Nisqually Middle School s Positive Behavior Interventions and Supports PBIS

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1 Nisqually Middle School s Positive Behavior Interventions and Supports PBIS The Intervention Pyramid Positive Behavior Interventions & Supports (PBIS) is essentially a three-tiered approach to student behavior management. Tier I represents a preventative foundation of policies and procedures applicable to all students, staff and settings. Tier II and Tier III include specific, progressive interventions for students who are not responsive to supports at lower levels. Through our trainings and work together, we have discovered that, although we have many of the essential components of an effective behavior management system in place at Nisqually, the PBIS system offers us several ideas and tools to bring clarity and continuity to our current program. We will continue to use the Honor Level System to provide lower level consequences and criteria for PBIS Tier II referrals. The three-tiered triangle follows the RTI Model and shows the continuum of School-Wide Positive Behavior Interventions Nisqually s Behavior Management Philosophy At Nisqually, we believe that an effective school-wide behavior management plan is essential to quality teaching and learning, a positive school climate and staff morale. An effective plan stresses proactive structuring for success, which includes teaching and reinforcing school-wide procedures and expectations with fidelity, frequently recognizing students for exhibiting desired behaviors, as well as intervening systematically when behavior expectations are not met. We believe that students learn best when they feel challenged, when procedures and expectations are clear, and when they feel safe and supported. As a PBIS School, Nisqually Staff are committed to supporting this philosophy by Building positive relationships with students, colleagues and families Teaching and re-teaching parameters for acceptable behavior Reinforcing positive behaviors with regular recognitions for citizenship & academics Intervening consistently when agreed upon policies and procedures are not followed, keeping students and each other accountable Following a systematic intervention plan to manage challenging behaviors that compromise learning and/or safety

2 Monitoring and adjusting the school-wide management plan based on a review of data as a part of our regularly scheduled staff meetings Village approach shared responsibility for defining, teaching and reinforcing building-wide policies, procedures and intervention PBIS/SWIS and The Honor Levels System: For many years, we have used the Honor Level System here at Nisqually Middle School as a way to track and consequence minor behavior infractions. Behavior referrals are entered by staff through a link on our Nisqually homepage, and consequences are assigned daily based on the number of infractions a student has received over the past 7 days. A student s Honor Level and eligibility for extracurricular events are effected by the number of active infractions he or she has at any given time. The system is progressive, so chronic discipline issues are identified quickly; conversely, in a short period of time, students can earn their way back up to the higher honor levels and regain their eligibility for extracurricular activities. The Honor Level System allows us to track and respond to minor discipline referrals, and PBIS or Positive Behavior Interventions and Supports provides us with structures for teaching and reinforcing campuswide expectations and structuring supports and interventions for at-risk students. Tier One: Universal Interventions In Tier One of the PBIS model, universal or primary approaches that are preventative in nature are put into place. These approaches are for all students, staff, and settings and include the development of school-wide expectations, a behavioral matrix, and reinforcement systems to reward desired social behavior. Throughout the year, in the classroom and in the common areas, we teach, practice and reinforce, teach, practice and reinforce expected behaviors. The concept of student voice reminds us that the more we can do this with our students, rather than to our students, the more ownership they are prepared to take when expectations and agreements are not met. Tier One interventions at Nisqually include the following: TOTEM TRAITS define our values and goals Responsible, Respectful, Caring & Safe. Reinforce them as often as possible in daily instruction and when redirecting student behavior

3 Behavior Expectations Matrix taught and posted in every common area throughout the school Classroom PBIS Matrix taught and posted in every classroom throughout the year

4 Individual Teacher Classroom Procedures & Agreements a tool for teachers to use with classes Teachers are encouraged to use some sort of Class Rewards/Incentive systems see CHAMPS pg. 324 We have additional systematic Student Recognitions built into our management system to remind students what we value and to celebrate their successes: o Quarterly HL Recognitions an hour of fun at the end of the week for HL 1 s & 2 s o Quarterly Teachers Choice Student Recognition Breakfast o Quarterly Academic Honors Assembly o Special Recognitions and Class Competitions as announced

5 Totem Tickets are used as a school-wide positive reinforcement. They are cashed in weekly for some sort of tangible reward at the Student Store during all three lunches. CHAMP s is tool that all of our teachers are expected to use in their classrooms. Very explicit instructions and expectations are communicated, verbally and visually, for specific activities and transitions throughout each period, using a consistent representations for the acronym CHAMPS: C Conversation: Can I talk during this activity, with whom and at what noise level? H Help: How do I signal that I need help, and what should I do while I wait for it? A Activity: What should be the end product of an activity? M Movement: Can I get out of my seat & do I need permission? Where may I go? P Participation: What should it look/sound like if I am fully engaged?

6 Common Area Supervision TARDIENESS AND TRUANCY: Good attendance is absolutely necessary for success in school. The expectation is that students are on time to each class. Some teachers define on-time as in a seat, others as in the room. Students not in a classroom when the late bell rings or under the direct supervision of a staff member in the hallway, will be subject to the Positive Sweep and progressive consequences for tardiness. The Positive Sweep Procedure: Responsibilities of Teachers with PLANNING next period: Begin the SWEEP by supervising throughout your area until the tardy bell rings Intervening in minor behaviors in the hallways and common areas When the tardy bell rings, walk through the entire zone rounding up any students remaining in the hallways/restroom. Men, check Boys restroom in your zones, Ladies check the Girls Deliver list of Swept Students to ISS/V. Peterson Responsibilities of Teachers with CLASS the next period: Be at the door, greeting students entering class, monitoring the hall from your door Respond to low-level problem behaviors in the area outside your classroom door Close door at bell & begin teaching tardy students must have a pass or escort to enter KEEP STUDENTS IN CLASS the 1 st & Last 10 min. of class Administrator Responsibilities: Be present in halls during passing to support teachers monitoring behavior Track & consequence Tardies appropriately (progressive) Deliver Tardy Consequences: Parent contacts and assign After School Detention Tardy and Truancy Consequences: Tardy consequences will be delivered on a three strike system. A third tardy, in any class, will be consequenced progressively, starting with an After School Detention. Administrator call home at second ASD for tardies Truancies will result in an immediate consequence and parent contact AM/PM Supervision Roster:

7 Tier Two: Targeted Interventions Along with strengthening preventative aspects of our student management systems, PBIS provides us with some structures for identifying, supporting and tracking at-risk students. Tier Two interventions are designed to serve students who are not responding to Tier One supports. The primary prerequisite to an effective Tier Two Intervention system is a firmly established Tier One system of expectations and reinforcements embedded to the point of internalization, i.e., Kids and adults really know them. Below is a menu of response and intervention options for teachers to use progressively, as needed. Behavior Referrals: Systematic Response & Minors vs. Majors In the Classroom and in the Common Areas, it is essential that all of our staff intervene to redirect misbehavior when it occurs, both to preserve the integrity of the learning environment and ensure the safety of all of our students. That may include a brief conversation and a redo; it may require a call to the Office for immediate assistance, depending on the situation. STAFF RESPONSE TO MISBEHAVIOR A few things to keep in mind when responding to misbehavior: Depending on the frequency and/or severity of a problem behavior, a teacher re-direct may include an online Behavior Referral, which provides a systematic consequence & documentation of a behavior Buddy Teacher At times, a distracted student may benefit from temporary change of placement, either in the room or with a designated Buddy Teacher ALWAYS follow up a classroom behavior intervention with a conversation with the student; it is imperative to maintain the relationship and to work together to identify solutions to preserve learning. INFRACTION LEVELS AND DESIRED STAFF ACTIONS: It will be helpful to have consistent staff responses for each different levels of problem behavior. Below are some definitions & examples of levels of behavior, along with the suggested Staff Actions: MINOR Problem Behavior MAJOR Problem Behavior EMERGENCY/CRISIS Behavior Definition: Behavior that is generally brief and in low-intensity, non-serious but not appropriate, i.e. blurting out in class, or mild use of profanity Staff Actions: In-class redirections/interventions, use Think Time/Behavior Referral as needed; make entries into the online system by end of day Definition: Actions that are of a more serious nature, as well as minor behaviors that have become more intense or persistent, i.e. behavior that continues after redirected multiple times Staff Actions: Address the behavior in a private space, call the Office for assistance if necessary, i.e. behavior escalating despite teacher interventions, etc. Definition: Behaviors that immediately jeopardize the safety of others, such as an escalating or physical conflict, illegal activity, etc., i.e. See SRRHB for definitions and examples of Exceptional Misconduct Staff Actions: Please seek immediate Administrative assistance, either by phone or by messenger response URGENT! Do your best to ensure the safety of students and yourself

8 SYSTEMATICE RESPONSE TO ACCUMULATED BEHAVIOR REFERRALS: ACTIVE INFRACTIONS CONSEQUENCE HONOR LEVEL 1 st Infraction Warning/Reminder slip to period 1 HL2 2 nd Infraction Lunch Detention HL3 3 rd Infraction Additional Lunch Detention HL4 HONOR LEVEL HL 1 HL 2 HL 3 HL 4 PRIVILEGE LEVEL All Privileges & Recognitions Probationary teacher discretion Ineligible for Games & Recognitions Ineligible for ALL extracurricular activities & ACT s

9 In-class Behavior Redirect o Discreet verbal or visual cue to student then a verbal Totem Pride reminder with proximity o Quietly and Alongside, prompt the student complete THINK TIME worksheet, paper or online o Teacher follow-up near the end of class with the student, send in for consequence as needed QUICK CORRECT At times teacher interventions in the classroom are not adequate to redirect a student s behavior. If that is the case, staff are encouraged to call the Office for a Quick Correct from an administrator or designee. o Please provide the responding administrator/designee with a brief assessment of the situation; a completed Think Time sheet would be helpful o The administrator/designee discuss the behavior with the student, help them process a solution, and determine whether they are capable of returning to class and following expectations o IF THE QUICK CORRECT IS UNSUCCESSFUL, SEND THE STUDENT DIRECTLY TO THE PRINCIPAL OR COUNSELOR WHO MET WITH THEM THIS WILL RESULT IN A MAJOR BEHAVIOR REFERRAL o If a student is unable to return to class, or has to be sent out, after a Quick Correct, the referral will be a Major; two in one week will result in a Suspension consequence & Parent Conference

10 Admin/Teacher/Student Meeting o Choose a planning time you are able to meet and ask principal to calendar the meeting o The principal and teacher will clarify expectations, establish a clear cue, expedite non-compliant students to the Office for a Parent Contact CHAMPS Connect/Motivation Plan

11 Responding to Misbehavior Planning Worksheet (with Colleague, Counselor or Administrator) Weekly Goal Worksheet o Completed by teacher and student; reviewed weekly for reinforcement

12 Tier Two TEAM REFERRAL: When a student is referred for Tier Two Interventions, a team problem-solving approach is used to create a plan which is supported and monitored by the team. o Each fall, we will conduct an at-risk behavior SSBD Universal Screener, which will be used to identify some students for support perhaps students with less observable or internalized atrisk behaviors. Students may also be identified by 5 th grade counselors for continued support. o Teacher referral staff observing behavior or attendance concerns may also make a referral to the Grade Level PBIS T2, which meets monthly in the PM just after every Early Release Day. o Students with frequent infractions (the top 10 ) will be monitored by the Site PBIS Team o There are two parts to the T2 Referral worksheet: 1. First, a survey to gather information about the student and the behavior or academic concern 2. Second is a Prior Interventions Checklist; a place for the team to review strategies that haven t worked for the student Tier Two INTERVENTIONS: Once the Referral has been made to the PBIS T2 Team meets with the referring teacher and interventions and supports are recommended. Here are a few currently in the works o Classroom Support and Intervention Plans The outcome of the Grade Level PBIS T2 teaming process is a classroom plan with interventions and supports for the at-risk student, which is supported by the Grade Level Team, including the referring teacher. o Check, Connect and Expect A positive, caring adult to support the student daily in making progress toward goals, self-evaluating, problem solving, acknowledging successes, etc.

13 1. Connect twice daily (AM check-in/pm check-out), monitor performance via a daily progress report (DPR), communicating with invested adults weekly 2. DPR Daily Progress Report (goals by Totem Traits) 3. DPR progress data entered into SWIS and tracked by CARE Team o Mentor via Big Brothers/Big Sisters, TA, Lunch Buddy or Weekly Connect/Goal o Service Opportunity arranged by Counselors: Head Start, DD assistant, etc. o Group Interventions Support Tutorials (6-8 Weeks pre & post-evaluations): 1. Project Based Tutorial Building Project for ex. 2. Special Focus Military Family, Girls Breakfast Club, Why Try, for ex. 3. Social Skills Counselors/EBD SpEd for ex. Tier Three: Individualized Intensive Interventions In Tier Three, tertiary interventions are used with students unresponsive to Tier One and Tier Two interventions. Generally, about 5% of the school population needs these individualized intensive services, which often include a Functional Behavior Assessment and subsequent Behavior Intervention Plan. These are students who have displayed a pattern of very serious behavior concerns. We typically customize a close monitoring plan coupled with immediate (+ & -) consequences. These students class schedule may fluctuate with their ability to me successful self-managers. Our school psychologist will be intimately involved in directing Tier Three interventions, as they often include referrals for special education services. The Tier Three referral will most often result in a function-based Behavior Intervention Plan Our goal with a T3 Intervention Plan is to support and encourage a struggling student to increase their self-management skill, and to preserve the integrity of the learning environment for all students GENERAL SCHOOL POLICIES: All school district employees have full authority to intervene in student misbehavior students must correctly identify themselves and follow directions: Sports Eligibility Students must be in attendance during the school day to be eligible to participate in activities, sports practices or games. Student athletes must also be in good academic standing and on HL 1 or HL2 (See Middle School Activities Code of Conduct) Students riding bicycles, skateboards, etc. to school are required to park and secure them before the first bell. Bikes and boards are not to be ridden on campus. Advertising, selling, or distributing material not connected with the school must have prior approval from the administration PDA Policy intervene as you would any other Minor misbehavior o Allowed: A gentleman s escort, short side-hugs o Not Allowed: Hand holding, prolonged or frontal hugging, kissing

14 NMS Electronics Policy Off and Away, All Day except at the discretion of teachers who have agreed to the monitoring policy for students with orange dots refer chronic violators to the Student Services Window with the device (Confiscating a device yourself makes you responsible for it!) Rules for using Labs and Computers/Chromebooks:

15 NTPS Dress Code applies to all students (See SRRHB for details) MISCELLANEOUS STUDENT MANAGEMENT RESOURCES (S: Sourcebook)

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