1

Positive

Behavior

Interventions

Support

Staff Handbook Lowrey Middle School

2013-2014

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Table of Contents

Cover Page ............................................................................................ 1

Table of Contents .................................................................................. 2

Committee ............................................................................................. 4

Statement of Purpose ............................................................................. 5

Michigan State Board Policy ................................................................ 6

Creating Behavior Expectations ............................................................ 7

Lowrey Middle School Expectations Matrix ........................................ 8

Behavior Grid (Majors and Minors) ..................................................... 9

Sample Combo Focus / Tardy Card .................................................... 12

Tardy Card Procedure ........................................................................ 13

5th Tardy Parent Letter (office) ........................................................... 14

5th Tardy Letter Log (office) ............................................................... 15

6th Tardy Script for Student Call Home (office) ................................. 16

6th Tardy Phone Call Home Log ........................................................ 17

Focus Card / Planner Procedure .......................................................... 18

Replacement Planner Log (office) ...................................................... 20

Replacement Planner Letter (parent) .................................................. 21

Polar Points Procedure ........................................................................ 22

Acknowledging and Rewarding Positive Behavior ............................ 23

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Behavior Intervention Referral Procedure (Majors) ........................... 24

Teaching the Expectations Matrix ...................................................... 25

Tier 2 Interventions ............................................................................. 26

Tier 2 Criteria ...................................................................................... 26

TIER 2 Targeted Interventions Grid ................................................... 28

Description of Tier 2 Interventions .................................................... 29

Lowrey Home/School Behavior Plan ................................................. 30

TIER 3 Interventions ........................................................................... 31

Tier 3 Criteria ...................................................................................... 31

Description of Tier 3 Interventions ..................................................... 32

Tier 3 Simple Functional Behavior Assessment ................................. 34

Tier 3 Behavior Review Form............................................................. 36

Three Tiered Model ............................................................................ 37

Posters ................................................................................................. 38

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Lowrey Middle School

Positive Behavior Interventions and Support

PBIS Team

2012 -2013

Lisa Cunningham

Hassan Dakroub

Denise Elliott

Yvonne Jenks

Ryan Lazar

Robert Lohaus

Michael Moyer

Kamal Saad

Steven Saleh

Ahlam Taha

Amy Wiedyke

Rima Younes

Page 5

Statement of Purpose

Positive Behavior Intervention Support (PBIS) is a collaborative and positive process for structuring the learning environment to support the academic and social success of all students

The main purpose of PBIS is to provide and maintain a school-wide consistent,

positive, and fair behavior plan. This plan promotes and encourages a philosophy that encompasses the entire school population and establishes a “community” where everyone is engaged, active, and invested in the process. PBIS establishes a positive learning and working climate, provides a unified teaching focus and maximizes efficiency of instructional time. Further more, it fosters improved communication among students, faculty, staff, parents and other community members, and efficiently provides extra supports for at-risk student populations. Therefore, the benefits of this type of plan are beneficial to everyone.

PBIS is a broad range of systemic and individualized strategies for achieving

important social and learning outcomes while preventing problem behavior through positive reinforcement and reward. The primary focus and philosophy of this program will be “reinforcing” targeted behaviors rather than “punishing” or delivering “consequences” for unwanted behaviors.

Research shows us that students achieve at a higher level when they know the

expectations and feel safe. PBIS will help us to improve in both of these areas. Our plan provides detailed expectations for every area in the school as well as most situations that may occur throughout the school day while putting an extreme emphasis on safety.

The success of our PBIS plan will improve over time with patience, commitment,

and positive participation from our staff and students. We are excited and we are ready.

Page 6

MICHIGAN STATE BOARD OF EDUCATION POSITIVE BEHAVIOR SUPPORT POLICY

The vision of the State Board of Education is to create learning environments that prepare students to be successful citizens in the 21st Century. The educational community must provide a system that will support students’ efforts to manage their own behavior and assure academic achievement. An effective behavior support system is a proactive, positive, skill-building approach for the teaching and learning of successful student behavior. Positive behavior support systems ensure effective strategies that promote pro-social behavior and respectful learning environments. Research-based positive behavior support systems are appropriate for all students, regardless of age.

The principles of Universal Education reflect the beliefs that each person deserves

and needs a positive, concerned, accepting educational community that values diversity and provides a comprehensive system of individual supports from birth to adulthood. A positive behavior support policy incorporates the demonstration and teaching of positive, proactive social behaviors throughout the school environment.

A positive behavior support system is a data-based effort that concentrates on

adjusting the system that supports the student. Such a system is implemented by collaborative, school-based teams using person-centered planning. School-wide expectations for behavior are clearly stated, widely promoted, and frequently referenced. Both individual and school-wide learning and behavior problems are assessed comprehensively. Functional assessment of learning and behavior challenges is linked to an intervention that focuses on skill building. The effectiveness of the selected intervention is evaluated and reviewed, leading to data-based revisions. Positive interventions that support adaptive and pro-social behavior and build on the strengths of the student lead to an improved learning environment. Students are offered a continuum of methods that help them learn and maintain appropriate behavior and discourage violation of codes of student conduct.

In keeping with this vision, it is the policy of the State Board of Education that

each school district in Michigan implement a system of school-wide positive behavior support strategies.

Adopted September 12, 2006

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Creating Behavior Expectations

WHAT DO WE EXPECT AND WHY?

RESPECT: It is the ability to show honor, esteem, and consideration for others. It is

the ability to show compassion toward others. Respect for others is closely related to

respect for oneself. Those who lack self-respect usually do not give respect to others.

Respect is important to give and to receive. It shows that you think the other person has

value and importance. It is an unspoken communication that occurs between people. It is

an attitude as well as a personal quality, an important “ingredient” of life.

RESPONSIBILITY: A core value of our district; the ability to act and/or make

decisions on one’s own without supervision. It is an obligation/expectation to carry

forward a task to a successful end. Those practicing responsibility will think before

acting, expect accountability for his/her actions, will admit mistakes and plan for

correction of those mistakes. In the words of Henry Ward Beecher, an abolitionist, “Hold

yourself responsible for a higher standard than anybody else expects of you, never excuse yourself.”

SAFETY: Student perception of school safety is associated with violence in schools

(Gottfredson & Skroban, 1996). When students perceive their school to be a dangerous

place, they are more likely to engage in problematic behaviors that they view are

necessary for their personal safety. Safety should be the number one concern of school

staff as students cannot learn unless there is a perception of safety. It is the right of all

students, parents, and staff members to be safe from danger, risk, or injury in the school

environment. Safety does not “just happen.” It is incumbent upon each person to

contribute to safety in our community and in all areas of our school. If you witness an

unsafe situation, report it.

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Lowrey Middle School Expectations Matrix

Always Classrooms Hallways/Stairways Cafeteria Bathrooms/Locker Rooms

Spectator Events/Assemblies Arrival/Departure

•Respect yourself & the personal space of others •Use appropriate language, tone, & volume •Treat others as you would like to be treated •Accept decisions & directions from adults

•Speak when it’s your turn •Listen when others are talking •Treat substitutes & guests with best behavior

•Close locker gently •Keep hallways clean •Respect classes in session

•Use good manners •Wait your turn in line

•Be considerate of other’s privacy •Take care of the facilities •Make sure all items you leave with are your own

•Stand & remove hats for National Anthem •Use supportive & positive language •Exercise good sportsmanship toward all teams, officials, & guests

•Enter & Exit in an orderly manner •Preserve the landscaping

•Represent yourself & your school properly •Come to school prepared to learn: clean, well rested, & fed •Clean up after yourself •Follow Dress Code •Leave Cell Phones in locker & turned off

•Be on time •Bring all required materials •Give your best effort •Do your own work •Participate in class

•Keep moving toward destination •Keep locker clean & organized •Keep locker locked •Keep locker combination private •Obtain appropriate pass from your teacher

•Bring your lunch and/or money/ID •Clean your table & surrounding area before dismissal •Obtain a pass if leaving early

•Report graffiti, damage, or unsafe behavior to a staff member •Flush the toilet •Return to class promptly •Turn in found items •Keep locker locked •Keep locker combination private

•Attend the entire event •Ask appropriate questions

•Bring all necessary materials •Enter & Exit building through designated entrances. •Arrive at school no more than 10 minutes early •Depart school grounds promptly after dismissal

•Report mean, inappropriate, & unsafe behaviors. •Think before you act •Keep hands, feet, & objects to yourself

•Learn & follow classroom expectations

•Walk at a safe pace •Stay to the right

•Be on time •Remain seated until dismissed •Follow dismissal procedures

•Wash hands thoroughly •Put all items in locker •For conflicts, get help immediately from a staff member.

•Sit in designated areas •Follow dismissal instructions •At school dances, use appropriate dancing •Immediately depart school property

•Go directly to your locker, then your expected destination •For conflicts, get help immediately from a staff member.

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Behavior Grid (Majors and Minors)

BEHAVIOR MAJOR INTERVENTION MINOR INTERVENTION

Code 122-Bomb Student delivers a verbal or

written message suggesting Administrator referral

Threat/Weapons possible explosive materials, Referral to outside

Threat/False pending explosions, and/or appropriate authority.

Alarm/911 Call weapon being on or near Parental notification.

school grounds.

Student is in possession of

Code 121- substances/objects readily Administrator referral.

capable of causing bodily harm

Referral to outside

Combustibles/Arson and/or property damage. appropriate authority.

Code 124-Fireworks Student plans and/or

Parental notification.

participates in malicious

burning of property.

Student is in possession of, Administrator referral.

Code 114-Controlled uses, or is under the influence

Referral to outside

of alcohol, drugs (prescription,

Substance over-the-counter and/or illegal) appropriate authority.

or drug paraphernalia. Parental notification.

A disorderly, physical or verbal Repeated disruptive behavior,

Code 103- outburst, which results in a

which results in a minor Record infraction on the Focus

major disruption of learning Administrator referral.

Disorderly/Disruptive disruptive of learning Card. Teach/re-teach

and/or the civil environment. Parental notification

Behavior (i.e., arguing with a teacher and unresolved with redirection. expectation.

See Focus Card.

horseplay),

Record infraction on the Focus

Card. Teach/re-teach

Code 106-Dress Code

Refusal to comply to staff Student follows request to expectations. If student does

Administrator referral. not have the correct attire, they

request to cover up or adjust cover-up or adjust clothing; not

Violation clothing; reoccurring.

Parental notificationreoccurring.

can exchange their

inappropriate attire for school

issued attire from the

counseling/social work office.

Code 104- Use of someone's

name/identity without Administrator referral.

Misrepresentation/

permission (written, verbal, Parental notification

Forgery

technological)

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Code 113- Any kind of threat, bullying, Administrator referral. Making fun of another, put

Harassment (Sexual, intimidation, verbal assault, Record infraction on the Focus

Parental notification. Possible downs, name calling,

verbal, physical, racial slur, or innapropriate Card. Teach/re-teach

referral to appropriate outside anappropriate jokes even in a

emotional, or touching/contact to the point of expectation.

authority. playful manner; not reoccurring.

technological) causing emotional distress.

Code 112- Including profane, racial/ethnic,

and/or sexual slurs and/or Administrator referral. Including profane, racial/ethnic Record infraction on the Focus

Inappropriate gestures leading to and or sexual slurs and/or Card. Teach/re-teach

Parental notification

Language insubordination, disruption, or gestures. expectation.

harassment.

Code 107- Blatant or repeated refusal to Record infraction on the Focus

comply with a resonable Administrator referral. Initial refusal, but eventual

Card. Teach/re-teach

Insubordination request which creates an Parental notification compliance

expectation.

obvious disruption.

Code 116-Physical Fighting-when physical contact Administrator referral. Play-fighting, horseplay, Record infraction on the Focus

Aggression escalates to unsafe

Parental notificationposturing that results in non- Card. Teach/re-teach

environment. physical or minor contact expectation.

Plagiarize, cheat, gain Record infraction on the Focus

Code 101-Plagiarism unauthorized access to or Administrator referral.

Sharing homework Card. Teach/re-teach

tamper with educational Parental notification

materials and/or records expectation.

Code 105-Public Failure to comply with initial Hugging, hand-holding, or other Record infraction on the Focus

request to refrain from public Administrator referral.

inappropriate personal physical Card. Teach/re-teach

Display of Affection display of affection or Parental notification

contact. expectation.

inappropriate contact.

Inappropriate use of technology

and any violation of the District Code 115-Technology Technology Use Agreement. Administrator referral.

Abuse Violation of District Cell Phone Parental notification

Policy.

Code 117-Theft Student in possession of or Administrator referral.

responsible for removing

Parental notification

someone else's property.

Egregious Tardy (5-15 min)

Administrator referral.

Parental notification

Record infraction on the Focus

Code 108-Truancy

Skipping (after 15 min)Administrator referral. Tardiness Card. Teach/re-teach

Parental notification expectation.

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Excessive Tardiness (7 or See Unis Tardy Policy(will

more) create later)

Code 102-Vandalism Careless or intentional damage Administrator referral.

to any property that does not Possible referral to

belong to the individual. appropriate outside authority.

A student shall not knowingly

Code 126/127/128- possess, handle, or transmit Administrator referral.

any object that can reasonably

Possible referral to

Weapons be considered a weapon atappropriate outside authority.

school, on school property, or

at a school sponsored event.

Unprepared for Class Student comes without required Record infraction on the Focus

material for class (i.e. PE Card. Teach/re-teach

Clothes, Books, planner) expectation.

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Lowrey Middle School Focus and Tardy Combo Card

Focus Card Quarter 1-A Tardy Card – Quarter 1-A Student Name: ID number:

Student Name: ID number:

Infraction Date Period Teacher Name

Date Tardy

Class Period Teacher Name

1- Corrective Feedback 1

2- Corrective Feedback 2

3- Corrective Feedback 3

4- Corrective Feedback 4

5- Corrective Feedback and Letter 5

6- Student Calls Home 6

7- Detention 7

8- 2 Detentions 8

9- Parent Meeting with Admin and

Social Worker 9

10- Admin Referral/OSS 10

A teacher or an adult supervisor may ask you for this card at any time. The card will be dated and signed by the adult who witnessed the infraction. The tenth signature will result in administrator referral. You are expected to have this card at all times. If you are asked for this card and you do not have it you must go to the office to purchase a new one. The new card will have a total of four signatures as a consequence.

Infraction Codes

R Running in Hallways H Horseplay

C Dress Code Violation I Insubordination

D Disruptive Behavior O Off Task

E Eating/Drinking in Class T Technology Abuse

F Foul Language (profanity) PL planner is lost, defaced or MIA

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Tardy Card Procedure

The Tardy Card is a tool used for behavior management. It will help teach the student what behavior is expected while simultaneously teaching the student that certain behavior should be changed. The Tardy Card is used to empower students to take control toward personal responsibility. Students will be responsible for carrying their own card it allows them to reflect on the incident(s), what happened, what they can change, and to look at patterns in their behavior.

Since the purpose of the program is to teach individual student responsibility, the card will be carried at all times by the student. They may carry it in their planner, pocket, or on a lanyard. If a Staff member finds that a student is tardy to class, lunch, or any other school day event they will use the card as part of a teachable moment. The teacher will record the tardy on the student’s card and may offer suggestions as how the student can be on time.

The Tardy Card will hold up to ten corrections. There is a progressive behavior modification plan in place as follows:

For tardies one through four the signature on the card serves as a written warning.

When a student reaches the fifth tardy they will receive a letter informing their parents/ guardians that they have a negative pattern of tardiness and that they are entering the detention/ suspension levels of the behavior plan. The student will sign and date the letter and also sign a record sheet that they received the letter. This process will take place in the student office. It is the student’s responsibility to make sure the letter is delivered to the parents.

When the student reaches the sixth tardy the student will call home from the office and inform their parents/ guardians of the number tardies he/she has. A script of what to say will be provided if needed. Student will document their call in the Call Home Log.

When the student reaches the seventh tardy they will receive a detention.

When the student reaches the eighth tardy they will receive 2 detentions.

When the student reaches the ninth tardy they will be referred to the administrator for a parent meeting with social worker to discuss possible interventions.

When the student reaches the tenth tardy they will be referred to the administrator who will assign one day of Out of School Suspension.

If a student’s planner is lost, stolen, misplaced, damaged, or otherwise unavailable, the student will

be assigned a detention by the teacher and referred to the counseling office to purchase a new planner. The student will be required to sign for a replacement planner. The office staff will refer to Zangle to mark the correct number of tardies in the new planner.

A letter informing parents / guardians of the loss of the planner will be attached to the replacement planner. It is the student’s responsibility to make sure the letter is delivered to the parents. The office will keep record of replacement planners. If this becomes a reoccurring event the student will be referred to the school administrator for the appropriate intervention.

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5th Tardy Card Letter Dear Parents/ Guardians,

You are receiving this letter due to the fact your son / daughter has been tardy five times this

semester. This means their Tardy Card is half full and they are approaching the disciplinary levels.

We have included below the procedures associated with the Tardy Card:

For tardies one through four the signature on the card serves as a written warning.

When a student reaches the fifth tardy they will receive a letter informing their parents/

guardians that they have a negative pattern of tardiness and that they are entering the detention/

suspension levels of the behavior plan. The student will sign and date the letter and also sign a

record sheet that they received the letter. This process will take place in the student office. It is

the student’s responsibility to make sure the letter is delivered to the parents.

When the student reaches the sixth tardy the student will call home from the office and inform

their parents/ guardians of the number tardies he/she has. A script of what to say will be provided

if needed. Student will document their call in the Phone Call Log.

When the student reaches the seventh tardy they will receive a detention.

When the student reaches the eighth tardy they will receive 2 detentions.

When the student reaches the ninth tardy they will be referred to the administrator for a parent

meeting with social worker to discuss possible interventions.

When the student reaches the tenth tardy they will be referred to the administrator who will

assign one day of Out of School Suspension.

Tardiness is becoming a negative pattern for your child. Please discuss with your son or

daughter the importance of being on time. If this pattern does not change, your child will be

referred to the administrator for the proper intervention as described above.

______________________________________________ __________________ Student Name Date Administrator’s Signature ___________________________________________________

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5th Tardy Letter Log

Student Name ID Number (please print) Date Hour Signature

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

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6th Tardy Phone Call Script

Hello ________________ I am calling from Lowrey

Middle School to let you know

that I have been tardy six (6)

times already this semester,

and that my next tardy will

result in a detention.

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6th Tardy Phone Call Log

Student Name ID number (please print) Date Time

Person Contacted

Live perso

n Voice Mail

1. Jim Smith 8/31/201

0 9:15 Mom X

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

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Focus Card / Planner Procedure

The Focus Card is a tool used for behavior management. It will help teach the

student what behavior is expected while simultaneously teaching the student that certain

behavior should be changed. The Focus Card is used to empower students to take control

toward personal responsibility. Students will be responsible for carrying their own card.

This allows them to reflect on the incident(s), what happened, what they can change, and

to look at patterns in their behavior.

In order to maintain focus card integrity, A2 teachers should direct students to

write their name and id number in ink on all cards (Q2, Q3 etc.) on the first day of school.

They should also write their names on the first week in January and on the back cover.

Since the purpose of the program is to teach individual student responsibility, the

card will be carried at all times by the student in their planner. If a staff member observes

a “minor”/ Tier I infraction by a student they will use the card as part of a teachable

moment. The staff member will assume that the student does not know the rule or proper

procedure and will teach the expectation to the student. The teacher will record the

infraction on the student’s card.

The Focus Card will hold up to ten corrections. When a student reaches the tenth

correction and the card is full, they will be referred to a school administrator who will

assign the appropriate intervention (minimum detention) and record it in the student’s

personal file. This also provides an opportunity to discuss with the students ways to

improve and change behaviors to help them onto a positive track. If a second Focus Card

page is filled it will result in an administrator referral and student is placed on progressive

discipline.

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If a student’s planner is lost, stolen, misplaced, damaged, or otherwise

unavailable, the student will be assigned a detention by the teacher and referred to the

counseling office to purchase a new planner. The student will be required to sign for a

replacement planner which will automatically have a minimum of four infractions

recorded on it. A2 teachers will do weekly planner checks to assist the office in keeping

track of the number of infractions. Check to see that names and id numbers are written in

ink, not altered with white-out or torn.

The office will keep track of replacement planners, to avoid this becoming a

reoccurring event. If this does become a reoccurring event the student will be referred to

the school administrator for appropriate action.

There is a tiered reward system at the end of each semester for students who are in

possession of their original planner and have taken personal responsibility, thus have

few incidents recorded.

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Replacement Planner Log Date Name ID

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Replacement Planner Letter Dear Parents/ Guardians,

You are receiving this letter due to the fact that your son’s / daughter’s

planner has been misplaced, damaged, or is otherwise unavailable. Your child has

received a total of four infractions pre-recorded on the focus card. If the loss of a

planner becomes a negative pattern, intervention by the school administrator may

become necessary. This intervention may include, but is not limited to detention

or suspension.

______________________________________________ __________________ Student Name Date

Replacement Planner Letter Dear Parents/ Guardians,

You are receiving this letter due to the fact that your son’s / daughter’s

planner has been misplaced, damaged, or is otherwise unavailable. Your child has

received a total of four infractions pre-recorded on the focus card. If the loss of a

planner becomes a negative pattern, intervention by the school administrator may

become necessary. This intervention may include, but is not limited to detention

or suspension.

______________________________________________ __________________ Student Name Date

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Polar Points

Polar Points similar to the one pictured below will be distributed to all staff members at the start of the semester.

Whenever a staff member witnesses a student properly engaged in the behaviors in the matrix, or otherwise doing some good deed worthy of recognition in the areas of Respect, Responsibility, and Safety, they may issue the student a Polar Points voucher. Students are not allowed to ask for a ticket. If a student does ask, the teacher will not provide the ticket even if it was notably earned.

Given the allotted tickets, (max 100) the teachers are responsible for distributing them as evenly as possible among the students. Students are to fill out the back of their Polar Points with their name, date, and positive behavior demonstrated immediately when they receive it.

The students place the Ticket into the raffle box located in the counseling office. A drawing occurs once a month. Winner of the drawing will be on the T.V. monitor just like student of the month. Entries that do not win are kept in a separate container for a grand prize drawing each semester.

Front of Ticket Back of Ticket

Student Name ___________________

ID number _____________________

Date __________________________

Positive behavior ________________

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Acknowledging and Rewarding Positive Behavior

As part of Lowrey Middle School’s educational philosophy, students will be recognized for exhibiting positive behaviors. Reinforcement of positive behavior can be awarded in a number of ways. All teachers are encouraged to reward students with positive comments or some other form of recognition and/or acknowledgement when a student displays appropriate behavior. There are several school wide reward programs built in to our PBS (Positive Behavior Support) program.

Polar Points

A staff member recognizes a student’s positive behavior with verbal praise/recognition/acknowledgement and may award Polar Points to the student. Students are to fill out the back of their Polar Points voucher, with their name, student ID number, date, and demonstrated positive behavior, immediately when they receive it.

Teachers are responsible for distributing 100 tickets per month as evenly as possible among their students. Students are to fill out the back of their Polar Points with their name, ID number, date, and positive behavior when they receive it. In addition, Student of the Month earns 3 Polar Points and a report card average of 4.0 earns 4 Points.

The students place the Polar Points into the grade level raffle box located in the counseling office. A drawing occurs once a month. Winners of the drawing will receive a reward, (such as t-shirt, music, food, sports, or electronics) and be on the T.V. monitor just like student of the month. Entries that do not win are kept in a separate container for a grand prize drawing each semester.

Tardy Card

Students are rewarded for being on time. Students with four or less tardies on their tardy page receive an invitation to a celebratory event once a semester, for instance, a Movie popcorn party. Students with zero tardies are recognized in various ways, for instance, breakfast with the principal, and are entered into a drawing each semester for a gift card.

Focus Card

Students will receive a new Focus Card for 2nd semester. A2 Teachers will collect the old cards when they issue the new ones. Students who have three or less incidents recorded on their Focus cards at the end of each semester will be rewarded with three Polar Points. This does not include replacement planners.

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Behavior Intervention Referral Procedure

(Majors)

Teachers will email the assistant principal and copy in

his/her secretary and the counselor with the following

information:

Student Name / ID number / Grade

Parent Contact Information

Date/ Time/ and Location of incident

Description of incident - majors only please

Refer to major and minors grid page 8

Page 25

Revised 4-12-2011

Teaching the Expectations Matrix

At the beginning of the school year a PBIS information packet will be

provided to students and parents. Students will attend assemblies, complete with

role-plays and explanations. Additionally, PBIS will be presented to parents at

Open House.

For approximately three weeks, the A2 announcements will include a

“Concept of the Day” from the PBIS Expectations Matrix. Teachers should

reinforce this concept through modeling, demonstration, role-play, and practicing

appropriate behaviors from the matrix. The students should actively participate in

role-plays in all classes. Some expectations may require more than one lesson,

depending on how quickly students pick up the concepts. As a general rule, only

one expectation should be taught per day.

As the year progresses, there may be a need to re-teach expectations (based

on data). While re-teaching, differentiating your method of instruction may be

necessary in order for students to master the expectation(s). When it is necessary

to re-teach, a general rule is to teach one PBIS lesson per week.

Teachers should ensure the students fully understand the expectations

through role playing, questioning, and probing. Also, when signing a student’s

Focus Card, teachers should re-teach the expectation that was abused.

Remember to acknowledge, praise, and distribute Polar Points to students

who are exhibiting positive behavior expectations.

Page 26

Lowrey Middle School: Tier 2

Revised 6-5-2012

“When the universal support of Tier 1 is fundamentally in place for all

students, it forms the base for implementing Tier 2 strategies. Tier 2 of the PBIS

triangle model provides additional interventions to support that smaller

percentage of students who do not sufficiently respond to Tier 1 strategies.

Students at Tier 2 may be at risk for developing chronic problem behavior and

academic issues but do not need the high intensity interventions typical of

individualized behavior plans at Tier 3.” (Implementation Guide to School-wide

Positive Behavioral Interventions & Supports 2010. Michigan State Dept. of

Education)

Targeted Interventions Criteria

PBIS committee will report and set criteria for Tier 2. Students can be exited

from tier 2 when behavior improves, or be moved up to tier 3 for major

infractions or ongoing negative behavior. Students will be referred to RTI

committee as academic issues arise.

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10-15 students is a manageable number

Target the workable kids - not your worst kids

At risk students such as special education, ELL etc. will be held to the same

standard.

Criteria: Who is a Tier 2 Lowrey Student?

1. Two (2) or more major referrals (major/minor matrix) Students will be

subject to discipline outside of the Tier 2.

2. Administration referral

3. Student is on infraction 9 of his/her second card

4. Staff or Parent referral

Evaluation of Success

The committee will monitor and analyze data collected from focus cards,

office discipline referrals and teacher updates (both formal and informal). The

committee will send a copy of the Targeted Intervention Plan to the students’

current teachers so they are aware of the Tier 2 interventions being used.

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Lowrey Middle School: TIER 2 Targeted Interventions

Intervention Goal Anger

Management

Study Skills

Interv Class

Social Skills

Club

Newcomers

Club

Check In

Check Out

Parent

Shadow

Mentor SSW Behavior

Interv

Home - School

Behavior Plan

Increases opportunities

for positive adult

attention

X X X X X X

Increases opportunities

for positive peer

attention

X X X X

Addresses specific social

skills instruction on how

to relate with others in

the school setting

X X X X X X X

Increases number of

correction prompts and

structure for “what to

do” throughout the day

X X X X X X X X X

Increases opportunities

for stronger incentives/

positive reinforcement

X X X X X X X

Creates a home and

school communication

system

X X X X

Increases consistency in

behavior expectations

between home and

school

X X X X X

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Description of Tier 2 Interventions Anger Management Intervention May be special A2 class or small group meeting with school social worker. Students will work to learn and practice skills like conflict resolution, problem solving, ways to express anger is socially appropriate ways, ways to respond when people are angry with them. Study Skills Intervention This may be offered as an Intervention class. Students will learn how to study for tests, get started on work, planning, good note taking, memory techniques and goal setting. Social Skills Club Students will experience small group instruction to learn and practice social skills to promote positive peer relationships and friendships. Newcomers Club This will be a special A2 geared to ELL students new to the country. Check in - Check out Check in–Check out is an individualized monitoring system that provides frequent positive adult contacts, reminders to the student of the expectations, and feedback on performance. with staff or other students in the upcoming school day. The student starts the day with a positive attitude. Parent Shadow Parents will spend the day with their child, walking them from class to class and observing behavior during class instruction. This will increase consistency in behavior expectations between home and school. Mentor Mentoring is a structured and trusting relationship that brings a student together with a caring adult who offers guidance, support, and encouragement aimed at developing the competence and character of the student. A school-based mentor should plan to meet with the student at least once per week for about 15 minutes. School Social Worker Intervention Students may work with school social worker to address behavioral and emotional issues for support. Home School Behavior Plan Students do better when they experience consistent expectations from adults. For some students a simple home/ school behavior plan can provide the added structure necessary to create a common expectation around certain behaviors.

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Lowrey Home/School Behavior Plan

Initial Meeting Date _____________________________________

The school and parent(s) agree to support each other, work together, and create consistent

expectations for ____________________________________________ (student’s name).

The reason we are developing this plan is because _______________________________

Has been having a problem with _____________________________________________

______________________________________________________ (behavior in school).

Positive behaviors to be increased:

Behaviors to be decreased:

The school agrees to: ______________________________________________________

_______________________________________________________________________

Parent(s) agree to: ________________________________________________________

_______________________________________________________________________

When will this plan be explained to the student? ________________________________

Next meeting date to review progress: ______________________

School Staff Signatures:____________________________________________________

_______________________________________________________________________

Parent(s)/Guardian(s) Signatures: ____________________________________________

_______________________________________________________________________

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Lowrey Middle School: Tier 3

Tier 3 focuses on the individual needs of students who exhibit ongoing patterns of problem behavior and typically require intensive intervention. Students receiving Tier 3 supports also need the foundation and structure provided by Tier 1 and Tier 2. Tier 3 interventions are developed following a comprehensive and collaborative assessment of the problem behavior by people who know the student best. Interventions and supports are tailored to the student’s specific needs and circumstances.

Targeted Interventions Criteria Who is a Tier 3 Lowrey Student? Students not benefiting from Tier 2

Administration or counselor referral

Staff or Parent referral PBIS committee will recommend students to Tier 3 when behavior is:

Chronic / frequent

Dangerous

Highly disruptive

Impeding learning

Resulting in social or educational exclusion Evaluation of Success

The committee will monitor and analyze data collected from focus cards, office discipline referrals and teacher updates (both formal and informal).

Next Steps

Re-Energize staff for assessing and revising Tier 1

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Lowrey Middle School: TIER 3 Targeted Interventions

Tier 3 interventions are very individualized since every situation is different.

Practical realistic strategies at school and at home

Focus is on the “why” of the behavior

Uses natural supports from relatives, friends, etc.

Introduces strength building activities

Intensive ongoing behavior intervention plan including wrap-around

services from the community.

Assessment involves team based collaboration with regularly scheduled

planning and review meetings.

Most likely will involve referral to outside agencies such as/but not

limited to: Access, Dearborn Police Youth Officer, Downriver

Guidance, Oakwood Behavioral Health, HYPE Athletics

The wraparound team will follow very specific steps for implementing a

Functional Behavior Assessment.

Step 1: Identify goals of intervention:

• What is the student doing that is problematic, described in observable and

measurable terms?

• Describe to what extent (e.g., frequency, duration, and intensity) the behavior is

occurring.

• What broad goals does the team hope to achieve through intervention?

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Step 2: Gather relevant information (data):

• Review existing records.

• Interview support providers, student, and/or parent(s).

• Directly observe behavior (antecedents, contexts, consequences).

Step 3: Develop summary statements/hypothesis of the relationship

between the behavior and the environment:

• When, where, and with whom is the behavior most likely and least likely to

occur?

• What are other conditions that appear to be related to the behavior?

• What happens after the behavior?

Step 4: Develop a behavioral support plan and consider:

• Adjustments to the environment that reduce the likelihood of

the problem.

• Teaching replacement skills and building general competencies.

• Consequences to promote positive behaviors and deter problems.

• Crisis response plan (if needed).

Step 5: Implement and monitor outcomes:

• Training and resources needed.

• Responsibility for monitoring implementation.

• Evaluate outcomes based on data review.

• Regularly schedule follow-up meetings.

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Simple Functional Behavior Assessment Student: Date: Sources of Data: (place an “x” next to appropriate response(s) Record Review Scatterplot ABC logs Other: Interview information reported by: (place an “x” next to appropriate response(s)

Teacher Parent Student Other: Completed by: DESCRIBE PROBLEM BEHAVIOR(S) Describe in specific and observable terms. Prioritize 2-3, if more than one. What does the behavior look/sound like? Does it begin at a low intensity and escalate? Describe. Estimated frequency: TRIGGERS/ANTECEDENT What typically occurs before or during behavior? Specific demands or situations? Where is the behavior most likely to occur? What locations? With whom? When? Setting Events? Home difficulties, peer influence, etc.? Describe any related medical, health, or medication issues.

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CONSEQUENCE(S) What typically actually happens immediately after problem behavior? Think about the last couple times it happened. What does the student obtain? Attention? Something else? What does the student avoid? Demands? Negative interactions? CURRENT PLAN/STRATEGIES Describe the current plan or strategies being used. Describe parent/home involvement regarding the student’s school behavior. STUDENT INPUT Has the student expressed concerns/difficulties that may relate to the problem behavior? OTHER Student’s strengths: Possible Motivators/Reinforcers: Possible Replacement Behavior(s): Summary/Hypothesis Statement

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Lowrey Middle School Tier 3 Behavior Review Form

Student:

Date:

Participants:

Period of Review:

Date of Initial Functional Behavior Assessment: Review/Analysis of Data Identify data sources:

Graphic summaries Patterns of behavior identified from scatterplot, ABC recordings, etc. Updated observational and interview information

Evaluate the effectiveness of the interventions implemented

Was the plan implemented reliably? What strategies were effective? What strategies were ineffective?

Summary of Recommendations Date and Time of next Review Meeting:

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Three-Tiered Model (Implementation Guide to School-wide Positive Behavioral Interventions & Supports 2010. Michigan State Dept. of Education)

1-5% @ Tier 3 5-10% @ Tier 2 80 - 90% @ Tier 1