SWEBS

School Wide Effective Behavior System

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Kreutz Creek Elementary School

2015-2016

Compiled by The Kreutz Creek SWEBS Team

Kreutz Creek Elementary School SWEBS

Eastern York School District Mission Statement:

“Our mission is to Educate, Prepare, and Motivate each student to Dream, to Learn and to

Achieve throughout life.”

Kreutz Creek SWEBS Mission Statement:

“Our purpose is to provide the Kreutz Creek students and adults with the skills necessary to

appropriately interact with and demonstrate acceptance of others.”

Eastern York School District Vivid Descriptions of the Future:

Parents and Caregivers choose to live in EYSD to ensure High Quality education for their

children.

EYSD graduates are extraordinary learners and citizens ready to serve their communities and

engage in continuing education and/or work.

Why SWEBS?

The faculty and staff at KC are committed to creating an environment where all students want to

come and learn. Through instruction of appropriate behavior and recognition of that behavior we

will increase the likelihood of social success for our students. When students use appropriate

behaviors there is an increase in instructional time, a decrease in office referrals, and an increase

in perceived school safety among many other benefits.

Teaching Expected Behavior means All staff demonstrate, explain, and practice social skills within and across multiple school settings.

AIf a child doesn=t know how to read, we teach.@ AIf a child doesn=t know how to swim, we teach.@ AIf a child doesn=t know how to multiply, we teach.@ AIf a child doesn=t know how to drive, we teach.@ AIf a child doesn=t know how to behave, weY Yteach? Ypunish?@ AWhy can=t we finish the last sentence as automatically as we do the others?@

~John Herner~

Rules/Expectations: (see ARMOR Matrix and Frayers)

1. Attending

2. Responsible

3. Motivated

4. Organized

5. Respectful

Communication:

Rules/Expectations for the building shall be communicated with all students via all staff

members. A short informational session will be scheduled with the building principal and each

grade level to communicate school wide rules/expectations. Staff members shall communicate

rules/expectations to students and families throughout the school year through written teacher-

parent communication forms.

Lessons: During the first weeks of school, students will participate in specific ARMOR lessons

taught by teachers. Teachers are provided with specific lesson plans to be able to provide direct

instruction of each ARMOR trait. See Lesson Plan Binder for more specifics. Throughout the

school year, students participate in at least one re-teaching/class meeting a month. These re-

teachings will be either based on the ARMOR trait of the month (as aligned with Snacks for

Acts), or the specific needs of each classroom/ group of students.

AFor a child to learn something new you need to repeat it on the average of eight times.@

~Harry Wong~

Posters: (see appendix)

Posters explaining each aspect of the ARMOR matrix will be placed in site specific locations

throughout the building (ie- the cafeteria, hallways etc). Each teacher will use the

SWEBS/ARMOR expectations to develop individual classroom rules/expectations. The purpose

will help communicate school-wide rules/expectations for all locations within the school

environment.

Behavior Tracking:

Each classroom/ grade level will create an account on ClassDojo (classdojo.com). ClassDojo is

an internet/ application classroom tool that helps teachers improve behavior in their classrooms

quickly and easily. It also captures and generates data on behavior that teachers can share with

parents and administrators. As students follow the ARMOR rules of being Attentive, Respectful,

Motivated, Organized, and Responsible, they can receive + positive points. If a students in NOT

following the ARMOR rules of being Attentive, Respectful, Motivated, Organized, and

Responsible, they can receive - negative points. For students: research suggests the shorter the

time period between an action and feedback for that action, the greater is the effect of the

reinforcement. Specific positive reinforcement helps students develop a sense of purpose in the

classroom, enhancing intrinsic motivation over time. By giving students visibility and data on

their own behavior, ClassDojo makes class less disruptive and creates a more positive learning

environment.

Each grade level will work together to develop a menu of options for students to “cash-in” their

dojo points or what they can receive when they have a certain % of points.

Examples: Stickers, Pencils, School Supplies, Money credit (in the form of a gold coin) towards

a PTO event, food, toy, extra recess, computer time, game time, eating with the teacher,

organized games outside, sidewalk chalk, games in the classroom- either free play or organized

classroom games (heads-up seven up), crafts

*For whole classroom or grade level rewards- those students who do not have enough points or a

high enough percentage will sit out of the activity and reflect as to why they are not participating

and what they can do to be able to participate next time.

Golden KIT (Knights In Training) Slips: (see appendix)

Throughout the school year, Golden KIT slips will be distributed to different adults who work at

KC- this may be a classroom teacher, assistant, cafeteria worker, bus driver, custodian, secretary

etc. The adult with the Golden KIT slip is responsible for catching a student wearing his or her

ARMOR.

When a student receives the Golden KIT slip, a certificate goes home to let families know that

he/she was recognized for wearing his/her ARMOR. The student’s name goes on a BINGO

board. If the student’s name is on a winning BINGO line, that student receives a prize.

Snacks for Acts:

Approximately each month, beginning in October, all students in each of the individual

homerooms will select one of their peers, who exemplifies the ARMOR Trait of the month to

participate in Snacks for Acts (Teachers may nominate a few select students or allow students to

make nominations to narrow the field to appropriate nominees). Non homeroom staff may also

nominate students; these nominations are in addition to peer nomination. The students selected to

participate in Snacks for Acts will have a designated snack time, during their lunch, with the

principal. The Traits’ designation will be as follows:

October: Attention

November: Respect

December: Motivation

January: Organization

February: Responsibility

March: Overall ARMOR (or specific ARMOR trait as selected by class or grade level)

April: Overall ARMOR (or specific ARMOR trait as selected by class or grade level)

May: School Spirit

Golden Knights’ Society: (see appendix for Golden Knight’s Society song and certificate) –

Beginning in October, teachers will identify students for induction into the Golden Knights’

Society. The Golden Knights’ Society is a special recognition of students who consistently wear

their ARMOR or who have made great improvements in wearing their ARMOR.

Approximately every other month (beginning in November) an induction ceremony will be held.

Families are invited to attend. Students who are inducted in the Golden Knight Society will

receive a certificate, have the opportunity for their picture to be taken with the Golden Knight,

receive an ARMOR wrist band, receive a pass to choose a free snack during lunch, and

participate in an end of year mini celebration with treat and extra recess.

School-Wide Consequences

Staff Expectations:

It is the responsibility of all staff to promote, encourage, and communicate to students and

families the demonstration of expected behavior. It is also the responsibility of all staff members

to clearly communicate the common understanding of all school wide expectations. Should a

student fail to demonstrate any of these common expectations, it is the expectation of the

administration that communication of the student’s actions be clearly communicated with the

student, parents of the student, counselor, and the administration. The purpose of this

communication is to increase the likelihood that the child understands the school-wide

expectations and has a specific course of action to follow in relation to the expectations. Staff

members should give students the opportunity to re-demonstrate their ability

to wear their ARMOR should they not be able to do so the first time.

Disciplinary Actions/Consequences: To discipline means to teach. (see appendix for action plans)

Offense Types

Level I – Classroom

These are behaviors or actions that interfere with the orderly operation of the

class/hallway/cafeteria (2-3 times per marking period)

Non-compliance/refusal

Not prepared for class

Excessive talking

Violation of ARMOR rules

Dress code

Consequences:

Teach or reteach the expected behavior

Verbal/written warning from teacher/staff

Allow the student to redo the behavior in the appropriate way- practice

Parent contact by teacher

Loss of ARMOR/SWEBS positive rewards

Counsel or contact school counselor

Loss of privileges, special assignments, behavior contracts

Special Seating

Teacher/Student Conference

Level II (Administrative Referrals) These are behaviors or actions that are frequent or serious

enough to disrupt the learning climate of the class or school.

Bullying (Pattern, Power, Purpose)

Minor physical altercations

Repeated Classroom ARMOR Violations (3-5 + times)

Damage to school property -$100

Profanity / inappropriate comment or gesture

Major Classroom Disruption

Electronic Devices

Bus infractions

Forgery/Academic Dishonesty

Threats - Minor

Consequences:

Level I consequences as well as:

o Mandatory Working Lunch

o Loss of Recess

o Bus suspension

o ISS

Level III (Administrative Referrals)

Physical Violence - Fighting

Damaging school + $100

Major Bullying

Profanity directed at an adult

Theft +$100

Threats - major

Consequences:

Mandatory Administrative/Parent Conference

Level I consequences as well as:

o Mandatory Working Lunch

o Loss of Recess

o Bus suspension

o ISS

o OSS

Mandatory Working Lunch (MWL): (see appendix)

Mandatory Working Lunch is to be used for an intentional non-learner (a student who is choosing

to not take part in the educational process, and/or disrupting the educational process of other

students).

Bullying Prevention

Students and Staff have been trained to use the Stop, Walk, Talk model when dealing with

someone who says or does something that they do not like, i.e. name calling.

Goals for the 2015-2016 School Year-

ARMOR DVD

Continued communication to parents

Continue to develop a common language

Staff in-service/instruction

Brochure/Parent communication/web page

Appendix includes:

ARMOR Matrix

ARMOR Frayers

ARMOR Poster

Mandatory Working Lunch Purpose/ Procedure

Stop, Walk, Talk (one page explanation)

I will wear my

ARMOR

in the Classroom in the Cafeteria on the Playground in the Hallways on the Bus

A = Attention

Be able to contribute to the

conversation

Eyes on speaker

Be Prepared to make my

lunch choice

Be aware of those around

me

Follow the directions of the

adults

Watch where I am going

Eyes forward

Know where the people

around I am

Eyes forward - watch

where I am going

Know where the people,

things and cars are around

me

R = Respect

Raise your hand to speak

Speak politely & use my

manners

Listen when an adult or

other students are speaking

with you

Follow the directions of the

adults

Follow the directions of the

adult

Speak politely & use

manners

Use indoor voices

Use your manners

Talk with the adult on duty

if there is a problem

Use equipment properly

Include others in games

Hands & feet to myself

Follow the directions of

the adults

Hats and hoods off in

the building

Look with my eyes at the

work of fellow students

Keep my thoughts to

myself until I am out of

the hallway

Listen to the bus driver

Be polite to the bus driver

& use manners

Raise your hand to speak

with the bus driver about

concerns

M = Motivation

Be prepared for the lesson

or activity

Stay on task

Quiet & quick transitions

Use your lunch time to eat!

When you are dismissed,

line up quickly, quietly,

and carefully

Line up quickly, quietly,

and carefully

Be ready to work when re-

entering the classroom

Get to and from your

destination quickly

Get to and from school

safely and quickly

Go directly to the

appropriate location for

traveling to and from

school

O = Organization

Have materials needed for

the lesson

Keep desk & personal

space organized

Know your lunch choice

Have everything you need

for lunch and recess

Know and follow the rules

of the game I am playing

Know where to find the

equipment I am playing

with

Take all materials needed

for the place I am going

Keep belongs to myself

R = Responsibility

Raise my hand and ask a

question if I do not

understand

Use materials appropriately

Keep table & floor area

clean

Help clean up

Raise my hand to speak

with the adult in charge

about concerns

Use equipment properly

Return all equipment

Use equipment properly

Speak with the adult in

charge about concerns

Keep my hands to myself

Keep the hallways clean

and quiet

Make myself visible for

all to see

Keep the bus clean

Look before stepping into

the street

Take all of my belongings

with me

Characteristics:

Eye contact

Prepared to respond

Asking clarifying questions

Aware of surroundings

Focus on speaker

Definition:

Focusing our energy to accomplish

a goal/objective.

Examples:

Responding on topic

Speaking appropriately

Contributing to goal

Listening for understanding

Taking notes

Non-Examples:

Calling out

Interrupting a speaker

Speaking while others are

speaking

Making noise

Attention

Characteristics:

Kindness

Caring

Sensitivity

Definition:

Treating others’ feelings, actions,

thoughts, and/or property with

sensitivity.

Examples:

Taking turns

Helping others

Agreeing to disagree

Keeping hands, feet, and

objects to self

Encouraging others

Including others

Non-Examples:

Bullying

Tattling

Lying

Cheating

Stealing

Respect

Characteristics:

Initiative

Desire

Excitement

Hard work

Perseverance

Definition:

The desire to accomplish a specific

goal or objective.

Examples:

Timeliness

Earning rewards

Quick response

Enthusiasm

Non-Examples:

Head down

Poor posture

Procrastination

Sluggishness

Slow response

Motivation

Characteristics:

Neatness

Orderliness

Framework

Plan

Definition:

Easy access of materials needed to

accomplish a goal or objective. A

plan designed to ease the

accomplishment of a goal or

objective.

Examples:

Appropriate materials at

desk

Materials readily accessible

Graphic organizers

Non-Examples:

Misplaced items

Losing important items

Sloppiness

Unprepared

Organization

Characteristics:

Self control

Self sufficiency

Contributing

Ownership

Caring for something

Definition:

Completing a goal or objective

when it must be completed; within

a timely manner.

Examples:

Practicing

Studying

Caring for pets

Following rules

Apologizing for actions

Cleaning messes

Doing homework

Non-Examples:

Disrupting others

Interfering with goals

Bullying

Unfinished work

Responsibility

Mandatory Working Lunch

Rationale for assigning a MWL These are behaviors or actions that interfere with the orderly operation of the class/hallway/cafeteria.

MWL should only be assigned after the Teacher/Assistant have exhausted classroom level/natural

consequences such as private conversation, earning needs work ClassDojo points, or other means of

student behavior modification such as teaching or re-teaching and practicing the desired behavior.

Examples of behavior that would warrant an MWL after multiple/repeated infractions/classroom

consequences would be:

-compliance/refusal

-learner

– administrator assigned (parent contact)

When a student is assigned an MWL he/she will be given the following:

o ARMOR Action Plan

o Work to complete once the student is done with the MWL worksheet

o Student will go through the lunch line and be seated at the empty tables in the cafeteria.

At the conclusion of the MWL, students will show the assigning Teacher/ Assistant/ Principal their

ARMOR Action Plan for signature.

Students will take the ARMOR Action Plan home to be signed by a parent/guardian and returned the

next day to the assigning teacher.

How to determine if a student is a failed non-learner, or intentional non-learner...

When a student is not completing work/ not displaying ARMOR characteristics, decide if it is because they

can=t (skill or academic deficit) or because they won=t.

If the student can=t... (Failed non-learner)

Use an academic intervention- reteach, rephrase, have another student work with that student etc.

If the student won=t... (Intentional non-learner)

Consider following the steps below*.

If student is not displaying an ARMOR trait...

1. Redirect (use your tool box of skills)

2. Modeling/Teaching: Tell or show the child what behavior is expected and give the child the opportunity

to make changes to his/her behavior.

Examples:

$ Are you being respectful? What do you need to do to be showing respect? (allow for

self-correction)

$ I need to be hearing more respectful words, “May I please have my pencil back?”

(Tell them what you want to see/hear)

$ Having your silent reading book out while I am talking is not showing me attention

or respect. I need you to put it away.

(Tell them directly what they are doing)

3. Pre-warning of status:

$ You are continuing to not be respectful by speaking while I am speaking, if you continue

you will get a negative point.

4. If behavior continues after Pre-warning of status:

$ The student receives a negative Dojo point.

5. If behavior continues after the student receives the negative Dojo point.

$ Give them choice: You either complete the work now/become compliant or you will have

mandatory working lunch.

6. If student chooses to comply:

$ GREAT! (They still received the Dojo point but they complied and completed the task).

7. If student chooses NOT to comply:

$ Assign Mandatory Working Lunch. Inform student that he/she will be finishing his/her

work during lunch. (No other discussion needs to take place, focus time and energy on

student who want to learn. Part of Mandatory Working Lunch is the completion of an

Action Plan and the requirement of a parent signature verifying that they know the student

received Mandatory Working Lunch due to the behavior spelled out on the Action Plan)

*Also remember there are other creative interventions that can be used that are not discussed in this

document. The Pre Referral Manuals can be used to help determine what other interventions are

appropriate.

*STOP, WALK, TALK

The students of Kreutz Creek are taught to wear their ARMOR, which means to be

Attentive, Respectful, Motivated, Organized and Responsible.

Sometimes students don’t know how to do this or they choose not to and a problem behavior might be

brought to you. Our students are taught to do the following when someone says or does something that

they do not like, i.e. name calling:

STOP, WALK, TALK

1. Tell the other person to STOP and use the sign for Stop.

2. If the behavior continues (i.e. name calling), they are to WALK calmly away from the

person. (You may see a student walk out of line, or get up from his/her seat at lunch, pay

attention to what the students are doing around that student.)

3. If the behavior still continues, they are to TALK to an adult.

When a problem behavior is reported to you (i.e. “She called me a name”):

1. Say, “I’m glad you told me.” This reinforces the student for reporting the problem

behavior.

2. Ensure safety and ask, “What is the problem?”

3. Ask, "Did you tell the student to stop?" (If yes, praise the student for using an appropriate

response. If no, review STOP, WALK, TALK i.e. “The next time it happens, tell her to

stop and use the stop sign.”)

4. Ask, "Did you walk away from the problem behavior?" (If yes, praise student for using

appropriate response. If no, review STOP, WALK, TALK i.e. “The next time it happens,

tell her to stop and use the stop sign and if it continues, walk away and if it still

continues, talk to a teacher”.)

When students report the problem behavior appropriately, you will initiate the following response:

Address the perpetrator in the following way:

1. Say, “Thank you for talking to me.” This reinforces the student for discussing the problem

behavior.

2. Ask the perpetrator, "Did ______ tell you to stop?" (If yes: "How did you respond?"

Follow with step 2. If no: Practice the 3 step response. “1. Stop what you are doing, 2.

Take a deep breath and count to 3, 3. Go on with your day.”)

3. Ask the perpetrator, "Did ______ walk away?" (If yes: "How did you respond?" Follow

with step 3. If no: Practice the 3 step response. “1. Stop what you are doing, 2. Take a

deep breath and count to 3, 3. Go on with your day.”)

The goal of STOP, WALK, TALK is to give students and adults the tools to extinguish bullying.

Important Note: If any student is in danger, the "stop" and "walk away" steps should be skipped,

and the incident should be reported to an adult immediately. If you have questions please see Mrs. Crowell, School

Counselor. The complete guide can be found at http://www.pbis.org/common/pbisresources/publications/bullyprevention_ES.pdf