Eustis Middle School 2012 2013
Create a school environment and culturally embed strong Mustang Pride among students, faculty, and staff through effective use of a Positive Behavioral Support system.
PARADIGM SHIFT PENDULUM SWING FOCUS ON POSITIVE CONSISTENCY REINFORCEMENT CULTURALLY EMBEDDED
The goal of Positive Behavior Support is to: Minimize lost instructional time Minimize behavioral incidents on an individual and campus-wide scale As such, the administrative and PBS teams have developed a multi-faceted approach to teaching positive behavior.
By 11-2-12, EMS processed 344 incidents 6 th Grade 116 7 th Grade 134 8 th Grade 94 52 days of school Average of 6.62 referrals per day 160 140 120 100 80 60 40 20 0 Referrals 6th Grade 7th Grade 8th Grade
A general approach to preventing problem behaviors For all students Based on a long history of behavior practices and effective instructional design strategies
A specific program or curriculum Limited to any group of students A new idea To replace your current discipline expectations Designed to reward students for EXPECTED behaviors
A small number of clear expectations: Be Prompt; Be Prepared; Be Polite; Be Productive; and Be Proud. All students are taught expectations. Teachers will implement and model appropriate behavior. Individual students are recognized for demonstrating positive behaviors.
Eustis Middle School s Expectations
On time to school On time to each class In class prior to tardy bell as per EMS Tardy Policy Turn in assignments and projects on time
Have all supplies and materials required for class Ready to learn Dress out for PE Have completed homework to turn in
Be courteous and helpful at all times Respect personal space of others Respect all, regardless of ability Be in control of yourself Take care of school and personal property Embrace different cultures, teaching styles, and beliefs
Participate in class Plan ahead and manage time wisely Stay on task during classes Do your best with everything Assist where needed
Pride in your education Pride in your dress (EMS Spirit) Accept consequences for actions Participate (school & community) Keep campus clean
Students will have a 5x5 card with the one of the 5 P s in each cell. When students demonstrate one of those desired behaviors (as going above and beyond)they will earn a faculty or staff signature in that cell until they make BINGO! EMS PBS BEHAVIOR CARD Date: Name: HR Teacher: Grade: Polite Prompt Prepared Productive Proud Proud Polite Prompt Prepared Productive Productive Proud Polite Prompt Prepared Prepared Productive Proud Polite Prompt Prompt Prepared Productive Proud Polite
Students will be issued one behavior card each month through Homeroom. Behavior cards are to be carried by students in their binder or folder. If the card is lost or misplaced, the student may be issued one replacement card per month (without signatures). Faculty and staff signatures are awarded when a behavior is observed. Students cannot ask for a signature. When a student earns a 5 cell bingo on their card, s/he will receive a TEACHER LEVEL reward. If a student fills the entire card during a month ( Blackout ), their name will be placed in a drawing for an ADMINISTRATIVE LEVEL reward.
Lunch Line Pass Homework Pass 15 Minutes Out-of-Class to Go to Library Sit With a Friend at Lunch Pass Free Entry to an EMS Sports / School Sponsored Event
Any student receiving initials on their entire behavior card grid ( Blackout ) will be entered into a drawing for the following item: ipod Shuffle
Classrooms Transitions Cafeteria
Arrive on time Be prepared with all materials ready to learn Respect authority figures Respect classmates Follow classroom rules Put forth best effort
WALK Move with a purpose Be responsible with time
Sit in your assigned area unless given permission to move Use the shortest lunch line Talk quietly at YOUR OWN TABLE Clean table, chair, and floor in your assigned area Walk during dismissal procedures
School environments that are positive, preventive, predictable, and effective: a) are safer, healthier, and more caring; b) have enhanced learning and teaching; and c) can provide a continuum of behavior support for all students Effective instruction incorporates research-validated methods that are designed and delivered with a high degree of fidelity over time and across settings Effective practices are only as good as the systems that support them and the adults who use them Data-based decisions lead to interventions that are more effective over a sustained period of time
Tier 3 5% of students Intensive, Individualized Interventions and Supports Tier 2 15% of students Targeted, Supplemental Interventions and Supports Tier 1 80% of Students Core Curriculum and Universal Instruction and Supports
Failure to be in one s assigned place Inappropriate language Tardiness Calling out Teasing Inattentive behavior Invading personal space Lying/giving false information Minor disruption Minor aggression grabbing items Pushing past someone Unsafe or rough play Misusing property throwing or damaging items Disrespectful tone Pattern of not completing homework
Aggressive physical contact Bullying/harassment Fighting Property Destruction Weapons Leaving school property Pattern of aggressive/profane language Cheating Chronic dress code infractions Credible threats Major/chronic refusal to follow school rules Theft Racial/ethnic discrimination Inappropriate use of internet Direct refusal of authority