrate good manners Follow rules of good hygiene Specialty Rooms Library, Labs, Computer Lab, Music room etc. Work without disrupting others Explore avenues for learning in an appropriate manner Exercise responsibility when enjoying the privileges offered in that learning environment Replace materials you use Eat & drink elsewhere Respect ownership of property Share materials & equipment as needed Use appropriate research techniques & sites Respect equipment Assembly Keep your hands and feet to yourself Maintain an aisle to promote safety Show your appreciation for performances and contributions Remain quiet Keep you eyes on the speaker Eat and drink elsewhere Take all handouts with you Keep the room tidy Follow seating plan Be a good listener Gym /Fitness Center Encourage others to do their best Practice sportsmanship Share equipment Accept new group/team members for different activities Appropriate dress and footwear Play safe Moderate voice level Focus on the instructor Use equipment appropriately Keep it clean Eat drink elsewhere Listening skills Know & practice safety rules Pay attention Participate Be observant & promote safety Demonstrate courteous behaviour Follow driver rules Travel safely Sit appropriately Stay on grounds until bus comes Care for the bus Wait in designated areas Keep the bus clean Inside behaviour rules Exhibit safety rules Field / Outside Bus Safe and Caring Schools Resource Guide, 2009 8 Hawks SOAR Success · · · Be prepared with books and materials Give your best effort at all times Set and achieve goals Soar With...Opportunity · · · · Ask questions and get help in class Enjoy breaks and interact with friends Take advantage of various cocurricular activities including drama, music, sports, student council, tutoring... Work with others Soar With...Attitude Soar With...Respect · · · · · · · · · Be courteous Be open to new ways of learning Be proud of and take ownership in your school Exercise patience Give support to your classmates Go to class on time Have a “can do” philosophy Have consideration for the building, grounds and others · · · · · · · Be attentive to speakers/supervisors Be considerate of those with allergies Be a good listener and participate in your learning Help janitors in the multi-purpose room and hallways by cleaning up your mess Keep your hands and feet to yourself Treat every teacher as your own teacher Treat others as you would like to be treated Use appropriate voice and language at all times Safe and Caring Schools Resource Guide, 2009 9 Presentation Junior High School School-Wide Behavior Expectations Matrix “The Fantastic Four” Respect for SELF, OTHERS, ENVIRONMENT, & LEARNING Expectations Respect for Self Respect for Others Respect for Environment Respect for Learning Keep your hands and feet to yourself Be prepared to give your best effort Classroom Dress, speak, act appropriately Be prepared with homework and supplies Be considerate Use good manners and appropriate language Recycle Keep the school Clean Settings Speak in normal voice at appropriate time Hallways, Stairs & Washrooms Walk to the right Use inside behavior Keep moving Respect equipment and space School Grounds Behave in a safe manner Follow expectations Keep the school clean Cafeteria Make healthy food choices Keep hands and feet to yourself Be aware of space Respect personal space Use appropriate language Practice sportsmanship Speak in appropriate voice and only to the people at your table. Be a good listener Help keep school clear of debris/litter Enjoy/appreciate others’ displays and space Place litter in garbage cans Take care with school property Treat furniture appropriately. Inside behavior Use machines appropriately. Work quietly. Wait your turn. Keep area tidy. Explore opportunities appropriately. Return things in their proper place. Replace the things you use. Respect environment. Follow procedures for use of equipment. Eat and drink elsewhere. Safe and Caring Schools Resource Guide, 2009 Remember to be quiet in the halls and stairwells Follow instructions and rules Keep it clean. Use proper manners Library & Computer Lab Use appropriate voice Respect others’ efforts and contributions Use observations skills to promote safety Be positive with classmates Use listening skills. Use your good manners. Share materials and equipment as needed. Use appropriate research sites. Respect equipment 10 Remain quiet. Assembly Keep your eyes on the speaker. Appropriate dress and footwear. Moderate voice level. Gym Listening skills – focus on the speaker. Participate Keep hands and feet to yourself. Maintain an aisle in the bleachers / on the floor. Encourage others to do their best. Follow the rules. Share equipment. Learn/follow safety rules Eat and drink elsewhere. Follow seating plan. Use equipment appropriately Listening skills Keep it clean Know and practice rules Eat and drink elsewhere Pay attention Travel safely Bus Sit appropriately Stay on grounds until bus comes Demonstrate courteous behavior Follow driver rules Safe and Caring Schools Resource Guide, 2009 Care for bus Wait in designated areas Inside behavior rules. 11 Safe and Caring Schools Resource Guide, 2009 12 Logo from a t-shirt printed by Dorset Collegiate, Nova central School District Safe and Caring Schools Resource Guide, 2009 13 Safe and Caring Schools Resource Guide, 2009 14 Appendix II Implementation Samples “It must be remembered that the purpose of education is not to fill the minds of students with facts… it is to teach them to think, if that is possible, and always to think for themselves.” Robert Hutchings (1882-1945) Scientist Safe and Caring Schools Resource Guide, 2009 15 Beachy Cove Elementary Positive Behaviour Supports Implementation Schedule ________________________________________________________________ 8:30-8:45 Opening in class – move to the gym ________________________________________________________________ 8:45-9:15 Assembly (Whole School) Station Cafeteria: Facilitator: Aubrey Outside: Facilitator-Juanita Classroom: Classroom teacher 9:2010:00 Grade 1 and 2 Grade 3 and 4 Grade 4 and 6 RECESS 10:2511:05 11:1011:50 LUNCH 1:001:25 RECESS 2:002:25 2:302:50 RECESS Grade 5 and 6 Grade 1 and 2 Grade 5 and 6 Grade 1 and 2 Grade 3 and 4 LUNCH LUNCH LUNCH Corridor Bus Discussion (Classroom Teachers facilitate) (Classroom Teachers facilitate) (Classroom Teachers facilitate) Primary Paula Patsy Trudy Charmaine 1:301:55 RECESS Grade 3 and 4 Primary Norine Tanya Donna Anne-Marie Primary Cathy Stacey Kim Angela H. Elementary Krista Joe Angela R. Elementary Ann Roxanne/Jill Carla Elementary Paulette Carolyn Lisa 1 2 3 Norine Cathy Donna AnneMarie Kim Roxanne/ Jill 2 3 Paula Stacey Patsy Lisa Krista AngelaH. Joe Carolyn Paulette 2 3 Trudy Tanya Charmaine Carla AngelaR Ann 1 1 Stacey Tanya Angela H. Carolyn Paulette Lisa Carla Ann Cathy Angela R. Trudy Charmaine Kim Norine Joe Donna Roxanne/Jill Paula Krista Patsy Anne-Marie Back to Classrooms Back to Classrooms Back to Classrooms Discussion/Journal/ Reflection (Whole School) Discussion/Journal/ Reflection (Whole School) Discussion/Journal/ Reflection (Whole School) Safe and Caring Schools Resource Guide, 2009 16 Assembly for PBIS: Holy Cross School Complex Monday of Education Week (1st Period). CD of “respect song” playing and a pep rally style. - Holy Cross School flags produced. - Introduce all grades individually for school spirit. Explain the purpose of the day and Introduction to PBIS – slide show to support. - H. C. S. - The CC’s (Gotchas) - Explain PRIZES - School Spirit O’Meter (ask Jill). - Not too detailed, explanation done greater by classroom teacher. School Video on School Spirit – collage of School pictures, interviews, etc. put to motivational tunes. We are going to ask one class to produce this as an assignment. Readings – Poems on (1) Respect, (2) Safety, (3) Cooperation. Singing of H.C.S song. Example of School Spirit - MC will have everyone up for a school wide activity to show cooperation (Cha Cha Slide). CHAT – Respect, Cooperation, Safety Respect, Cooperation, Safety Respect, Cooperation, Safety Respect, Cooperation, Safety… Then Send all students to homeroom for explanation of Matrix. We will need: Student to do power point. Students to do video Student to be MC Light Show CD of respect tunes Student to write poems Student to write song Respect O’Meter Copy of CHA CHA SLIDE Flags (or money to buy flags) ** Teachers to HELP!!! Safe and Caring Schools Resource Guide, 2009 17 Appendix III School-wide Acknowledgements Samples “I hear, and I forget. I see, and I remember. I do, and I understand.” Chinese Proverb Safe and Caring Schools Resource Guide, 2009 18 Student Incentive Examples Gotchas • Post cards • Sit by a friend • Line leader • Certificates • Notes in agenda book • Positive phone calls or post cards • Sit in teacher's chair • Homework passes • Select jobs • Stickers Boosters • Read/Lunch with principal • Lunch with the teacher • Chinese Auction • Roadhouse Certificates • Teacher Talent Show • Monthly Assemblies • Lady Bug visit the classroom Celebrations • Kickball game • Movie/popcorn • Silent Auction • Dance party • Beach party • Ice cream truck visit • Raffle ALSO To help with student behavior: Each classroom has a series of flip cards. Students having behavior issues will need to flip their cards as instructed by the classroom teacher and follow the predetermined consequences. Students that have no flips during the month are rewarded by attendance at a special assembly. Shared by an unidentified school in Nova Central Safe and Caring Schools Resource Guide, 2009 19 Possible School-Wide Incentives • • • • • • • • • • • • • • • • • Lunch with a staff member Phone call home with a certificate Special recess equipment Special table in cafeteria Extra media book check out Tell a joke at lunch P.A. announcement Wear a hat for the day (paw print hand to monitor or SFES visor) Principal or Asst. Principal helper for 1/2 hour Gift certificates Book cart Dismiss tables from cafeteria hat t-shirt rubber bracelets stickers Personalized bookmark Classroom-based incentives • stickers • pencils • gel pens • sit by a friend for the day • read a story to the class • read a story to another class • special show and tell • positive note home/certificate • bring a stuffed animal to keep at your desk for a day • computer time • homework pass (for 1/2 or all) • stay in at recess and play a game with a friend • sit a teacher’s desk • sit in teacher’s chair • first pick at weekly jobs Shared by an unidentified school in Nova Central Safe and Caring Schools Resource Guide, 2009 20 Self Dorset Collegiate Dorset Collegiate GOTCHA! GOTCHA! Thank-you for showing Respect for: Thank-you for showing Respect for: Others Environment Learning Self Others Environment Learning Student’s Name: Student’s Name: Teacher’s Name ___________________________________ Teacher’s Name ___________________________________ Self Dorset Collegiate Dorset Collegiate GOTCHA! GOTCHA! Thank-you for showing Respect for: Thank-you for showing Respect for: Others Environment Learning Self Others Environment Learning Student’s Name: Student’s Name: Teacher’s Name ___________________________________ Teacher’s Name ___________________________________ Self Dorset Collegiate Dorset Collegiate GOTCHA! GOTCHA! Thank-you for showing Respect for: Thank-you for showing Respect for: Others Environment Learning Self Others Environment Learning Student’s Name: Student’s Name: Teacher’s Name ___________________________________ Teacher’s Name ___________________________________ Safe and Caring Schools Resource Guide, 2009 21 Safe and Caring Schools Resource Guide, 2009 Appendix IV Discipline Plan Samples “The job of an educator is to teach students to see vitality in themselves.” Joseph Campbell (1904-1987) American Educator and Author Safe and Caring Schools Resource Guide, 2009 - 23 - Long Range Academy Code of Conduct Infractions updated Aug.28th, 2008 MINORS • • • • • • Unprepared for class Inappropriate clothing Incomplete homework Pushing and/or running in corridors Lateness Inappropriate footwear • • • • • Talking in class Non-compliance Assembly behaviors Eating in corridors Bus behavior MIDDLES • • • • • Inappropriate language Inappropriate use of electronic equipment Cheating on assignments, tests, quizzes Disrespecting teachers Lying • • • • Use of cell phones Teasing Not signing out properly Disrespecting teachers personal spaces and property MAJORS • • • • • • • • • • Fighting Inappropriate representation of school Weapons Inappropriate use of emergency equipment Sexual Behavior Leaving school grounds without permission Use of or under the influence of drugs and alcohol Cheating on cumulative exams Racism & other forms of discrimination Leaving a in-school suspension without permission • • • • • • • • • • Safe and Caring Schools Resource Guide, 2009 Defacing school property Theft Defiance Inappropriate use of internet/print material Verbal aggression (uttering threats) Physical aggression Smoking on school property Use of matches and lighters on school property Vandalism Bullying (confirmed by Administration) - 24 - Eastern School District Draft Sample School-Wide Discipline Plan Minors These behaviours are handled by the classroom teacher OR the attending adult. • • • • • • • Teasing/name calling Inappropriate hallway behaviour Non-compliance Homework incomplete Talking out of turn Disrespecting other students Inappropriate clothing • • • • • Pushing in halls and stairwells Inappropriate use of electronic devices Food theft or other small items Assembly behaviour Inappropriate use of personal equipment (skateboards/roller blades/hats) Middles These behaviours are handled initially by the attending adult, but are referred to the administration if they become chronic • • • • • Late Cheating Lying Attendance Sexual/racial teasing/name calling • • • Disrespecting teacher’s personal space/desk Unprepared for class Chronic minor behaviour Majors These behaviours are immediately referred to the administration • • • • • • • • • • Fighting Physical aggression Matches/lighter Defiance Off-school/campus without permission Vandalism Skipping school Smoking on school property Drugs and/or alcohol use Serious threat/intimidation of others • • • • • • • Safe and Caring Schools Resource Guide, 2009 Weapons Theft (serious) Sexual Behaviour Inappropriate Internet sites and/or print material Inappropriate representation of school (field trips, athletics, performances, etc.) Sexual harassment Chronic middle behaviour SCHOOL-WIDE DISCIPLINE We CARE HILLSIDE ELEMENTARY SCHOOL-WIDE DISCIPLINE PLAN MINORS These behaviors are handled by the classroom teacher OR the attending adult. • • • • • • Teasing and/or derogatory remarks Inappropriate hallway behavior Swearing (unintentional) Disrespect to other Students Talking out of turn Wandering Hallways during class time • • • • • • Use of personal electronic devices in school Food theft Assembly behavior Inappropriate use of personal equipment Late for class Littering (inside and outside of school) MIDDLES These behaviors are handled initially by the attending adult, but are referred to the administration if they become chronic • • • • • • Defacing School Property Cheating Lying (at detriment to others) Inappropriate clothing Non-Compliance Community or cultural slurs • • • • • Matches/Lighter Disrespecting teacher’s personal space/desk (copier) Skipping class or school Inappropriate touching Abuse of school equipment MAJORS These behaviors are immediately referred to the administration • • • • • • • • • • Fighting Physical Aggression Defiance Off School Grounds without permission Vandalism Skipping Smoking Drugs and/or Alcohol Bullying Intimidation • • • • • • • Safe and Caring Schools Resource Guide, 2009 Theft (serious) Non-Emergency Fire Alarm Deliberate inappropriate internet sites and/or print material Inappropriate representation of school (field trips, athletics, performances, etc.) Sexual Harassment Sexual Behavior Weapons 26 Mealy Mountain Collegiate Discipline Policy MINORS These behaviours are handled initially by the classroom teacher or supervising teacher, but are referred to the administration if they become chronic. Behaviours Actions • • • • • • • • • • • • • • • • • • • Defacing school property Excessive talking Failure to complete assigned work Inappropriate behaviour during assemblies/school sponsored activities Inappropriate clothing Inappropriate displays of affection Inappropriate hallway behaviour Inappropriate internet sites and/or print material Inappropriate language Inappropriate use of personal equipment Lateness Lying Matches/Lighter Non-compliance Pushing in halls & stairwells Teasing and/or derogatory remarks Throwing foreign objects Unprepared for class Use of unapproved electronic devices during class instruction Step 1: • Verbal reminder to the student of the expected appropriate behaviours. Step 2: • Verbal reminder to the student of the expected appropriate behaviours. • Consequence applied by teacher. • Student complies/makes amends. Step 3: • Verbal reminder to the student of the expected, appropriate behaviours. • Home Contact made by the teacher. Step 4: • Move directly to Step #1 of Majors. MAJORS These behaviours are immediately referred to the administration. Behaviours Actions • • • • • • • • • • • • • • • • Bullying Defiance Endangerment of Self/Others Fighting Inappropriate representation of school Non-Emergency Fire Alarm Overt Sexual Behaviour Possession of drugs and/or alcohol Possession of weapons Selling drugs and alcohol Theft Sexual Harassment Skipping Smoking Vandalism Verbal Aggression Step 1: • Referral to Administration. Step 2: • Home contact made by Administration. Step 3: • Meeting with parents. Step 4: • In/Out of School Suspension. Step 5: • Written apology to offended parties before student is permitted to return to school. NOTE: The school administration reserves the right of expediting the disciplinary process pending circumstances. Safe and Caring Schools Resource Guide, 2009 27 Appendix V Consequence Guide Sample “They may forget what you said, but they will never forget how you made them feel.” Anonymous Safe and Caring Schools Resource Guide, 2009 28 Long Range Academy Code of Conduct Consequence Protocol updated Aug. 28th, 2008 MINORS These behaviors are handled by the teacher or attending adult. (When one step proves ineffective move to the next step) Step #1: - Verbal reminder (s) to the student of the expected and/or appropriate behaviors. Step #2: - Verbal reminder to the student of the expected and/or appropriate behaviors. - Notify administration, in writing, that tracking has begun. Step #3: - Verbal reminder to the student of the expected and/or appropriate behaviors. - Natural consequence decided by the responsible teacher. - Discipline action decided by responsible teacher. Step #4: - Verbal reminder to the student of the expected and/or appropriate behaviors. - Natural consequence decided by the responsible teacher. - Discipline action decided by responsible teacher. - Call parent/guardian (note if and when this occurred). Step #5: - Move to Step 2 of MIDDLES MIDDLES These behaviors are initially handled by the attending adult, but are referred to the administration if they become chronic. Step #1: - Verbal reminder to the student of the expected and/or appropriate behaviors. - Natural consequence decided by the responsible teacher. - Discipline action decided by responsible teacher. - Call parent/guardian (note: if and when this occurred). Step #2: - Verbal reminder to the student of the expected and/or appropriate behaviors. - Natural consequence decided by the responsible teacher. - Call parent/guardian ( note when this occurred). - Referral to Administration using office referral form. Step #3: - Verbal reminder to the student of the expected and/or appropriate behaviors. - Referral to Administration using office referral form (1Safe and Caring Schools Resource Guide, 2009 29 3 day in-school suspension). parent/guardian.. - - Administration to call Step #4 - Verbal reminder to the student of the expected and/or appropriate behaviors. - Referral to Administration using office referral form (25 day in-school suspension). - Administration to call parent/guardian.. - Parent conference with Administration before student returns. Step #5 - Move directly to Step #2 of MAJORS MAJORS Step #1: - Verbal reminder to the student of the expected and/or appropriate behaviors. - Referral to Administration using office referral form (25 day in/out of-school suspension). - Administration to call parent/guardian. - District office notified (out of-school suspension only). - Parent conference with Administration before student returns (In the case of an out of- school suspension). Step #2: - Verbal reminder to the student of the expected and/or appropriate behaviors. - Referral to Administration using office referral form (25 day out of-school suspension). - Administration to call parent/guardian. - District office notified. - Parent conference with Administration before student returns. Step #3: - Verbal reminder to the student of the expected and/or appropriate behaviors. - Referral to Administration using office referral form (25 day out of-school suspension). - Administration to call parent/guardian. - District office notified - District office may extend suspension for greater than 5 days. - Possible consultation with medical professionals, as to whether student returns to school. - Parent conference with Administration before student returns. Step #4: - Verbal reminder to the student of the expected and/or appropriate behaviors. - Referral to Administration using office referral form (25 day out of-school suspension). Safe and Caring Schools Resource Guide, 2009 30 - Administration to call parent/guardian. - District office will be contacted to intervene. - Possible consultation with medical professionals, as to whether student returns to school. Step #5: - Verbal reminder to the student of the expected and/or appropriate behaviors. - Referral to Administration using office referral form (25 day out of-school suspension). - Administration to call parent/guardian. - District office will be contacted to intervene. - Possible consultation with medical professionals, as to whether student returns to school. - Principal recommend student be expelled to Director. Safe and Caring Schools Resource Guide, 2009 31 Eastern School District Draft Sample Consequence Guide Minors These behaviours are handled by the classroom teacher OR the attending adult. Model expected behaviour Verbal reminders Re-teach the expected behaviour Offer choices and consequences Advise the homeroom teacher Natural consequences Restitution Monitor behaviour Middles These behaviours are handled initially by the attending adult, but are referred to the administration if they become chronic Model expected behaviour Verbal reminders Re-teach the expected behaviour Offer choices and consequences Advise the homeroom teacher Natural consequences Restitution Home contact Restricted access to facilities/activities Peer mentor Monitor behaviour Behaviour contract Peer counseling Self-reflective exercise Mediation Detention Parent/school conference Referral to ISSP/SSS BMP/informal FBA Skill building Restorative justice Safe and Caring Schools Resource Guide, 2009 32 Majors These behaviours are immediately referred to the administration The adult making initial contact with the student(s) will intervene to stop the behaviour. The teacher/staff will do so with the safety of the student(s), self and others as the utmost priority. The following interventions would be appropriate at this stage: Verbal reminder Re-teach skill/expectation Logical/natural consequences Offer choices The following interventions may be appropriate for a major behaviour, considering all important circumstances, such as: intention, student history, exceptionalities, preceding events, etc. Skill building Restitution Behaviour contract Mediation/conflict resolution Referral to school counsellor Detention Parent/school conference Restorative justice Reduced day Loss of privileges Referral to SSS/ISSP team Educational program change P2/3/4/5 Behaviour management plan Consultation with the behaviour support specialist and/or a functional behaviour analysis Police involvement Suspension Extended suspension Safe and Caring Schools Resource Guide, 2009 33 We CARE MINORS HILLSIDE ELEMENTARY SCHOOL-WIDE DISCIPLINE PLAN CONSEQUENCE GUIDE These behaviors are handled by the classroom teacher OR the attending adult and can be referred to the office if they become chronic. Step #1: -Verbal reminder to the student of the expected, appropriate behaviors. Step #2: -Verbal reminder to the student of the expected, appropriate behaviors. -Classroom teacher informed of the incident, as appropriate. Step #3: -Verbal reminder to the student of the expected, appropriate behaviors. -Understanding by the student is demonstrated. -Classroom teacher informed of the incident. -Natural consequence applied by attending adult. -Anecdotal notes, written and recorded, made by attending teacher. -Behavior essay/write-up completed by student. Help from teacher as appropriate. -Home Contact made by the attending adult or student. Step #4: -Move directly to Step #2 of “Middles.” MIDDLES These behaviors are handled initially by the attending adult, but are referred to the administration. Step #1: -Verbal reminder to the student of the expected, appropriate behaviors. -Understanding by the student is demonstrated. -Classroom teacher informed of the incident. -Behavior essay/write-up completed by student. Help from teacher as appropriate. -Natural consequence applied by attending adult. -Home Contact made by the attending adult. Step #2: -Verbal reminder to the student of the expected, appropriate behaviors. -Understanding by the student is demonstrated. -Classroom teacher informed of the incident. -Natural consequence applied by attending adult. -Home Contact made by the attending adult. -Referral to Administration. Step #3: -Verbal reminder to the student of the expected, appropriate behaviors. -Referral to Administration. -Home contact made by Administration. -Parent Conference with Administration. Step #4: -Move directly to Step #2 of “Majors.” Safe and Caring Schools Resource Guide, 2009 34 MAJORS These behaviors are immediately referred to the administration Step #1: -Verbal reminder to the student of the expected, appropriate behaviors. -Referral to Administration. -Home contact made by Administration. -Understanding by the student is demonstrated. -Parent Conference with Administration. Step #2: -Verbal reminder to the student of the expected, appropriate behaviors. -Referral to Administration. -Home contact made by Administration. -Parent Conference with Administration before student returns. Step #3: -Verbal reminder to the student of the expected, appropriate behaviors. -Referral to Administration. -Home contact made by Administration. -Director of Education informed of the incident & background info. -Parent Conference with Administration. Step #4: -Verbal reminder to the student of the expected, appropriate behaviors. -Referral to Administration. -Home contact made by Administration. -Director of Education informed of the incident & background info. -Possible referral to District Discipline Committee. -Possible consideration for Alternate School. -Parent Conference with Director of Education and/or Administration. Safe and Caring Schools Resource Guide, 2009 35 Presentation Junior High School School-Wide Discipline Plan Consequence Guide Minors These behaviors are handles by the classroom teacher OR the attending adult. Step #1 - Step #2 - Step #3 - Step #4 - Step #5 - Verbal reminder to the student of the expected, appropriate behaviors Verbal reminder to the student of the expected, appropriate behaviors Advisory teacher informed of the incident Verbal reminder to the student of the expected, appropriate behaviors Restitution by the student Advisory teacher informed of the incident Natural consequences applied by the attending adult Verbal reminder to the student of the expected, appropriate behaviors Restitution by the student Advisory teacher informed of the incident Natural consequences applied by the attending adult Home contact made by the attending adult Move directly to Step #2 of “Middles” Middles These behaviors are handles initially by the attending adult, but are referred to the administration if they become chronic. Step #1 - Step #2 - Verbal reminder to the student of the expected, appropriate behaviors Restitution by the student Advisory teacher informed of the incident Natural consequences applied by the attending adult Home contact made by the attending adult Verbal reminder to the student of the expected, appropriate behaviors Restitution by the student Advisory teacher informed of the incident Natural consequences applied by the attending adult Safe and Caring Schools Resource Guide, 2009 36 - Step #3 - Step #4 - Home contact made by the attending adult Referral to Administration (in-school and/or out-of-school suspension) Verbal reminder to the student of the expected, appropriate behaviors Referral to Administration (in or out-of-school suspension) Home contact made by Administration Parent Conference with Administration before student returns (outof-school only) Move directly to Step #2 of “Majors” Majors These behaviors are immediately referred to the Administration. Step #1 - Step #2 - Step #3 - Step #4 - Verbal reminder to the student of the expected, appropriate behaviors Referral to Administration (in or out-of-school suspension) Home contact made by Administration Restitution by the student Parent Conference with Administration before student returns (outof-school only) Possible referral to school Guidance Counsellor Verbal reminder to the student of the expected, appropriate behaviors Referral to Administration (3-5 Day Out-of-School suspension) Home contact made by Administration Parent Conference with Administration before student returns Possible referral to school Guidance Counsellor Verbal reminder to the student of the expected, appropriate behaviors Referral to Administration (Out-of-School suspension) Home contact made by Administration Parent-Conference with Administration before student returns Verbal reminder to the student of the expected, appropriate behaviors Referral to Administration (Out-of-School suspension) Home contact made by Administration Appropriate Board Personnel contacted where applicable Parent Conference with appropriate Board Personnel before student returns Safe and Caring Schools Resource Guide, 2009 37 Appendix VI Documentation Form Samples “If you can’t say something nice, don’t say anything at all.” Thumper’ s father (Bambi 1942) Safe and Caring Schools Resource Guide, 2009 38 □ □ For Action For Your Information Eastern School District – Draft Sample Behaviour Documentation Form Student Name: Referred By: Class Date: Issue(s) of Concern (List all Middle and Major Behaviours) □ Attendance □ □ Skipping school □ Late □ Dress code □ □ Cheating □ □ Unprepared for class □ □ Lying □ □ Fighting □ □ Matches/lighter □ □ Smoking on school property □ □ Drugs and/or alcohol use □ □ Serious threat/ intimidation of others □ □ Weapons □ □ Theft (serious) □ □ Sexual behaviour □ Inappropriate Internet sites and/or print material Time □ □ □ □ □ □ □ □ □ Location □ Art room □ Assembly □ Bus □ Cafeteria □ Classroom □ Gym □ Music room □ Hall □ Comp. Lab □ Home Ec. □ Library □ Music/Band □ Off Grounds □ Outside/Playground □ Science Lab □ Tech. Lab Inappropriate representation of school (field trips, athletics, performances, etc.) Sexual harassment Off school grounds without permission Vandalism Disrespect Defiance Theft Offensive language Physical aggression Chronic minor Chronic middle Other Others Involved □ Peers □ Teacher/Admin □ Staff/Volunteer Before School 1st period 2nd period Recess 3rd period Lunch 4th Period 54th period After School Action Taken (List from Consequence Guide - Middle and Major) □ □ □ □ □ □ □ □ Verbal reminders Re-teach Offer choices and consequences Advise the homeroom teacher Natural consequences ___________ Restitution Home contact Extended suspension □ □ □ □ □ □ □ □ Restricted access to facilities/activities Behaviour contract Peer counseling Self-reflective exercise Detention Parent/school conference Referral to ISSP/SSS Restorative justice Safe and Caring Schools Resource Guide, 2009 □ □ □ □ □ □ Referral to school counsellor Reduced day Loss of privileges Police involvement In-school suspension Out of school suspension 39 Comments (optional) Safe and Caring Schools Resource Guide, 2009 40 updated Nov. 7th , 2008 Referred by:__________________________ Date: _______________ Long Range Academy - Office Referral Form Students Name: _______________________ Grade:_________ Referral to:_______________________ Code of Conduct Infractions Minors • • • • • • • • • • • • • • Unprepared for class Inappropriate clothing Incomplete homework Lateness Inappropriate footwear Talking in class Non-compliance Assembly behaviors Eating in corridors Bus behavior Pushing and/or running in corridors Other__________________ Notification form previously submitted Tracking form attached • • • • • • • • • • Middles Inappropriate language Cheating on assignments, tests, quizzes Disrespecting teachers Lying Use of cell phones Teasing Inappropriate use of electronic equipment Disrespecting teachers personal space and property Not signing out properly Other _____________________ Spoke with Parent ____Yes date:_________ Phoned ___ no answer ___Yes date(s) _______________________ Spoke with Parent ____ Yes date:_________ Phoned ___ no answer ___Yes date(s) _______________________ Majors • • • • • • • • • • • • • • • • • • • • • Safe and Caring Schools Resource Guide, 2009 Fighting Inappropriate representation of school Weapons Inappropriate use of emergency equipment Sexual behavior Leaving school grounds without permission Cheating on cumulative exams Racism & other forms of discrimination Defacing school property Theft Defiance Inappropriate use of internet/print material Verbal aggression (uttering threats) Physical aggression Smoking on school property Vandalism Bullying (confirmed by Administration) Use of matches and lighters on school property Use of or under the influence of drugs and alcohol Leaving a in-school suspension without permission Other ______________________ 41 Location:______________________________ Time: _____________________ Details of Infraction (s)/Action Taken : _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ ___________ Others Involved/Witnesses:____________________________________________________________________________________ Administrative Response Administrator:___________________ Parent Contact Verbal Warning Out-of-school Suspension Date:________________ Lunch-time Detention Referred to Counselor In-school suspension District Notified ___________________ Comments: __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Safe and Caring Schools Resource Guide, 2009 42 Date: Conrad Fitzgerald Academy Office Discipline Referral Form Student Name: Grade: Referral to: Principal Vice-Principal Counselor Referred By: Issue(s) of Concern Classroom Behaviour Non-Classroom Behaviour Theft Vandalism Academic Performance Defiance Safety Risk Disrespect Attendance Bullying/Harassment Illegal Substance Physical Aggression Snowballs Weapon Offensive Language Field Trip/Athletics Behaviour Computer Abuse Dress Code Fighting Other ______ Description of Behaviour: Location Assembly Bus Library Computer Lab Gym Cafeteria Hallway Time Off-Campus (home, community) Gym Classroom Stairwell Parking Lot ___________ Others Involved Before School 8:45 AM – 10:50 AM Recess 11:05 AM – 12:05 PM Lunch 12:55 PM – 2:55 PM After School Peers Teacher Staff Other(s) ______________ Previous Action with this same problem? Action Time-Out/Removal Date(s) Action Classroom Management Call Home Administration Teacher-Student Conf. Counselor Parent Conf. Other: Safe and Caring Schools Resource Guide, 2009 Date(s) 43 Administrative Consequences Action By: Date: Warning Detention Detention @ Break/Lunch Teacher/Student Conference Parent Conference Referred to Counselor In-School Suspension Out-of-School Suspension Comments: Copies to: Safe and Caring Schools Resource Guide, 2009 Dates of Consequence: 44 Dorset Collegiate OFFICE DISCIPLINE REFERRAL FORM Referred by: Date: Student Name: Grade: Telephone #: ISSUE(S) OF CONCERN Level 1 Assembly Behaviour Disrespect To Students Misuse Of Electronic Devices Food Theft Gym Behaviour Hallway Behaviour Incomplete Homework Late Litter Non-Compliance Misuse Of Personal Equipment Pushing Skateboarding On School Grounds Swearing Talking Out Of Turn Teasing/Derogatory Remarks Unprepared For Class Wandering Halls During Class Time Other ______________________________ Level 2 Level 3 Abuse of School Equipment Cheating Defacing School Property Inappropriate Clothing Inappropriate Internet Sites Inappropriate Representation Invasion Of Adult Space Lying Misuse of Matches/Lighters. Misuse Of Trust Parking Lot Behaviour Plagiarism Racial Slurs Skipping Other ______________________________ Bullying/Intimidation Bus Behaviour (To/From School) Smoking On School Grounds Dangerous Use Of Vehicle Defiance Fighting Illegal Substances Non-Emergency Fire Alarm Physical Aggression Sexual Behaviour Sexual Harassment Swearing At An Adult Theft Vandalism Weapons Other ______________________________ Details of Behaviour: Location: Time: Others Involved: Previous Action with this same or similar problem? Safe and Caring Schools Resource Guide, 2009 45 Administration Response Action By: Warning Parent Contact Date: Detention Student meeting Referred to Guidance Referred To Ed. Psych Suspension Comments: Appendix VII Analysis of School-Wide Data Samples Safe and Caring Schools Resource Guide, 2009 46 “Every job is a self portrait of the person who did it. Autograph your work with excellence.” Anonymous Safe and Caring Schools Resource Guide, 2009 47 Safe and Caring Schools Resource Guide, 2009 48 Safe and Caring Schools Resource Guide, 2009 49 Safe and Caring Schools Resource Guide, 2009 50 Appendix VIII Classroom Data Analysis Sample Form “We cannot always build the future for our youth, but we can build our youth for the future.” Franklin D. Roosevelt (1882-1945) 32nd President of the United States Safe and Caring Schools Resource Guide, 2009 51 Long Range Academy -Tracking Form Students Name:________________ Behavior/Date Unprepared for class Please indicate subject O1 O2 O3 Grade:___________ O6 O7 O8 O9 O10 th updated Oct. 8 , 2008 Teacher:_______________ O14 O15 O16 O17 O20 O21 O22 O23 O24 O27 Inappropriate clothing Incomplete homework Pushing and/or running in corridors Lateness Inappropriate footwear Talking in class Non-compliance Assembly behaviors Eating in corridors Bus behavior Other: Safe and Caring Schools Resource Guide, 2009 52 O28 O29 O30 O31 Safe and Caring Schools Resource Guide, 2009 53 Classroom Discipline Tracking Form-ESD-SAMPLE Date: Number of teaching days this month: Classroom population: Total number of incidents: Number of students involved: List students involved: Name/Number Total Percent of class involved: ÷ # of students involved = student population Percent of class population involved Average number of incidents per day: ÷ # of incidents Name the inappropriate behaviour: • • • • • • • • • • • • • • • • • • • • • Attendance Cheating Chronic middle behaviour Chronic minor behaviour Defiance Dress code Drug/alcohol use Fighting Inappropriate Internet sites/printed material Inappropriate representation of school (Field trips, athletics, performance, etc.) Late Lying Matches/lighter Physical aggression Serious treat/intimidation of others Sexual harassment Smoking on school property Theft (serious) Unprepared for class Vandalism Weapons Safe and Caring Schools Resource Guide, 2009 = # of days/month Total Locations of behaviour: • • • • • • • • • • • • • • • • Time of behaviour: • • • • • • • • • Total Art room Assembly Bus Cafeteria Classroom Gym Music room Hall Comp. lab Home Ec. Library Music/band Off-grounds Outside/Playground Science lab Tech. lab Before school 1st period 2nd period Recess 3rd period Lunch 4th period 5th period After school Safe and Caring Schools Resource Guide, 2009 Total Classroom Discipline Tracking Form – ESD EXAMPLE Teacher: Class: Date: Number of teaching days this month: 20 Number of students: 30 Number of incidence: 10 Number of students involved: 5 List students involved: Percent of class involved: divide number of students involved by the number of students in your homeroom 5 divided by 30 = .17 involved in behaviour Average number of incidents per day: 17 percent of the class was inappropriate divide number of incidents by the number of days 10 divided by 20 = .5 On average there was 1 incident of inappropriate behaviour every 2 days Name the inappropriate behaviour: List inappropriate behaviours and add how many of each occurred Locations of behaviour: List locations and add how many incidents occurred per location Time of behaviour: List the times and add how many incidents occurred per time frame Safe and Caring Schools Resource Guide, 2009 Appendix IX School-Wide Data Analysis Sample Form “Education should be the process of helping everyone to discover his uniqueness, to teach him how to share it because that’s the only reason for having anything.” Leo Buscaglia (1924-1998) American Writer, Educator Safe and Caring Schools Resource Guide, 2009 School-Wide Discipline Tracking Form-ESD Sample Date: Number of teaching days this month: Student population: Total number of incidence: Number of students involved: List students involved: Name/Number % of school involved: Total ÷ # of students involved = student population % of student population involved Average number of incidents per day: ÷ # of incidents Name the inappropriate behaviour: • • • • • • • • • • • • • • • • • • • • • Attendance Cheating Chronic middle behaviour Chronic minor behaviour Defiance Dress code Drug/alcohol use Fighting Inappropriate Internet sites/printed material Inappropriate representation of school (field trips, athletics, performance, etc.) Late Lying Matches/lighter Physical aggression Serious treat/intimidation of others Sexual harassment Smoking on school property Theft (serious) Unprepared for class Vandalism Weapons Safe and Caring Schools Resource Guide, 2009 = # of days/month Total Locations of behaviour: • • • • • • • • • • • • • • • • Time of behaviour: • • • • • • • • • Total Art room Assembly Bus Cafeteria Classroom Gym Music room Hall Comp. lab Home Ec. Library Music/band Off grounds Outside/playground Science lab Tech. lab Before school 1st period 2nd period Recess 3rd period Lunch 4th period 5th period After school Safe and Caring Schools Resource Guide, 2009 Total School-Wide Discipline Tracking Form _ESD EXAMPLE Date: Number of teaching days this month: 20 Student population: 200 Number of incidence: 40 Number of students involved: 20 List students involved: Percent of class involved: divide number of students involved by student population 20 divided by 200 = .1 involved behaviour Average number of incidents per day: 10 percent of the school was in inappropriate divide number of incidents by the number of days 40 divided by 20 = 2 On average there were 2 incident of inappropriate behaviour every day Name the inappropriate behaviour: List inappropriate behaviours and add how many of each occurred Locations of behaviour: List locations and add how many incidents occurred per location Time of behaviour: List the times and add how many incidents occurred per time frame Safe and Caring Schools Resource Guide, 2009 Appendix X Sample Data Collection Process “We are all in a race for the hearts and minds of our young people, and we are not the only ones.” Rod Paige (1933- ) Us Secretary of Education Safe and Caring Schools Resource Guide, 2009 The following is a suggested school-wide system for managing the data collection and documentation of behaviour. It is an example of a paper format system. 1. An accessible but private location should be chosen for filing behaviour tracking forms. 2. These forms will be kept in a file. Students should be grouped by some criteria. Students may be grouped by homeroom class. (The homeroom class will be used for the purpose of this explanation.) 3. Each file should have a class list inside the front cover. 4. A behaviour tracking form should be completed when a middle or major behaviour occurs. 5. After the attending adult intervenes appropriately, as outlined in the school’s consequence guide, then the attending adult will place the completed form in the student’s homeroom folder, checking the student’s name on the class list. 6. If the teacher notes that the student has several incident reports for this period of time, the teacher should check the file to determine if further intervention is necessary at this time. 7. Further intervention may be necessary if the student has recently been involved in the same or similar behaviour. This decision will be up to the teacher’s discretion and professional judgment. If further action is taken, this should be documented on this behaviour tracking form and the form filed. 8. If the behaviour was of a serious nature, defined as a major behaviour or a chronic middle behaviour, the teacher should intervene as appropriate, complete the behaviour tracking form, and place it in a pre-selected area for the administration’s easy access. 9. The administration will check this pre-selected area periodically throughout the day. Then will follow-up with the necessary action upon receipt of the form. 10. The administrator may choose to check the student’s homeroom file for a history of recent behaviour. The administrator will have easy access to past months behaviours through the analysis process of the data collected. 11. The administrator will follow through with appropriate action, will complete the section of the behaviour tracking form for action taken and will place the form in the student’s homeroom file checking the student’s name on the class list. 12. At the end of the month, each homeroom teacher, with the assistance of support staff if necessary, will collect data on the behaviour of their homeroom students for that month. (Refer to appendix VIII for a sample classroom data analysis form.) Safe and Caring Schools Resource Guide, 2009 13. The classroom data analysis form will be completed on a monthly basis. 14. A working group from the staff will be responsible for analyzing the classroom numbers and formulating a school picture. (Refer to appendix IX for a sample school-wide data analysis form.) 15. The school picture shall be presented to the entire staff on a regular basis for evaluation of efforts and decision-making. 16. Most effective presentation of the school picture will be through a graph format using something like Microsoft Excel. (Refer to appendix VII for sample schoolwide analysis charts.) 17. Use multiple graphs in order to identify what systems are problematic: • • • • Referrals by problem behaviour o What problem behaviours are most common? Referrals by location o Are there specific problem locations? Referrals by student o Are many students receiving referrals or are there only a small number of students with more than one referral? Referrals by time of day o Are there specific times when problems occur? 18. The staff shall use this information for decision making, asking these questions: • • • • • Is there a problem? Are many students or a few involved? What kinds of problem behaviour are occurring? When, where and with whom are these behaviours most likely? What is the most effective use of our resources to address this problem? 19. Student numbers may be used to ensure confidentiality for the purpose of reporting to staff. 20. This information will be useful in identifying students requiring extra (secondary or tertiary) support. 21. As plans for small groups or individual students are implemented staff should be kept aware of their responsibilities. 22. Further data collection and analysis will enable continuous evaluation of schoolwide, targeted group and individual system support plans. Safe and Caring Schools Resource Guide, 2009 Safe and Caring Schools Resource Guide, 2009
