School Wide Positive Behavior Plan

Transcription

1 Tiger Cubs ROAR! espect urselves and Others lways Safe and esponsible School Wide Positive Behavior Plan Grades K, 1, 2

2 RE-1 Valley Elementary Schools School Wide Positive Behavior Program Thank you for reading and reviewing this handbook with your child. Each child and parent is expected to know the rules, routines, procedures and expectations at the district elementary schools. We believe that a positive school climate helps all students succeed. Thanks for your help and support. The RE-1 Valley Elementary Schools Staff PLEASE SIGN AND RETURN My family has received and reviewed the RE-1 Valley School District Elementary School Wide Positive Behavior Program information for the school year. Student signature Parent(s) signature(s) Questions or Comments:

3 School-Wide Positive Behavior Plan In all environments inside and outside the school, students will be expected to: Respect Ourselves and Others Always Safe & Responsible Students are expected to follow the code of conduct specified by school board policy JICDA. Re-1 Valley Elementary Schools have a School-Wide Positive Behavior Support Program based on the idea that: Prevention is more effective than punishment Teaching is more effective than assuming Data becomes information that informs intervention planning Practice opportunities link students knowledge with actual conduct. ROAR is designed to help create a climate of cooperation, academic excellence, respect and safety in RE-1 Valley Elementary Schools. ROAR is based on seven guiding principles. We believe these principles will help create an optimal learning environment for the students at our elementary schools. The guiding principles are as follows: Clear expectations for student behavior. Clear and consistent strategies for teaching appropriate behavior. Clear and consistent strategies for encouraging appropriate behavior. Clear and consistent consequences that discourage inappropriate behavior. Clearly designed methods for evaluation and revising our programs. A support system and individual behavior programs for students with unique and/or exceptional needs. The characteristics and philosophy of the behavior plan will be communicated to students and parents. We care about our students and are committed to helping them learn and be successful!

4 RE-1 Valley Elementary Schools Discipline Referral Flow Chart LEVEL I LEVEL II LEVEL III Classroom Consequence Fill out PAWS & Think Form to send home with student Ensure form is returned and signed Complete behavior referral in Infinite Campus Notify office of referral Send student(s) to office Use student behavior reflection form if necessary In office: Student will complete a behavior reflection form Dean of Students or Principal will investigate and discuss incident with students(s) involved Dean of Students or Principal will assign consequences consistent with the Discipline Matrix and complete the referral in Infinite Campus Parent(s) will be notified by paperwork and/or phone call Teachers will refer to Infinite Campus to view the resolution Parent(s) will sign and return the paperwork and/or meet with the Dean of Students or Principal if necessary The student will lose recess privileges until the paperwork is returned to the office

5 Ayres R.O.A.R. Matrix Classroom Hallway Playground Restroom Lunchroom Assembly Bus Respect Always use kind words Follow directions Be a good listener Be nice Take care of supplies and property Walk quietly in line Limit talking to only when necessary Follow the rules Share and take turns Treat others as you want to be treated Games are open to all Flush Use quiet voices Give others privacy Use good table manners Use a soft voice Sit in designated area Wait for dismissal Sit quietly Listen to the speaker Keep eyes on the speaker Follow the posted rules Listen to authorities Use quiet voices Use good manners Safety Responsibility Keep hands and feet to self Walk Sit correctly Push chairs in Be on time and ready to learn Finish your work on time Participate Clean up your area and put your things away Keep hands and feet to self Walk Face forward and watch where you re going Stay in a single file line Walk on the right side of the hallway No Roar Use equipment correctly Dress for the weather Play safely Put equipment away Line up quickly Report problems to staff on duty Full Roar Wash hands Keep all areas dry Keep hands and feet to self Clean up after yourself Enter and exit quickly Report problems immediately Walk Carry tray with two hands Keep hands and feet to self Clean up your area Know your lunch number Raise your hand if you need help Keep hands and feet to self Sit flat on your bottom Stay in one spot Participate as expected No Roar Stay in line Keep hands and feet to self Find seat quickly and stay seated Walk Pay attention and be ready to exit Stay in bus area Keep your area clean Take pride in your bus NO ROAR ZONE = NO TALKING LOW ROAR ZONE = QUIET VOICES FULL ROAR ZONE = LOUD VOICES

6 Respect Safety Ayres R.O.A.R. Matrix Pick Up s Library Computer Lab Field Trips Substitutes Office Keep hands/feet/property to yourself Listen to adults on duty Respect school grounds and property Stay in designated areas Cross streets with adults Stay with your teacher until you are signaled to leave Walk Keep your belongings with you at all times Be ready and watching for your bus/car/parent Use quiet voices Treat books nicely Follow the librarians directions Walk Push chairs in Use markers correctly Keep your headphones on your head Talk only when necessary Use hand sanitizer when needed Push your chair in Keep hands to yourself Walk Be kind and patient Use inside voices Keep your hands and feet to yourself Stay with your group Be a good listener Stay seated on the bus Treat substitute as you would your regular teacher Be helpful Be flexible Follow classroom/school/pla yground rules Behave as if your regular teacher was there Quiet voices Wait your turn Keep your hands and feet to yourself Stay in front of the front desk Return books on Follow all computer Take care of your Complete your daily Clean up the Legos time lab rules as your belongings requirements and books when Sign cards teacher has Follow the rules at Follow normal you re finished Put cards in your explained all times routines and Explain to staff why Responsibility pocket Ask for Stay together procedures you re there Put cards back in Wait for instructions Gather and return Walk quickly back to the correct book before beginning materials as usual class when returning Use equipment Deliver materials to Stay on task appropriately the appropriate place No Roar NO ROAR ZONE = NO TALKING LOW ROAR ZONE = QUIET VOICES FULL ROAR ZONE = LOUD VOICES

7 AYRES PRIMARY ELEMENTARY SCHOOL PBIS Plan PAWS - POSITIVE AND WINNING STUDENTS: Each week students will have the opportunity to earn an extra Friday recess. Teachers and classrooms will select one of two options to reward students on a daily basis and to earn the PAWS Friday recess. OPTION 1: Each day a student can earn a paper tiger paw as a ticket for PAWS recess. For every four paws earned, the student gets a paper tiger to take home on Friday as a report to the parents. Students need to have 4 or 5 small paws to go to Friday recess. OPTION 2: Each day, students will complete a Tiger Tracker form on their desk. The form includes the behavior goals for the week along with a paw for each day. If the student reaches the behavior goals for the day without any concerns, they color that paw orange to signify an awesome day. If the child reaches the goals for most of the day, it is colored yellow as a cautionary day. If the student has struggled through the day with their behavior, they will color the paw black and the teacher will write a comment to the parent. These cards will come home every Friday as a report to the parents. If students have 4 or 5 yellow or orange colored paws they have earned the Friday PAWS recess. Students who have received two or more PAWS AND THINK cards, two or more black paws, or did not earn 4 or 5 paws in a week or who have had an office referral will not earn the extra Friday recess. They will spend time working on character traits and problem solving activities with a staff member in PAWS Place. If a child has been suspended, in-school or out-of-school, they will not earn the Friday recess or quarter celebration. WHOLE CLASS INCENTIVES: Classrooms will be able to earn rewards as a class for positive and winning behavior in and out of the classroom. Staff will recognize PAWS behavior from the group and reward them with a BIG Tiger Paw. For every 5 BIG Tiger Paws a class earns, teachers will reward students as a class for their positive and winning behavior. Any adult in the building can award a BIG Tiger Paw to a class. Classes will earn paws for Lunchroom positive behaviors, walking appropriately through the hallways, lining up during transition times (recess, PE/Music, etc), assemblies, and other times where a class is working as a whole group. Paws earned will be placed on display in each classroom. ABC ABOVE AND BEYOND CUBS: Students will be given an ABC sticker and a card for demonstrating behavior that is above and beyond the expected Tiger Cub behavior. When the student receives the sticker, they enter the card into the weekly drawing that could get them a special ABC prize. QUARTERLY CELEBRATION: A Quarterly Celebration will be held each quarter to reward positive behavior at school. Each quarter students will have the opportunity to earn a trip to the quarter celebration. If a child has been suspended, in-school or out-of-school, they will not attend the Quarterly Celebration Teachers may set up individual classroom rewards in addition to the building wide plan as appropriate.

8 CONSEQUENCES FOR INAPPROPRIATE BEHAVIORS CHRONIC BEHAVIORS ROAR Reminders: Students who need a reminder of the school rules will discreetly receive a yellow ROAR reminder card. As soon as the student corrects the behavior, the card will be returned to the teacher. PAWS & Think Card: Students who behave inappropriately will receive a PAWS & Think card. This card will be signed by the teacher who assigned the PAWS & Think Card. The PAWS& Think Card will be sent home to be signed by the student s parents and returned to the student s homeroom teacher. If it is not returned, the students will miss recess until it is returned. 1 st Incident: The teacher who issued the PAWS & Think Cards should conference with the student regarding the inappropriate behavior and should be noted in the child s planner (2 nd grade) that the student received a PAWS & Think Card that day. 2 nd Incident: Repeat the steps in the 1 st offense, plus a documented phone call to the parent. 3 rd Incident: If 3 PAWS & Think Cards are received within a 30 day period, repeat the steps of the 1 st incident and complete an office referral in Infinite Campus documenting any parent contact that has occurred. Staple the 3 PAWS & Think Cards to the office referral and document parent contacts before sending the student to the office. PAWS Place / PBIS Bonus Recesses: Students who receive no more than 1 PAWS & Think Card in a week will earn a bonus recess on Friday or the last day of attendance of the week. Students who receive 2 or more PAWS & Think Cards in a week will go to PAWS Place during the bonus recess time to discuss their behavior and plan for improving those behaviors in the future. Students who are present in PAWS Place 3 or more times within a quarter will be referred to their grade level RtI team to address concerns with their behavior. IMMEDIATE OFFICE REFERRALS The following incidents should be referred to the office: Behaviors that are: Bus Referrals: can lead to suspension from bus privileges and are considered a regular school office referral, and will be treated as such. Illegal: examples include tobacco, alcohol controlled substance use and/or possession Behaviors intended to harm another person: including fighting, assault, bullying violations, etc. minor pushing, rough housing, bumping, poking etc. - things that are not necessarily intended to harm another person - may be handled as a chronic behavior A referral should be completed in Infinite Campus prior to the student being referred to the office.

9 PAWS AND THINK CARD Stop Bad Choices Think Good Choices Name: Date: Grade: o Listening and Following Directions o Participating/On Task o Keeping Hands to Self o Respectful to Teachers o Respectful to Students o Talking Teacher: Parent/Guardian Signature: Comments: RE- 1 Valley Elementary Schools Positive Behavior Support Discipline Matrix

10 LEVEL I Violations LEVEL II Violations LEVEL III Violations Rule / Minor violations will result in immediate verbal correction and possible consequence from teacher. At teacher discretion, minor violations may be referred to office. An administrator or designee will discuss the violation/behavior with the student. The office referral signed by the student and parent will be returned to the school on the next day of attendance. Possible Consequences: Verbal correction Time Out Apology Loss of Privileges Lunch Recess / Paws Place Detention More serious or repeated violations will result in an immediate verbal correction and office referral. An administrator or designee will discuss the violation/behavior with the student. The office referral signed by the student and parent will be returned to the school on the next day of attendance. Possible Consequences: All Level I Consequences Behavior Contract Phone Call Home In-School / After School Detention Serious rule violations or repeated incidences violate the dignity, well-being, safety and/or learning of another person will result in an immediate Level III office referral. Parents will be notified by the principal of Level III violations. Possible Consequences: In-school suspension Out-of school suspension with a required parent conference. Restitution Behavior contract Parental escort at school Parent Phone Call Referral to Youth Services Respect Ourselves and others Failure to follow the rules Electronic device violation Uncooperative behavior Non-directed profanity Verbal put downs Dress Code Violation Spitting Minor inappropriate language Inappropriate displays of affection Inappropriate of belongings Defiance Teasing /Taunting Technology violation Minor disrespect - adults (rolling eyes,) Forgery Invasion of Privacy (moderate) Instigating Rumors Inappropriate/Violent/Offensive drawings Chronic Level I Illegal substance violation Stealing or Vandalism Intimidation/verbal or written threats Harassment/Bullying or Sexual Verbal abuse/directed profanity Major disrespect towards adults Invasion of Privacy (severe) Racial slurs/hate Bomb threat Sexual/Inappropriate touching Always safe & Unsafe/rough play (minor) Running inside the building Out of assigned area Out of bounds Off school location Unsafe/rough play (moderate) Throwing objects Minor physical aggression Chronic Level I Fighting/assault/ physical aggression Possession of an unsafe object/weapon Possession of combustible Unsafe/rough play (severe) Chronic Level II Responsible Disrupting the classroom Toys/inappropriate items at school Littering Lying Incomplete assignments/ homework Cheating (Academic dishonesty) Unexcused absence Chronic Level I Chronic Level II