Riverview Middle School PBIS Staff Handbook

Transcription

1 Riverview Middle School PBIS Staff Handbook This guide provides specific goals, behavioral expectations, teacher and staff responsibilities, strategies for acknowledgement, and procedures for handling data entry regarding student discipline. School Goal: Students and staff will do the right thing, because it s the right thing to do.

2 Riverview Middle School School-Wide Behavioral Expectations A Guide for Teaching School-Wide Behavioral Expectations A School-Wide Positive Behavioral Support system that will increase our capacity to educate all students, and reduce school disruptions through the following: Clearly defined outcomes Research-validated practices Supportive administrative systems Use of information for problem solving Features of School-Wide Positive Behavior Support Establish regular, predictable, positive learning and teaching environments Train adults and peers to serve as positive models Teach and model behavioral expectations Create systems for providing regular positive feedback. Acknowledge students when they are doing the right thing Improve social competence Develop environments that support academic success

3 All Settings/ Classroom Treat others the way you want to be treated Use kind words Be attentive Wait your turn Use manners Be on time Clean up after yourself Follow the dress code Follow staff expectations Hallway Bathroom Cafeteria Playground Bus Voices off during class time Medium voices during passing time Respect other s personal space Keep hallway clean Open and close lockers quietly with your hands Give privacy to self and others Use low voices Flush when finished Use facilities as intended Report vandalism Report need for supplies Throw away garbage Medium voices Follow supervisor s directions Include others Clean up table and floors around you Throw away garbage Stack your tray Use good sportsmanship Include everyone Dress for the weather Return what you bring out Enter building quickly Share your seat Use medium voices Follow directions of bus driver Use kind words Take all of your things with you Take your turn getting on and off the bus Clean up after yourself Electronic Communication Be a positive digital citizen Use communication devices as directed Use your assigned device Assemblies Use low voices when entering and exiting Use audience manners Move only during performance breaks Control feet noises Sit in assigned areas Field Trips Be ready to go on time Use audience manners Follow rules of field trip location Arrange for timely pick-up Follow directions of chaperones and volunteers Devices off and away unless authorized by staff Keep hands, feet, body, and objects to self Report bullying Stay in supervised area Walk All materials inside locker Stay to the right Wash hands with soap and water Walk Use equipment as designed Injury-free play Report strangers to a supervisor Face forward in your seat Stay seated Keep aisles clear Keep your body to yourself Guard your privacy Report cyber bullying Talk to trusted adult regarding online friends Walk in an orderly fashion going up and down bleachers Stay with assigned group Stay in assigned areas Report concerns to bus driver Audience Manners 1. Sit up straight 2. Eyes and Shoulders facing speaker 3. Voices off 4. Listen attentively 5. Applaud appropriately Voice Levels 1. Off no sound 2. Low whisper level 3. Medium conversational level 4. High presentation level 5. Crazy stadium cheering Positive Digital Citizen Practices 1. Tell a trusted adult if someone sends you threatening or uncomfortable text/photos 2. Avoid insulting or hurting other s feelings through text/photos 3. Avoid responding to insulting text/photos (get help from an adult) 4. Respect the privacy of others 5. Follow the same standards electronically as you do when talking with people directly

4 Implementation Plan Each staff member will teach and model the behavior expectations for all settings in the school. This implementation plan should begin during the first weeks of school, and reinforced throughout the year. Teachers should follow the school-wide matrix when addressing behaviors in each of the areas. The critical areas of focus identified by the PBIS Team are the classroom, hallways, commons, bathrooms, playground, electronic communication, assemblies, field trips, and the bus. This will encompass our Be Golden theme be responsible, be respectful, be safe. Individual teachers should feel free to come up with their own plans for teaching the expectations in the classroom. Consistency This one word is the key to the successful implementation of PBIS. The guidelines outlines in this handbook should be used as a minimum standard for the expectations that teams and individuals set. The PBIS plan at RMS was developed by the staff at RMS. PBIS is and will remain staff generated and motivated. This is our plan and it will only work if we are all committed to it. Patience PBIS has been proven to work, but it takes time. This is not an instant fix. We will see some immediate results, but we should not get discouraged if some of the students do not respond immediately. We all need to remain consistent with our expectations and specific positive feedback. This patience should also be applied to our plan. This is a work in progress and will grow and change over time. We will find things that work and things that do not work. PBIS is flexible so it can grow and adapt to our needs as teachers. Teaching Teaching is the reason we are all here. PBIS can be boiled down to one thing: teaching and re-teaching expectations. By teaching our expectations and consistently reinforcing them we can keep more students in our classrooms, increase learning, and increase overall student success.

5 Monthly PBIS Themes PBIS Monthly Themes will be reinforced throughout each month. Teachers will each post the monthly theme posters in the classroom. Monthly themes will also be featured in the TV announcements in the commons. Each month, during our Student of the Month assembly, students who exhibit these positive attributes in and out of the classroom will be recognized. Teachers are also encouraged to reinforce these themes in their classrooms throughout the school day. September: Respect and Responsibility October: Self-Control and Patience November: Citizenship and Patriotism December: Self-Esteem and Sense of Purpose January: Compassion and Tolerance February: Honesty and Trustworthiness March: Conflict Management April: Courteous Cooperation May: Courage These themes can also be found on the Barron Area School District Calendar of Events (colored artwork calendar)

6 Acknowledgement Acknowledgment is a key component of the RMS Behavioral Expectation system. The behavioral expectation system focuses on acknowledging a student who demonstrates positive behaviors. This program works in conjunction with school-wide and classroom goals. Specific Verbal Feedback When you observe students doing the right thing because it is the right thing to do, acknowledge them by giving specific positive verbal feedback such as: That was so helpful the way you held the door open for your classmates Coming to class on time really shows how responsible you are. Thank you. Riverview Acknowledgements Acknowledge students who are exhibiting behaviors tied to Being Golden (Doing the Right Thing Because It s The Right Thing To Do), by giving them specific positive feedback along with a Golden Ticket. Golden tickets should be given for positive behavior above and beyond those listed on the behavior matrix. Golden Tickets should only be given randomly. Not every student exhibiting the desired behavior should get a Golden Ticket every time. When a student receives a Golden Ticket, they place it into the clear containers in the commons. When a container is filled to the designated line, the entire school will be acknowledged with the reward designated on the box. Single tickets will be drawn out on a weekly basis for individual prizes, as well. Extra Golden Tickets will be available in the staff work room.

7 Discipline Referral and Documentation System Each grade level team will receive a behavior report prior to team meetings for the school week. Proper documentation should be completed by the beginning of the school day following the day the incident occurred. If it s worth documenting, it s worth calling a parent about. Staff is responsible for making phone calls to parents/guardians. What is the behavior? (Is it MAJOR or MINOR?) MINOR MAJOR Use Teacher Consequence Is the behavior chronic? (The team has had three interactions with the student this quarter. This is the 4 th offense.) Teacher Managed Attendance/Tardy Cheating Defiance/Noncompliance Disrespect Disruption Excessive Leave Requests Inappropriate Language Inappropriate Physical Contact Low Work Completion Lying Misuse of Property Off-Task (nondisruptive) Technology Violation YES NO Continue teacher management plan. 1. Document in Infinite Campus (Becomes a Major office referral) 2. Teacher: Phone Call Home Office Managed Weapons Fighting or Aggressive Contact Chronic Minor Infractions Aggressive Language Threats Harassment Major Dishonesty Truancy Smoking Vandalism Alcohol Drugs Gambling Major Insubordination Document in Infinite Campus Administrator determines consequence Please note: *This is a guide for staff *IEP/Individualized Student Plans may supercede this flow chart