“When I approach a child, he inspires in me two sentiments ......Behavioural Expectation Samples “When I approach a child, he inspires in me two sentiments: Tenderness for what

Safe and Caring Schools Resource Guide, 2009

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 2

Long Range Academy Code of Conduct / Behavior Expectations

Expectations Respect for Self Respect for

Others Respect for

Environment Respect for Learning

All Settings Be prepared to give your best effort

Dress, speak, act

appropriately

Keep your hands and feet to yourself

Be considerate

Use good manners and appropriate language

Recycle

Keep the school clean

Be prepared with homework and supplies

Respect others efforts and

contributions

Be a good listener

Hallways and Ramp

Walk to the right

Use inside behavior

Keep moving

Use appropriate voice

Keep hands and feet to yourself

Be aware of space

Help keep school clear of debris/litter

Enjoy/appreciate others

displays and space

Remember to be quiet in the halls and stairwells, as others

are working

Outside Respect equipment and space

Play safe

Follow Expectations

Respect personal space

Use appropriate language

Practice Sportsmanship

Place litter in garbage cans

Take care with school property

Follow instructions and rules

Use observation skills to promote safety

Be positive with classmates

Cafeteria Keep the school clean

Make healthy food choices

Use proper manners

Speak in a normal voice and only to people at your table

Keep it clean

Treat furniture appropriately

Inside behavior

Use microwaves

appropriately

Use listening skills

Use your good manners

Library, Computer

Lab & Science

Lab

Work quietly

Explore opportunities appropriately

Respect equipment

Wait your turn

Leave things where they belong

Follow procedures for use

of equipment

Keep area tidy

Replace the things you use

Eat and drink elsewhere

Share materials and equipment as needed

Use appropriate research sites

Assembly Remain Quiet

Keep your eyes on the speaker


Maintain an aisle with the

chairs/on the floor

Applause when appropriate


Keep area tidy

Follow seating plan

Gym Appropriate dress and footwear

Moderate voice level

Listening skills-focus on

the speaker

Participate as needed

Give Best Effort

Encourage others to do their best

Follow the rules

Share equipment

Learn/follow safety rules

Practice Sportsmanship and

fair play

Use equipment appropriately

Keep it clean

Eat and drink elsewhere

Listening skills

Know and practice rules

Pay attention

Bus Travel safely

Sit appropriately

Follow seating plan

Stay on grounds until bus arrives

Demonstrate courteous behavior

Follow driver rules

Care for bus

Wait in designated areas

Listening skills


Pay attention

Sett

ings

Washrooms Wash hands Respect personal space

Wait your turn

Keep area tidy

Place litter in garbage bins

Keep walls clean

Use washroom at appropriate times


BEACONSFIELD JUNIOR HIGH SCHOOL

POSITIVE BEHAVIOUR SUPPORTS MATRIX

EXPECTATIONS RESPECT FOR

SELF RESPECT FOR

OTHERS RESPONSIBILITY

CLASSROOM Listen attentively Try your best Follow classroom rules


Listen when it’s someone else’s turn to speak

Respect all opinions and abilities

Be on time Be prepared Listen to

announcements Keep your area clean

HALLS AND STAIRS

Keep right on the stairs Follow transition arrows Walk



Keep moving

Obey the bells Pick up litter

CAFETERIA Make healthy choices Line up appropriately Bring your own lunch

money

Clean up after yourself Recycle

WASHROOMS Wash your hands Limit your time Keep area clean and

tidy

Report vandalism Put all trash in the

garbage

ASSEMBLIES Listen attentively to speaker

Dress appropriately

Sit quietly and attentively

Respond appropriately

Sit with your class Show appreciation Remain seated until

your class is dismissed

GYM Be self directed Participate regularly Listen to speaker

Be nice and friendly Include everybody Encourage all involved

Co-operate Be motivated to do your

personal best

BUS Sit appropriately Travel safely

Follow the driver’s rules Walk to the bus Be courteous

Clean up your garbage Report dangerous

behaviour Stay seated

SETT

ING

S

ALL SETTINGS Dress appropriately Use scent free products Use appropriate

language Use manners

Keep all areas clean

SCHOOL DANCES

Dress appropriately Dance appropriately




LUMSDEN ACADEMY – EAGLES SOAR

SETTINGS BEHAVIORAL EXPECTATIONS: CODE OF CONDUCT

Hallways, entrance, bus, etc S

Safety/Health O

Open Your Hearts A

Always Respect R

Responsibility

HALLWAY 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


Stay in assigned area Keep to the right

Socialize on benches Keep lockers clean

CLASSROOM

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

Complete assigned work

Keep space neat Follow directions

Always do your best Use time wisely

Be interested Ask questions

WASHROOM

Use supplies properly Use water appropriately

Stay off the stalls Wash hands

Be courteous to others Allow others privacy Use a quiet voice

Keep washroom clean Keep visit short

Flush

CANTEEN

Line up quietly Keep away from other’s

personal space Walk at all times

Keep body to self

Be polite

Listen to prefects Use manners

Choose healthy snacks

Place garbage in bins Recycle

BUS

Walk at all times Cross in front of bus

Wait for the bus to stop before standing

Sit properly

Be kind Listen to bus driver Speak quietly

Keep bus clean Take care of bus

properly Be polite

Talk to others quietly

PLAYGROUND Use equipment properly Run in open areas only

Report danger

Take turns Be a good friend - Include

others

Use appropriate language Enter/leave the school

quietly through appropriate door

Take turns Stay within area

Put garbage in bins

ASSEMBLY/

GUEST SPEAKER

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

GYM

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

LIBRARY

Walk at all times

Be quiet and courteous Wait your turn

Put books back in place on shelf

Clean up after yourself

Use appropriate research sites

Keep food and drink out

Follow schedules

PARKING LOT 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

Park bikes in bike rack Stay away from traffic


WILLIAM MERCER ACADEMY SCHOOL-WIDE BEHAVIOUR EXPECTATIONS MATRIX

“THE FANTASTIC FOUR” Respect for Self, Others, Environment, & Learning

E X P E C T A T I O N S RESPECT for

Self RESPECT for Others

RESPECT for Environment

RESPECT for Learning

All Settings

-Give your best effort -Dress, speak and act appropriately

-Keep your hands and feet to yourself -Be kind -Use good manners and appropriate language

-Recycle -Keep your school clean -Respect school property

-Be prepared with homework and supplies -Respect what others say and do -Be a good listener

Corridors

-Walk to the right in single file -Use inside behavior

-Use inside voice -Keep your hands and feet to yourself -Respect others personal space

-Keep your school clean -Enjoy others displays and space

-Remember to be quiet

Outside

-Play safe -Follow instructions and rules

-Respect others personal space -Use good manners and appropriate language -Be a good sport

-Place litter in garbage -Respect school property

-Follow instructions and rules -Be kind to classmates

Field Trips

-Dress, speak and act appropriately -Give your best effort

-Use good manners and appropriate language

-Place litter in garbage -Respect property

-Follow instructions and rules -Be kind to classmates -Be a good listener

Specialized Rooms

( Library, Computer,

Art/Science, Music )

-work quietly -make good decisions

-respect equipment - wait your turn - leave things in their proper places - use equipment appropriately

-keep area tidy - replace the things you use - eat and drink elsewhere

- share with others - use appropriate sites - respect equipment

Assemblies and

Presentations

-remain quiet -keep your eyes on the speaker

- keep hands and feet to yourself - respect the speaker - be a good listener

- food / drink free area - respect property

- sit appropriately with your group

Gym

- appropriate dress / footwear - use indoor voice - focus on the speaker - participate

- encourage others to do their best - follow the rules

- respect equipment - keep it clean - eat and drink elsewhere

- listening skills - know and practice rules - pay attention

S E

T T

I N G

S

Bus

- travel safely - sit appropriately

- be polite - use indoor voice - follow bus rules

- food/drink free area - respect property - keep area clean

- inside behavior rules


HILLSIDE ELEMENTARY SCHOOL

We CARE

SETTINGS BEHAVIORAL EXPECTATIONS: OUR CARING CODE OF CONDUCT

COMMITMENT ACCOUNTABILITY RESPECT EMPATHY

HALLWAYS Remove outer footwear.

Commit to corridor order during dismissal.

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.

Be patient and accepting of others.

WASHROOMS 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.

Put towels in garbage. Use an indoor voice.

Respect school property.

Allow others’ privacy.

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.

Use table manners. Respect others’ personal space.

Keep body to self. Use an indoor voice.

Accept other’s food choices.

BUS Commit to being safe.

Listen to the bus driver and bus buddies.

Be a role model.

Be polite. Follow bus rules.

Walk at all times Keep hands and feet to self.

Use respectful language.

Be helpful. Take care of others.

OUTSIDE

Commit to playing safe. Be mindful of others and vehicles.

Report dangers/incidents. Pick up and return equipment. Stay within designated area.

Line up when told. Enter building quietly.

Keep area clean.

Take turns. Share equipment.

Include others.

ASSEMBLY

Walk with class single file. Sit quietly in designated area.

Listen to teachers. Follow directions.

Keep body to self. Keep chairs from moving.

Appreciate others’ accomplishments.

GYM Always try your best.

Follow the rules of the game. Be mindful of position and

space.

Demonstrate sportsmanship. Share

Use equipment appropriately.

Appreciate each others’ differences in skills.

Be encouraging to teammates.

CLASSROOMS 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.

Accept differences in ideas and opinions.

Appreciate each other as individuals.

COMPUTER LAB

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.

Be appreciative of your surroundings. Be patient of and helpful to others as

needed.


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

Respect

Unity

Excellence

ALL settings: EXAMPLES: curricular, co -curricular, extra-curricular, hallways, parking lot, etc.

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

Recycle Keep rooms tidy Treat furniture

appropriately Appreciate the

work others do on your behalf

Enjoy/appreciate others displays and spaces

Be an ambassador for the school

Be prepared with

homework and supplies

Listen to announcements

Follow rules & procedures

Office

Use good

manners and appropriate language

Be polite and

courteous while on the phone or while speaking to office personnel

Wait your turn

Listen to

announcements During class time

only use the office phone

Follow rules and procedures

Classroom

Encourage

involvement of everybody

Accept diverse opinions

Acknowledge and compliment the work of others

Refrain from

plagiarism & cheating

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

Hallways & stairs

Use appropriate

voice Be patient

Walk to the right Keep moving Use inside

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 Field / Outside

Encourage

others to do their best


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

Bus

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


Hawks SOAR

Success

Soar With...Opportunity

· Be prepared with

books and materials · Give your best effort

at all times · Set and achieve

goals

· Ask questions and get help in

class · Enjoy breaks and interact with

friends · Take advantage of various co-

curricular 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


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

Classroom

Be prepared to give your best effort

Dress, speak, act

appropriately

Keep your hands and feet to yourself

Be considerate

Use good manners

and appropriate language

Speak in normal

voice at appropriate time

Recycle

Keep the school Clean

Be prepared with homework and

supplies

Respect others’ efforts and

contributions

Be a good listener

Hallways, Stairs &

Washrooms

Walk to the right

Use inside behavior

Keep moving

Use appropriate voice

Keep hands and feet

to yourself

Be aware of space

Help keep school clear of debris/litter

Enjoy/appreciate

others’ displays and space

Remember to be quiet in the halls and

stairwells

School Grounds

Respect equipment and space

Behave in a safe

manner

Follow expectations

Respect personal space

Use appropriate

language



Take care with school

property

Follow instructions and rules

Use observations skills to promote

safety

Be positive with classmates

Cafeteria

Keep the school clean

Make healthy food

choices

Use proper manners

Speak in appropriate voice and only to the people at your table.

Keep it clean.

Treat furniture appropriately.

Inside behavior

Use machines appropriately.

Use listening skills.

Use your good manners.

Set

ting

s

Library & Computer

Lab

Work quietly.

Explore opportunities appropriately.

Respect

environment.

Wait your turn.

Return things in their proper place.

Follow procedures

for use of equipment.

Keep area tidy.

Replace the things you use.

Eat and drink elsewhere.

Share materials and equipment as

needed.

Use appropriate research sites.

Respect equipment


Assembly

Remain quiet.

Keep your eyes on the speaker.

Keep hands and feet to yourself.

Maintain an aisle in the bleachers / on

the floor.

Eat and drink elsewhere. Follow seating plan.

Gym

Appropriate dress and footwear.

Moderate voice level.

Listening skills –

focus on the speaker.

Participate

Encourage others to do their best.

Follow the rules.

Share equipment.

Learn/follow safety

rules

Use equipment appropriately

Keep it clean

Eat and drink

elsewhere

Listening skills


Pay attention

Bus

Travel safely

Sit appropriately

Stay on grounds until bus comes

Demonstrate courteous behavior

Follow driver rules

Care for bus

Wait in designated areas

Inside behavior rules.



Logo from a t-shirt printed by Dorset Collegiate, Nova central School District



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


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

9:20-10:00

Grade 1 and 2

Grade 3 and 4 Grade 4 and 6

RECESS RECESS RECESS RECESS 10:25-11:05

Grade 3 and 4


11:10-11:50

Grade 5 and 6


LUNCH LUNCH LUNCH LUNCH 1:00-1:25

Corridor

(Classroom Teachers facilitate)

Primary Elementary Paula Krista Patsy Joe Trudy Angela R. Charmaine

Bus

(Classroom Teachers facilitate)

1 2 3

Norine Anne-Marie

Cathy

Kim

Donna

Roxanne/

Jill

Discussion (Classroom

Teachers facilitate)

Stacey Carolyn Tanya Paulette Angela H. Lisa Carla Ann

1:30-1:55

Primary Elementary Norine Ann Tanya Roxanne/Jill Donna Carla Anne-Marie

1 2 3

Paula Lisa Joe

Stacey

Krista

Carolyn

Patsy

AngelaH.

Paulette

Cathy Angela R. Trudy Charmaine Kim

2:00-2:25

Primary Elementary Cathy Paulette Stacey Carolyn Kim Lisa Angela H.

1 2 3

Trudy Carla

Tanya

AngelaR

Charmaine

Ann

Norine Joe Donna Roxanne/Jill Paula Krista Patsy Anne-Marie

2:30-2:50

Back to Classrooms Discussion/Journal/ Reflection (Whole School)




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!!!


Appendix III

School-wide Acknowledgements Samples

“I hear, and I forget. I see, and I remember. I do, and I understand.” Chinese Proverb


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


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


Dorset Collegiate

GOTCHA!

Thank-you for showing Respect for:

Self Others Environment Learning

Student’s Name: Teacher’s Name ___________________________________

Dorset Collegiate

GOTCHA!




Dorset Collegiate

GOTCHA!




Dorset Collegiate

GOTCHA!




Dorset Collegiate

GOTCHA!




Dorset Collegiate

GOTCHA!





Safe and Caring Schools Resource Guide, 2009 - 23 -

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 - 24 -

Long Range Academy updated Aug.28th, 2008 Code of Conduct Infractions

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

• 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)


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

• 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


SSCCHHOOOOLL--WWIIDDEE DDIISSCCIIPPLLIINNEE

We CARE

HHIILLLLSSIIDDEE EELLEEMMEENNTTAARRYY

SSCCHHOOOOLL--WWIIDDEE DDIISSCCIIPPLLIINNEE PPLLAANN

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

• 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


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.

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.

MAJORS


Appendix V

Consequence Guide Sample

“They may forget what you said, but they will never forget how you made them feel.”

Anonymous


Long Range Academy updated Aug. 28th, 2008 Code of Conduct

Consequence Protocol

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 (1-


3 day in-school suspension). - - Administration to call parent/guardian.. Step #4 - Verbal reminder to the student of the expected and/or appropriate behaviors. - Referral to Administration using office referral form (2-5 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 (2-5 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 (2-5 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 (2-5 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 (2-5 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. Step #5: - Verbal reminder to the student of the expected and/or appropriate behaviors. - Referral to Administration using office referral form (2-5 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.


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


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


We CARE

HHIILLLLSSIIDDEE EELLEEMMEENNTTAARRYY SSCCHHOOOOLL--WWIIDDEE DDIISSCCIIPPLLIINNEE PPLLAANN

CCOONNSSEEQQUUEENNCCEE GGUUIIDDEE MINORS

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.”


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.


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 - Verbal reminder to the student of the expected, appropriate

behaviors Step #2 - Verbal reminder to the student of the expected, appropriate

behaviors - Advisory teacher informed of the incident

Step #3 - 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


- Restitution by the student - Advisory teacher informed of the incident - Natural consequences applied by the attending adult - Home contact made by the attending adult

Step #5 - 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 - 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


- Restitution by the student - Advisory teacher informed of the incident - Natural consequences applied by the attending adult


- Home contact made by the attending adult - Referral to Administration (in-school and/or out-of-school

suspension) Step #3 - 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 (out-

of-school only) Step #4 - Move directly to Step #2 of “Majors”

Majors

These behaviors are immediately referred to the Administration. Step #1 - 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 (out-

of-school only) - Possible referral to school Guidance Counsellor


- 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


- Referral to Administration (Out-of-School suspension) - Home contact made by Administration - Parent-Conference with Administration before student returns


- 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


Appendix VI

Documentation Form Samples

“If you can’t say something nice, don’t say anything at all.” Thumper’ s father (Bambi 1942)


□ For Action Eastern School District – Draft Sample □ For Your Information Behaviour Documentation Form Student Name: Class Referred By: 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

□ 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

Location Time Others Involved

□ Art room □ Before School □ Peers □ Assembly □ 1st period □ Teacher/Admin □ Bus □ 2nd period □ Staff/Volunteer □ Cafeteria □ Recess □ Classroom □ 3rd period □ Gym □ Lunch □ Music room □ 4th Period □ Hall □ 54th period □ Comp. Lab □ After School □ Home Ec. □ Library □ Music/Band □ Off Grounds □ Outside/Playground □ Science Lab □ Tech. Lab

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

□ Restricted access to facilities/activities

□ Behaviour contract □ Peer counseling □ Self-reflective exercise □ Detention □ Parent/school

conference □ Referral to ISSP/SSS □ Restorative justice

□ Referral to school counsellor

□ Reduced day □ Loss of privileges □ Police involvement □ In-school suspension □ Out of school

suspension

□ Extended suspension


Comments (optional)


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 Spoke with Parent ____ Yes date:_________ Phoned ___ no answer ___Yes date(s) _______________________

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) _______________________

Majors

• 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 ______________________


42

Location:______________________________ Time: _____________________

Details of Infraction (s)/Action Taken : _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Others Involved/Witnesses:____________________________________________________________________________________

Administrative Response Administrator:___________________ Date:________________ Parent Contact Verbal Warning Lunch-time Detention In-school suspension Out-of-school Suspension Referred to Counselor District Notified ___________________ Comments: __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________


43

Date:

Conrad Fitzgerald Academy Office Discipline Referral Form

Student Name: Grade: Referral to: Principal

Vice-Principal Referred By: Counselor

Issue(s) of Concern

Disrespect Attendance Bullying/Harassment Illegal Substance Physical Aggression Snowballs Weapon

Classroom Behaviour Non-Classroom Behaviour Theft Vandalism Academic Performance Defiance Safety Risk

Offensive Language Field Trip/Athletics Behaviour Computer Abuse Dress Code Fighting Other ______

Description of Behaviour:

Location Time Others Involved Assembly Bus Library Computer Lab Gym Cafeteria Hallway

Off-Campus (home, community)

Gym Classroom Stairwell Parking Lot ___________

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 Date(s) Action Date(s) Time-Out/Removal

Call Home

Teacher-Student Conf.

Parent Conf.

Classroom Management

Administration

Counselor

Other:


44

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: Dates of Consequence:


45

Dorset Collegiate OOFFFFIICCEE DDIISSCCIIPPLLIINNEE RREEFFEERRRRAALL FFOORRMM

Referred by: Date: Student Name: Grade: Telephone #:

IISSSSUUEE((SS)) OOFF CCOONNCCEERRNN Level 1 Level 2 Level 3

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

______________________________

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?


46

Appendix VII

Analysis of School-Wide Data Samples

Administration Response

Action By: Date:

Warning Detention Student meeting Referred To Ed. Psych

Parent Contact Referred to Guidance Suspension Comments:


47

“Every job is a self portrait of the person who did it. Autograph your work with excellence.”

Anonymous


48


49


50


51

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


52

Long Range Academy -Tracking Form updated Oct. 8th, 2008

Students Name:________________ Grade:___________ Teacher:_______________

Please indicate subject Behavior/Date O1 O2 O3 O6 O7 O8 O9 O10 O14 O15 O16 O17 O20 O21 O22 O23 O24 O27 O28 O29 O30 O31

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

Other:


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 # of days/month Name the inappropriate behaviour: Total

• 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


Locations 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

Time of behaviour: Total

• Before school • 1st period • 2nd period • Recess • 3rd period • Lunch • 4th period • 5th period • After school


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 17 percent of the class was involved in inappropriate behaviour Average number of incidents per day: 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


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


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 Total % of school involved: ÷ = # of students involved student population % of student population involved Average number of incidents per day: ÷ = # of incidents # of days/month Name the inappropriate behaviour: Total

• 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


Locations 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

Time of behaviour: Total

• Before school • 1st period • 2nd period • Recess • 3rd period • Lunch • 4th period • 5th period • After school


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 10 percent of the school was involved in inappropriate behaviour Average number of incidents per day: 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


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


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.)


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 school-wide 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 school-wide, targeted group and individual system support plans.


Documents

“When I approach a child, he inspires in me two sentiments ......Behavioural Expectation Samples “When I approach a child, he inspires in me two sentiments: Tenderness for what