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Guiding Principals
• Beliefs
1. A positive and safe learning environment should be
provided for all students.
2. All children should be instructed using a variety of
teaching methods and practices adhering to
guidelines of No Child Left Behind.
3. Through communication and mutual decision-making,
parents, teachers, and students should build
cooperative partnerships
Guiding Principals Cont. • School Character Points
1. SCS Character Education Program
2. Bulletin Board Highlighting Character Traits
• Our values are recited and reinforced daily through our School Pledge. Those values are as follows:
1. Responsibility
2. Effort
3. Spirit
4. Pride
5. Enthusiasm
6. Courtesy
7. Teamwork
Vision
1. Shelby Oaks is a child-centered school where success
for all children is the goal.
2. All stakeholders work together to provide a safe,
secure, and loving environment.
3. Students are provided the opportunity to experience
success, think critically, solve problems, reach their
optimum potential and become lifelong learners.
Mission
• The mission of Shelby Oaks Elementary School is to
prepare all students to reach their fullest potential in a
safe and caring environment, which provides a variety of
challenging educational opportunities to meet the needs
of individual students in an ever changing and culturally
diverse society.
Philosophy Statement
• A positive school climate supports social and academic growth for all students. Positive school-wide behavior management is necessary if learning is to take place. Positive school-wide behavior management requires a discipline plan, applying successful interventions, and training students in procedures.
• We must provide guidance to help children choose appropriate behavior choices. Our expectations of students’ behavior must be taught to students and reviewed frequently.
Philosophy Statement Cont.
• In handling behavior issues, we must keep in mind the
importance of building strong relationships with students.
The manner in which we treat one student can effect our
relationship with all students. We respect all students’
individuality and will strive to handle all situations in a
caring and professional manner.
Goals and Objectives
Goal • To increase positive student behavior choices and
reduce negative behavior choices.
Objectives • Reduce the number of referrals by 20%
• Reduce the number of fights by 50%.
• Reduce the number of suspensions by 20%.
20 Day Discipline Results
10-11
Period
Ref. Exp. Susp. Fights 12-13
Period
Ref. Exp. Susp. Fights 13-14
Period
Ref. Exp. Susp. Fights
1 33 6 1 1 21 0 3 1 1 28 0 3 1
2 56 1 3 1 2 33 0 3 2 43 0 3
3 77 1 12 3 3 31 0 2 3 40 0 2
4 107 7 4 4 35 0 5 4 38 0 5
5 79 18 2 5 45 0 8 2 5 54 0 8 2
6 90 7 1 6 46 1 11 2 6 49 1 11 2
7 93 12 4 7 51 0 11 7 60 0 12
8 113 11 8 56 0 8 1 8 59 0 8 1
9 80 33 4 9 38 1 7 1 9 70 1 9 2
Totals 728 2 109 20 Totals 356 2 59 7 Totals 441 2 61 8
Discipline Results
2011-2012 2012-2013 2013-2014
Referrals 728 356 441
Fights 20 7 8
Suspensions 109 59 61
Shelby Oaks Elementary PBIS 2014-2015
• Principal* – Catherine Diezi, Ed.D.
• Team Leader – Teresa Grigsby
• Assistant Principal – Jim Murgatroyd
• Professional School Counselor* – Teresa Grigsby
• Elected Teachers* Christy Potts, Wanda Edwards, Mary Beth Wade
• Para Professional – Michael Burtis
Monitoring Process
• Data is collected from SMS for every 20
day period.
• Data is reviewed by the PBIS Team and
shared with the faculty at the end of:
Sept/Nov/Jan/March/May.
• Discussions are centered around the
progress of achieving our goals.
• Review and revisions to the plan are made
when necessary.
School Rules • Be Safe
Always Walk Quietly in the Halls
Keep Hands, Feet, and Objects to Yourself
• Be Respectful
Respect the Rights and Property of Others
Treat Others as You would want to be Treated
• Be Responsible
Be Prepared
Follow Directions
Use Time Wisely
Behavior Expectation Matrix School Cafeteria Hallway Restroom Bus
Be Safe – Always
walk quietly in the
halls and Keep hands,
feet, and objects to
yourself.
Enter quietly and walk
in a single file line to
your designated line.
Walk quietly in an
organized line 2
blocks from the wall.
No talking or playing Follow all directions
from the bus driver
without hesitation or
delay.
Be Respectful –
Respect the rights &
property of others.
Get all lunch related
items from the line &
walk to your table
Be respectful of other
classes and
individuals.
No pencils or pens Enter & Exit the bus in
a prompt and orderly
manner.
Be Respectful – Treat
others as you would
want to be treated.
Sit down, eat first and
talk second in a soft
tone.
Follow the red stop
and green go signs.
Use the toilet and
flush the toilet
Keep hands, feet, and
objects to yourself.
Be Responsible – Be
prepared, follow
directions, and use
time wisely.
Follow all directions
from supervising
adults.
Individual students
must have a hall
pass.
Wash your hands Treat others as you
would want to be
treated.
Pick up your trash,
dump your tray, and
line up & leave
quietly.
Put all paper towels in
the trash can
Sit in your seat & face
the front. Talk in a
soft tone.
How We Teach the Rules and
Procedures • Teaching the Code of Conduct
• Discuss and model in the classroom
• Parent/student handbook
• Behavior Matrix given to students and parents
• Morning announcements
• Open House
• Parent Conferences
• School Wide Assemblies when necessary
School Procedures • Entering and exiting the school building:
Walk quietly to your destination with hands and feet to yourself. Students must sit quietly in the lobby during inclement weather. Students with late pick-up must stay seated while waiting.
• Hallway transition: 3-2-1-0 (3 blocks from the wall, 2 hands by your side, stand 1 block
behind another student, and 0 talking/noise in the hallway . Keep hands, feet and objects to yourself.
Move quietly on the right side of the hall to your destination. Classrooms en route to lunch are given transition priority to restrooms.
• Restroom: Wait quietly in line to enter restroom, use first available facility and
exit.
Wash hands and dispose of towels in the trash can.
3-2-1-0.
• Referrals: Students are referred to the office immediately for Level 4 and 5 violations and may be sent to the office if they continue to disrupt the learning environment after their conduct has been dropped to a U for the day. Teachers come to a consensus on what behaviors will be handled in the classroom and communicate conduct concerns with the parents daily through the child’s agenda book or folder. Students are also sent to the office when documentation reflects a pattern of misconduct and parents have been by notified by phone calls and parent conferences.
• Lunchroom: Students enter quietly in a single file line and go to their designated
line to receive their tray. They sit at their designated table and eat lunch prior to talking. Disruptive students are sent to the time out table and lose points towards their incentive. No food items will be taken from the cafeteria and no sharing of food is permitted. All teachers assist in monitoring students in the cafeteria to maintain discipline on short, abbreviated lunch days as well as special days like Grandparents Day, etc.
• Assemblies: Enter and exit quietly. Sit with your class. Talk only in response to
the program.
Classroom Procedures
Taught and reviewed when necessary in the
class for each of the following:
• Hall Passes
• Transitions
• Asking for help
• Cooperative groups
• Turning in Homework
• Writing Assignment Protocol
• Weekly progress reports
• Other procedures as identified by teachers
General Procedure for Dealing with Minor
Disciplinary Behaviors
1. Observe problem behavior
2. Find a private place to talk to the student
3. Solve problem and determine consequences
4. Follow procedure and document
5. Notify parent
6. Continued inappropriate behaviors will warrant a guidance or office referral
General Procedure for Dealing with Serious
Disciplinary Behaviors
1. Ensure the safety of the students
2. Complete a disciplinary referral and send the child to the office
3. Administration will follow policy and determine appropriate consequences
4. Documentation will be filed in SMS and student disciplinary folder in the office
5. Administration will follow up and monitor student progress
Intervention Plan
• Greet students as they enter the building each day
• Teacher praise
• Spotlight student
• Good news postcards
• Daily conduct grades in their agenda books or folders
• Parent conferences
• Behavior Modification techniques
• Positive notes & phone calls
Classroom and Office Managed Behaviors
Behaviors Handled in the Classroom
Minor Offenses – Not Requiring Office Intervention
Parents Notified by Phone, Agenda or Conference Behaviors Handled by the Office
Checking - Name Calling: Office referral if continued after parental
noticiation. Fighting
Talking Back - Arguing – Complaining: Not ongoing or disruptive Theft – money, student and school property
Refusing to do Work - No Homework - Incomplete Assignments Vandalism
Apathy Weapons
Theft – pencil, paper, etc. Threats
Defiance Bullying
Insubordination - Refusing to follow instructions Sexual Harassment
Tattling Harassment
Excessive Talking - Talking/Yelling Out - Making Inappropriate
Noises Inappropriate Hitting or Touching
Uncooperative Excessive Tardiness
Tardiness Attendance Problems
Classroom and Office Managed Behaviors
Behaviors Handled in the Classroom Behaviors Handled by the Office
Gum Chewing Profanity
Minor Disruptive Behaviors Inappropriate Hand Gestures
Writing Notes in Class Consistent Violation of the Dress Code Policy
Off Task Gang Behavior
Walking Around the Room w/out Permission
Explosive behaviors that require immediate intervention and
removal from the classroom.
Sleeping
Continued Misconduct or Disruptive behaviors documented in the
agenda and communication log that limits the teacher’s ability to
teach and hinders the learning process.
Pushing Biting
Lack of Supplies
Restroom Disruptions
Disrespectful Behaviors - Eye Rolling - Smirks - Head Moving
. 24
General Procedure for Dealing with Problem Behaviors
Observe Problem
Behavior
Problem Solve
Follow Classroom
Management Plan
Determine Consequences
Document in Agenda or
Communication Log
Send Referral to the office
with all documentation in
the discipline folder. Document In SMS
Determine
Consequence
Follow
Through with
Consequences
Problem Solve
Follow
Board Policy
Write Referral & Send
the Student to the Office
Follow up
with student
within a
week
Is
Behavior
Major?
Is Behavior
Habitual?
NO YES
NO YES
Find a place to talk with
student(s) Ensure safety
Character Education
• SCS Family Life Education and Health & Wellness
Curricula – Taught in P.E. and reinforced in the
classrooms.
• Character Education Bulletin Board highlighting specific
character traits.
• Monthly Character Education Word with Quote
announced daily in English and in Spanish
• Community organizations’ assemblies
• Student of the Month Bulletin Board
• Citizenship & Most Improved Award
Harassment and Bullying Prevention
• Faculty training conducted by our
counselor and/or teacher leaders in
Monthly PBIS PLC’s.
• Individual classroom and student training
conducted periodically as needed.
• Incorporate Bully Free Classroom book
study into monthly PBIS PLC.
School Wide Incentives • Semester Honor’s Programs
• Field Days
• Outside Activity Time During Lunch
• Friday Incentives for students in the classroom
• Back To School Celebration
• Writing Assessment Sundae Party
• Hat Friday: Students with Perfect Attendance for the week
• Sundae Party: Students with Perfect Attendance the first month of
school
• Pizza Party for Honors/Perfect Attendance/Citizenship
• Gift Cards/Bikes for Honors/Perfect Attendance /Citizenship
.
Good News Postcards
Good News!
From: To: Shelby Oaks ________________
Elementary ________________
School ________________
________________
Postage
Stamp
Teacher Incentives &
Celebrations • Annual Teacher Appreciation Lunch
• Pot Luck Lunches
• Various Cook-Outs
• Periodic drawings for prizes at faculty meeting
and holiday functions.
• Restaurants to donate gifts
• Welcome Back to School Lunch
• Celebration to begin each PLC
• TCAP Snacks for teachers
Resources for Incentives
• Adopters
• Community Businesses
• Restaurants
• Fundraisers
• Churches
• Parent Organization
School Safety Plan
• Submitted in the Fall of each year
(9-26-14)
• Training conducted August-September
• Drills conducted according to schedule
• Reviewed each Spring
• Student Safety Patrol
Action Plan
• The Student Behavior Committee will determine the
specific needs for staff development based on the 13-14
Self Assessment Survey.
• Behavior management strategies and referral incidents
will be shared at PLC’s or faculty meetings for every 20
day period.
• Mentoring will be provided as needed.
• Training in Crisis Prevention Institute (CPI) will be
provided by district staff for designated faculty and staff.
Self Assessment Survey (SAS) Analysis
School Wide Systems
High and Medium Improvement Priority
Category Description High
Priority
Medium
Priority
Local resources are used to conduct functional
assessment-based behavior support planning
(~10 hrs/week/student).
26% 28%
School includes formal opportunities for families
to receive training on behavioral support/positive
parenting strategies.
31% 22%
Booster training activities for students are developed,
modified, & conducted based on school data
27% 35%
Prevention Programs • Class Incentives – Teachers daily, weekly,
and/or periodically
• Academic and Social Incentives –
Classroom teachers and administration
each nine weeks.
• Responsive Classroom – Classroom
Teachers 14-15
• Character Education Programs
• Bully Free Classroom
• Bus Safety Video
Secondary Intervention Plan
Tier 2
• Check In and Check Out
• Daily Teacher Behavior Notes
• Disciplinary Referral to the Office
• S – Team
• Small Group Counseling
• Behavior Intervention Plans
Tertiary Interventions
Tier 3 • Review and Revise the Behavior
Intervention Plan
• Create a Functional Behavior Assessment
• Classroom teacher, counselor, school
psychologist, administration, student, and
parent meetings to review and evaluate
progress.
Revised 7/08 37
Green zone 0 – 1, yellow zone 2 – 5, red zone 6+ office referrals
Primary Prevention:
School/Classroom-
Wide Systems for
All Students,
Staff, & Settings
Secondary Prevention:
Specialized Group
Systems for Students with At-
Risk Behavior
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-
Risk Behavior
85%
0-1 Referral
5%
6+
Referrals
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
10%
2-5 Referrals