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Bakersfield Elementary Middle School
VTPBiS UNIVERSAL
Staff Handbook
2016-2017
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The purpose of this handbook is to share the critical features of what PBiS looks like in our school. This handbook will be updated on an annual basis and available
to all members of our school’s faculty, students, and community members.
Developed by: Alison Bancroft, Stephanie Beland, Laurie Graham, Bob Maurer, Carleen Musick, Kendra Pillsbury,
Anissa Seguin, Emma Stevens
Revised Date: July 7th, 2016
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Table Of Contents What is PBiS?
MTSS for Student Academic and Behavioral Success Statement of Purpose School-Wide Expectations Teaming Structure
Getting to Know the BEMS Team Leadership Committees for Positive School Climate PBiS Coaching Team Where to Find Us Conducting Effective and Efficient Meetings
4 Components of PBiS Remind/Establish Expectations
Expectation Matrix Teach Expectations
Reinforce Expectations Plan for Reinforcing Behaviors
Redirect Problem Behaviors Minors and Majors Problem Behaviors Procedures Logical Consequences Call-a-Friend Phone Tree (a.k.a. Chain of Command) Forms
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What is PBiS?
PBiS is a framework or approach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students . PBiS is often referred to as a Multi-Tiered System of Support for Behavior (MTSS-B), as indicated in the triangle below. ●Our Tier I, or “Universal PBiS” , is our school-wide approach to establishing,
teaching, and reinforcing positive behaviors for ALL students, and implementing a consistent process for identifying and redirecting problem behaviors.
●Our Tier II, or “Targeted PBiS” , is for specific students, or small groups of students who are struggling with understanding, practicing, or demonstrating the universal/school-wide behavior expectations.
●Our Tier III, or “Intensive PBiS” , is for specific students who need more consistent supports in place to be successful in the inclusive classroom and school setting.
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MTSS for Student Academic and Behavioral Success
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Statement of Purpose
The purpose of Positive Behavioral Interventions & Support
(PBiS) is to create a safe and respectful environment for the
entire Bakersfield community to engage in learning and
growth.
~ Bakersfield Staff, Students, and Community Members
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School-Wide Expectations
Be Safe
Be Respectful
Be Ready to Learn
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Teaming Structure
Getting to Know the BEMS Team
Staff need to complete this.
Mrs. Tracy Viens
PreK & Playschool teacher, PreK-K-1 PLC member, AT support
18 years
Miss Molly Emerson
K teacher, PreK-K-1 PLC member, AT support
1.5 year
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Miss Stephanie Beland
1st Grade teacher, PreK-K-1 PLC member, AT support
1st year
Miss Emma Stevens
2nd Grade teacher, 2-3-4 PLC member, PBiS Coach
Hello! This is my second year at BEMS! I spent this past year in the 5th grade classroom, and now I will be roaming the elementary side of the school in 2nd grade! While I do spend a lot of time at BEMS (you can usually find me at school from 7:00-6:00 daily), I enjoy time outdoors, eating, and spending time with my family!
Mrs. Lise LaRose
3rd Grade teacher, 2-3-4 PLC member
30+ years
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Miss Mallory Jones 4th Grade teacher, 2-3-4 PLC member, Leadership Team
1st year
Mr. Alex Hubbard 5-8 ELA teacher, 5-8 PLC member
4 years
Mr. Bob Maurer
5-8 Math teacher, 5-8 PLC member, IRT Member
2 years
Miss Laurie Graham
5-8 Science Teacher, 5-8 PLC member, PBiS Coach
Hi there! I am excited to be starting my first year at BEMS as the middle school science teacher! I obtained a B.A. in Environmental Science & Conservation Ecology from Franklin Pierce University in 2012. After graduating, I taught students of all ages outdoor science and leadership at Nature’s Classroom in NH and Sierra Nevada Journeys in CA and I was the Education & Outreach Coordinator for The Nature Conservancy in RI. These experiences inspired me to become a classroom teacher, so I came to Vermont for Champlain College’s Teacher Apprenticeship Program to obtain licensure. I spent the second half of last school year at Williston Central School teaching a mixed 5th/6th grade science class. At BEMS, I will be on the PBiS team as the data coordinator. Outside of school, I love hiking, snowboarding and bird watching! I hope to encourage a love of scientific learning and environmentalism here at BEMS. Go bobcats!
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Miss Kendra Pillsbury
5-8 Social Studies Teacher, 5-8 PLC Member, Leadership Team, Crisis Team Member, Dance Coach, Student Council Coordinator, Spirit Team Coordinator
2 years
Miss Alaria Grella PreK-8 Music Teacher, band, chorus, Winter Concert, Spring Concert, Dinner Theatre, Talent Show Coordinator, slideshows, music for assemblies, etc.?
1st year
Ms. Arlene O’Rourke
PreK-8 P.E. Teacher, Middle School Health Teacher, Leadership Team, Wellness Team
35+ years
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Ms. Becky Wright
PreK-8 Art Teacher and School Librarian, Sunshine Committee
22 years
Mrs. Sarah Buhl
K-8 Guidance, Middle School Health Teacher, IRT Member, Restorative Justice
Mrs. Katie Opera
PreK-8 School Nurse, News Paper Coordinator -Outreach
2 years
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Mrs. Jane Sanchez
Pre-K-8 Special Educator, IEP’s, and IRT Member
22 years
Mrs. Sharon Lawyer
PreK-8 Speech and Language Pathologist, Coordinator of Operations Happiness food drive
20+ years
Mrs. Carleen Musick
Reading Interventionist, Reading Recovery, Leveled Literacy Intervention, SRI Administrator, F&P Administrator, AT support, PBiS Coach
32 years
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Miss Alana Clark Support Staff, IRT Team 2 years
Mrs. Holly Crispell
After School Program Coordinator, LEAPS Facilitator, Support Staff
Mrs. Rhonda Goss
Support Staff, Athletic Director
29 years
Miss Christa Hemingway Support Staff 2 years
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Mrs. Rhonda Watke
Kindergarten Support Staff
Mrs. Alicia Meunier
Pre-School Support Staff
Rachel Huff School 4 - Winds Coordinator Farm to School Coordinator
Mrs. Karen Ovitt
Guest Teacher
Mrs. Polly Cosgrove Guest Teacher
Mrs. Brenda Westcom
Guest Teacher
Mrs. Brenda Gagne Guest Teacher
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Mrs. Patricia Ross
Guest Teacher
Mr. Dan Silverman Tech Guy
Technology Integrationist supports all staff and students with technology
.5 year
Mrs Connie Rogers Custodian -afternoon shift 11 years
Mr. Brian Westcom Head Custodian - morning shift
1st year
TBD Food Service Coordinator
Miss Bonnie LaBrie
Food Service Assistant
Mrs. Alison Bancroft
PreK-8 Literacy Coach, PBiS Coordinator, PLC Facilitator, Dance Team Co-Choreographer, F&P K-8 Administrator, SRI Administrator, Calkins Reading & Writing Mentor
I’m thrilled to be starting my second year as part of the BEMS educational team! I taught Kindergarten for 4 years, 6th grade ELA for 1 year, and was the Literacy Coach for BEMS last year as well. I received my B.A. in Elementary Education from JSC, my Masters in Educational Leadership from SNHU, and I have my Director of Curriculum and Principal endorsements! I love to dance, do photography, travel, and do just about any outdoor activity. I love eating ice cream (year round) and drinking lots of coffee! You can (usually) find me in Mrs. Musick’s and my shared office
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space - on the elementary wing, next to the stairs. So, stop by and say hello, or ask me about; lesson planning, prep, materials, assessments, evaluating/analyzing data, classroom management, behavior management, professional development, and more! I’m happy to co-plan, co-teach, observe, offer Tier I support, or Tier II intervention. My teaching philosophy is know your audience, have a clear purpose/intention, be responsive to their needs, provide clear and consistent feedback, and watch them grow! I’m excited to celebrate all of our successes together this year!
Mrs. Kim Brown
Prek-8 Math Coach, Leadership Team, Assistant Principal, Building Leader (when principal is absent), PNOA K-3 , New Teacher Support
7 years?
Mrs. Anissa Seguin
Principal, Administrator, IRT Team, PBiS Coach, Leadership Team, Wellness Team
I’m excited to be back at BEMS for my 2nd year. My education philosophy is that learning should be fun, we learn from all experiences, we should know our purpose, and have passionate. When you have and show passion it is contagious and supports engagement! My prior educational experiences are: classroom teacher, special educator, consulting teacher, and Ass’t Director of Student Services. In my free time I enjoy spending time with my family, any outdoor activity, reading, and traveling.
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Mrs. Michele Plouff
Administrative Assistant PowerSchool, Attendance, Orders, PawPrints Editor...
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Leadership Committees for Positive School Climate Anissa is working on this.
Team/Committee/Initiative
Related to School
Climate
Purpose
Outcome
Target Group
Staff
Involved
What School Action
Plan Goal does it address?
School Leadership Team
Administration and Creation of School Improvement Plan
Updated action plan
Staff and students
Anissa, Kim, Arlene, Kendra, Mallory
SCA05 - School Improvement Plan
Issue Resolution Team “IRT”
IMPLEMENT Crisis Plan for School, Emergency Procedures, Student Plans and Safety
Student and staff safety
Staff and students
Anissa, Kim, Bob, Jane, Kendra, Sarah
VC03
PBiS Coaching Team
IMPLEMENT Schoolwide Positive Behaviors
Establishing a positive school community/learning environment
Students and Staff
Anissa, Alison, Emma, Laurie, Carleen
SCA05 - School Improvement Plan
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Wellness Group
IMPLEMENT Health & Wellness for staff and students
Rachel Huff, Arlene, Katie, Sarah, Lunch Person TBA, Anissa
Intervention Group/Curriculum
Anissa, Carleen, Kim, Alison
Student Council
Involve students in intentional positive planning for the school (student advocacy) - giving back to our community
Positive community building and leadership
Students & Community
Kendra
ASP After School Program Free Childcare Students & Community
Holly Crispell
LEAPS Learning Educational After School Program
Paid for Childcare (Budget & Grants)
Students & Community
Holly Crispell
Bully/Harassment/ Hazing (HHB)
Comply with policy and laws for HHB
To prevent HHB from happening in school
Students Anissa (Administrator), Sarah (Designee- where all reports go first), and Alana (Investigator)
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PBiS Coaching Team Team Member Name Building Role Team Member Role
Anissa Administrator/Coach Support, accountability - STUDENTS, STAFF, COMMUNITY
Alison
Coordinator/Coach Facilitate Meetings, Implementation Coach - STUDENTS, STAFF, COMMUNITY
Emma
Coach/2nd Grade Teacher Celebration Coordinator - STUDENT OUTREACH
Laurie
Coach/5-8 Science Teacher Data Collector - STUDENTS/STAFF
Carleen Coach/Interventionist
Community Updates - COMMUNITY OUTREACH Family Engagement Checklist
Rachel Huff
Coach/Community Member Wellness Activities and Events - COMMUNITY OUTREACH
Monthly Meeting Schedule: Anissa is working on this.
When: (e.g. Every 3 rd Wednesday)
Where: (e.g. Rm 320)
Time: (e.g. 3-4pm)
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Where to Find Us
(map of school, with staff assignments) Anissa is working on this.
Conducting Effective and Efficient Meetings This will get completed when the PBiS Team meets in August.
1. How are decisions made?
Consensus Building
2. How are problems/conflicts/disagreements resolved/processed?
★ Problem-Solving Plan ★ Team Initiated Problem Solving (TIPS)
○ Structured meeting process (1 hour)
○ Before - set the agenda, send the agenda to the team, collect data, review, and prepare summary statements (Alison &
Laurie)
○ During - follow agenda, review data, make precision problem statements, develop solutions, take notes and set action
steps (whole team)
○ After - complete action steps between meetings, follow-up (whole team)
○ Facilitator (Alison) - asks questions, implements group norms, keeps people on track
○ Notetaker - prepared to take notes, project on screen, listens to a discussion and paraphrase critical information, fluent
with meeting minute form
○ Data Analyst (Laurie) - likes data, navigates through application, discriminates what to ask when creating custom
reports, creates a story from data summary - for new problems, status on old, facilitate problem-solving discussion,
evaluate the impact of solutions and fidelity of implementation, prepare a brief written summary for distribution at
meetings, help to generate reports during the meeting as questions of the data arise
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3. How are roles/responsibilities (e.g., leadership/facilitation, recording minutes, reporting) assigned and conducted?
4. How is participation encouraged/reinforced?
4 Components of PBiS
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Remind/Establish Expectations
Expectation Matrix
Expectation Visual Cue All Locations, All of the Time
Be Safe
● Walking ● Body Control ● Clean Up Spills ● Use Equipment Appropriately
Be Respectful
● Greet people - welcoming, inviting, ● Voice Volume ● Include ALL friends - belonging, inclusive, trust ● Leave No Trace ● Use materials appropriately
Be Ready to Learn
● Be aware of time, arrival by 8:00am, dismissal by 3:00pm ● Prepared with materials ● Be present and engaged - active listening and participation
Teach Expectations
School-wide Expectations Unit/Lessons
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Reinforce Expectations
Plan for Reinforcing Behaviors
Reinforcer Criteria for Obtaining Process for Delivering Positive Feedback
Student/Staff Shout-Outs!
When a student or staff member
meets their SMART goal, or goes
above-and-beyond our behavior
expectations.
The staff member fills out a “Shout-Out!” form and places it in Mrs. Musick’s mailbox
(outside of their office). “Shout-Outs!” will be announced over the P.A. at the end of
each day before dismissal, AND Michele will put their name in the weekly Paw Prints Newsletter. Students receive a copy of the shout-out to take home. Staff
“Shout-Outs!” will be put on the staff room door.
Student/Staff of the Month & Brag-Tags
Based on consistency of following school-wide expectations on a
regular basis. One student for every
grade level and one staff member
every month.
Staff members nominate a student AND a staff member for the month with an explanation to Emma (via email or note in mailbox). Michele will also put this in the
Paw Prints Newsletter. Students will get to wear a “Brag-Tag” necklace to take home, and then they will pass a new “Brag-Tag” necklace and announce the new
SOM the following month.
Whole-Class Incentive Flags
Flags get handed out to all students
by all staff for doing expected behaviors - doing what they are
supposed to be doing.
All staff hand out yellow T.E.A.M. flags to reinforce positive, expected behaviors. When a student is given a flag it should be accompanied by specific positive feedback with what behavior caused them to earn a flag and how that behavior
connects to one or more of our three school rules. Teacher and students choose the class incentive. See ‘Incentives List’ for ideas…
Sustainability: What is the procedure to inform new staff/students of the various reward systems? Re-teach, student mentors, handbook, refreshers at staff meetings, and online PD videos of “expectation commercials”.
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Redirect Problem Behaviors
Minors and Majors
MINOR BEHAVIORS: Reminder, Redirection, Logical Consequence, TAB, Success Plan
MAJOR BEHAVIORS: Office - Anissa/IRT Team
● Not following school/class expectations ○ Task Avoidance ○ Defiance ○ Property Misuse - technology violation (breaking
machine, dirty sites, turning off other people’s machines, etc.)
○ Inappropriate language/language content ○ Disrespect to self and/or others ○ Dress Code Violations
● Leaving the building ● Verbal Threat - Team Room & Counselor should be notified
(Forms go to Laurie) ● Lying/Cheating ● Skip Class/Truancy (call office) ● Tardiness ● Physical Contact (reactive)
○ Inappropriate affection
● Safety - intentional harm ● Leaving school grounds without permission
(with the intention of not coming back) ● Vandalism - intentional, expensive repairs ● Weapons/Dangerous Items ● Theft of high-value items ● Drugs/Alcohol/Tobacco ● Plagiarism/Forgery ● Bullying/Harassment/Hazing - (report to Sarah) ● Bomb Threats
***Non-negotiables***
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Problem Behaviors Procedures
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Logical Consequences
Hallway
Problem Consequence
The whole class does not follow the rules in the hallway.
● Go back to the room and practice again.
A certain student is messing around in line. ● The student must have a specific place in line.
● If the problem continues, the student moves to the end of the line and tries again.
Students are talking at the drinking fountain. ● Tell them to wrap it up, and find another time to continue their conversation - know your purpose.
● Those students can’t be together?
Students are running in the hallway. ● Go all the way back to the starting point and try again.
Bathroom
Problem Consequence
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Students are talking and/or not following the bathroom rules.
● Find out what’s so important, make a plan to continue the conversation at a more appropriate time. Know your purpose!
Students soil the bathroom in other places than the toilet.
● You break it, you fix it. Clean it up - leave no trace!
Students put miscellaneous items in the toilet. ● You break it, you fix it. Clean it up - leave no trace!
Students put paper towels on the floor. ● Clean it up - leave no trace!
Students play with water and soap and make a mess!
● Clean it up - leave no trace!
Dismissal
Problem Consequence
Students are running at inappropriate times. ● What’s the hurry? Is someone hurt? If not... ● Walk back and try again. ● Last to leave.
Students are deliberately in the wrong place. ● Passes required - know your purpose. ● Teacher escorts students to the correct
place. ● Redirect students in the correct direction.
Students are yelling. ● Practice voice levels (see chart) and the
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reason behind these expectations. ● Last to leave (TAB?).
Playground
Problem Consequence
Students are physically aggressive (with intent). ● Office referral. ● Administrator reviews and practices
behavior expectations with student. ● Admin. Makes a concerned phone call to
family.
Students are not using the playground equipment safely.
● Loss of privilege ● After watching several other students
demonstrate safe play, student tries again. ● Review and practice behavior expectations.
Students are ignoring playground boundaries. ● Loss of privilege/an adult walks student around the acceptable perimeter.
● Students must stay in one designated space.
Students consistently ignore the call to line up. ● Lost minutes off of the beginning of the next recess.
● Use lost minutes to practice lining up. ● That student calls everyone to line up (new
job). ● Students may only play in a spot near the
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line up area.
Students ignore a quiet signal when lining up. (“Give me 5”)
● All students must be quiet before entering the building.
● Lost recess time to review and practice expectations.
Classroom
Problem Consequence
Students write on a desk or other school property. ● You break it, you fix it. Clean it up - leave no trace!
Students talk to their neighbors during work time or at an inappropriate time.
● Move the student away from the group or neighbor.
● Or, move the other student away (conduct an impromptu conference)!
Students are wasting time in the morning (before a morning meeting).
Problem-Solve with Student: ● Reflect on what the morning routine entails. ● Make a plan to simplify routine, or add more
responsibilities to keep that student engaged.
● Create a student checklist to help students stay organized.
Students are not showing expected, positive ● Model the expectations - always!
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behaviors. ● Have students model the correct behavior. ● Have the entire class model and practice the
correct behavior. ● Have a chat: Explain why it might not be a
good choice to do things the way they have been doing them.
Students destroy classroom property or misuse classroom materials
● Loss of privilege (if possible). ● Replace materials (if necessary).
Students don’t complete work or waste learning time.
● Find out WHY - do they not know what to do, do they not know how to do it, do they not understand why they have to do it?
● Provide opportunities for student to make up old work - tutoring, homework club, working lunch, recess, etc.
Problem-Solve with Student: ● Now that you are caught up, what can we do
to make sure you stay caught up? ● Use a planner ● Ask questions ● Work with a partner to remind you ● Teacher does more check-ins w/student.
Students are running in the classroom. ● TAB ● Walk back and try again.
Students are talking excessively. ● TAB
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● Move the student’s desk and make them sit alone (after multiple times).
● Do not allow the student to work with a group or partners (the teacher will be their partner).
Students are not returning notes or assignments. Problem-Solve with Student: ● What’s going on? Why aren’t you returning
assignments/notes? ● Use a planner ● Work with a partner to remind you ● Teacher does more check-ins w/student. ● Contact the parent/guardian. ● Stay for homework club.
Students are using nasty/unfriendly language. (Address this in ALL grades.)
● Students apologize for their action. ● Student looks the definition of the word up. ● Practice using alternative language. ● Lesson on code switching...
Students are not participating in lesson. ● Check-in, “What’s going on today?” ● Work with teacher on their own time
(recess, homework club, or during a fun classroom activity).
Students are disrespectful. ● TAB ● Apologize for their action. ● Practice using alternative language.
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● Lesson on body language.
Students are using a classroom supply inappropriately.
● Loss of privilege. ● You break it, you fix it.
Cafeteria
Problem Consequence
Students are talking during an inappropriate time. ● TAB ● Student sits alone.
Students are throwing food. ● Clean the mess up. You break it, you fix it. ● Lose lunchroom privileges - eat in the office
or with a teacher, if behaviors continue.
Students are not using inside voices. ● Practice soft voices - refer to voice level chart.
● Review and practice behavior expectations. ● Student apologizes to classrooms that were
disturbed.
Arrival
Problem Consequence
Students are talking at inappropriate times (pledge, waiting in line, etc.).
● Go back to the point of origin and wait until students are quiet.
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Students are running at inappropriate times. ● Walk back and try again.
Student refuses to line up with the class. ● Find out WHY - student conflict, struggles with transitions, anxiety over next activity, etc.
● Loss of privilege of lining up with class. ● Practice lining up another time.
Student not following dress code. ● Change or wear clothing from the nurse.
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Call-a-Friend Phone Tree (a.k.a. Chain of Command) Anissa is working on this.
Forms Success Plans 1-2 Success Plans 3-4 Success Plans 5-8 (Kendra is working on this.) Office Referral Form (Anissa is working on this.)
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