Prepared by the Positive Behavior Support TaskforceBehavior Management Plan

August 2010

T A B L E O F C O N T E N T S

Executive Summary..................................................................................................................1

About Positive Behavior Support.............................................................................................2

Members of Taskforce..............................................................................................................3

Taskforce Concerns.................................................................................................................4

AY 2009-2010 Behavior Data.................................................................................................5

Goals for AY 2011-2012..........................................................................................................6

Behavior Matrix.......................................................................................................................7

Chain of Command..................................................................................................................9

Sample Documents.................................................................................................................10

Rewards System......................................................................................................................13

Taskforce Suggestions............................................................................................................14

E X E C U T I V E S U M M A R Y

Maynard H. Jackson High School is comprised of 3 small learning communities: Fine Arts and Media Communication, Engineering Early College, and Information Technology.

This behavior managment plan has been created to implement a system that all academies can follow when dealing with behavior; while ultimately decreasing the disproportionalty rate. The samples contained within this proposal were designed to assist in documenting behavior incidents and identifying students who need extra support.

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Positive Behavior Support (PBS) uses the most simple tactics to managing behavior. PBS uses positive reinforcement to support students who need additional help in succeeded in the classroom and beyond. This does not mean that we do not sternly reprimand behavior issues, however, it means that we also reward students for doing the right thing.

Every student wants to be recognize for the things they do well. When working with children from the urban environment, it is even more important to address behavior issues, but to celebrate their accomplishments too.

A B O U T P O S I T I V E B E H A V I O R S U P P O R T

M E M B E R S O F T H E T A S K F O R C E

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Information Technology

Ms. Tara Billingslea, PEC

Mr. Eric Williams, Physical Education

Mr. Cornell Woodson, English Language Arts

Engineering Early College

Mr. Russell Thomas, Physical Education

Mrs. Kami Tucker, Science

Fine Arts and Communication Media

Ms. Tasha Allen, Mathematics

Mr. Clarence Vaughn, Social Studies

Concern # 1Once the students leave the SLC hallway, no one is monitoring them in the common areas. (i.e.

Cafeteria, parking lot, etc.)

Concern # 2We do not have a system for handling students who came from alternative schools for behavior

issues.

Concern # 3 Keeping all teachers, faculty, and staff accountable for following the system in place.

Concern # 4 Most of the people who are responsible for dealing with behavior issues within the SLC are also teachers with full class loads.

T A S K F O R C E C O N C E R N S

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A Y 2 0 0 9 - 2 0 1 0 B E H A V I O R D A T A

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Behavioral Data Results 2008-2009 2009-2010 2010-2012

Out of School Suspension 353 300 150In School Suspension 0 0 0

Expulsion 4 4 2Out of School Suspension

(Duplicates)168 135 68

Parent Conferences 46 40 60Detention 4 5 10

Student Conferences 12 15 50No Resolution 19 20 0

Tribunal 10 10 5Bus Suspension 0 0 0

In School Support Team 50 45 20Total Number of Events 666 574 365

G O A L S F O R A Y 2 0 1 1 - 2 0 1 2

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Behavorial Data (AY 2011-2012)Number of Office Referrals

OSS ISS Referred to Alternative

Schools

OSS (Duplicates)

Parent Conferences

205 75 0 2 68 60

Note: Through increased parent

involvement

Our goal is to decrease OSS, ISS, and alternative school referrals by 25% in the next school year alone.

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B E H A V I O R M A T R I X

B E H A V I O R M A T R I X

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TIER 1 Teacher gives verbal warning, detention, and parent conference.

TIER 2 Teacher refers student to PBS Coordinator.

TEIR 3 PBS Coordinator prints schedule of student and generates file for documentation.

TIER 4 PBS Coordinator meets with student to discuss behavior and possible support needed.

TIER 5 PBS Coordinator provides teachers with tracker to monitor further behavior.

TIER 6 PBS Coordinator determines course of action.

Weekly meeting with PBS Coordinator • Check in/check out • Peer Mentor• Goal Setting• Refer to SST Coordinator • Parent Conference • Workshop • Conflict Mediation •

TIER 7 Refer to Dr. Earls for suspension.

C H A I N O F C O M M A N D

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Journaling •

Graduation plan •

Tutoring •

Self-rating•

S A M P L E D O C U M E N T S

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S A M P L E D O C U M E N T S

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S A M P L E D O C U M E N T S

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This is a Jaguar Ticket; students receive this when caught modeling good behavior. Students will tear off the larger half and place it in a jug, which will be located in each academy office. At the end of each month we will do raffle prizes.

R E W A R D S Y S T E M

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The rewards need to be substantial; they must be things that students really do want.

T A S K F O R C E S U G G E S T I O N S

The taskforce has some suggestions that we think will help make our system work and help us maintain consistency. Our suggestions are as follows:

Teachers use something other than a paper pass; it will last longer and not take away • from instruction during class. It will also help us save paper and time.

Teachers walk around the SLC and the common areas of the building during the first 10 • minutes of their planning period.

Teachers submit all behavior issues through Infinite Campus to help collect data. •

Administrators help monitor common areas, such as: cafeteria, parking lot, and gym • lobby. While teachers are fulfilling other duties during the day, having the administrators monitor those areas will be an added precaution to prevent students from skipping class or loitering around at the end of the day.

Administrators hold teachers accountable for following this system. If everyone is not • enforcing this system, then we will continue to have behavior problems.

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