Scott MS Pledge I will be Ready. I will be Responsible. I will be Respectful. I will be Successful!
Charles N. Scott Middle School Positive Behavior Intervention Support 2014 2015 PURPOSE Positive behavior is a vital and necessary part of every student s life. It requires the participation and cooperation of parents, teachers, administrators, and students. The help of parents and guardians is absolutely necessary in promoting positive behavior. We also believe that the development of self-concept as a young adult improves behavior. The rules that guide behavior at Charles N. Scott Middle School are designed to provide a safe school climate, allow students to learn and give teachers the opportunity to teach. Our progressive discipline system includes schoolwide and classroom procedures and expectations. The students and teachers will review the rules and consequences. GOAL/PHILOSOPHY The ultimate goal of Positive Behavior Intervention Support (PBIS) is to help students develop self-discipline based on an understanding of how certain behavior contributes to the efficiency of community and the benefits that can be received. The focus of PBIS is training through a proactive problem solving approach. Teachers seek to actively correct inappropriate behavior, rather than punishment. Everyone should understand that mistakes are made and that they can be the basis for learning. Three things must happen in order for this policy to work. First, that school staff will consistently maintain and fairly administer the discipline policy including behavioral consequences. Second, each student must understand that it is his/her obligation to learn and conform to the rules for safe and productive behavior. Third, parents must work with the school to ensure that their child understands the expected behavior and support the school in carrying out the consequences of misbehavior. School City of Hammond Vision Statement The School City of Hammond embraces its diversity and communicates consistently high expectations. SCH provides a rich and challenging learning environment that encourages academic excellence and the development of talents that prepares students to make positive contributions to our world. District leadership provides continuous, system-wide, professional growth opportunities enhanced by technology and guided by data-driven, research-based strategies, assessments, and timely interventions. Highly effective teachers and support staff Joseph Hess Elementary School collaboratively utilize best practices to maximize student growth and achievement. Supported by the pillars of sound, fiscal management, accountability, and community partnerships, SCH maintains a focus on transparency and good stewardship.
RIGHTS AND RESPONSIBILITIES I. The rights and responsibilities for everyone at Charles N. Scott Middle School include: The right to be treated with respect and the responsibility to behave respectfully toward others. The right to an education without interference from others and the responsibility to conduct oneself in a manner which avoids interference with another's education. The right to be treated with courtesy and the responsibility to be courteous and cooperative. The right to a safe environment and the responsibility to act in a safe manner at all times. II. Teachers are expected to: Post and periodically review with students their classroom rules. Give praise for student effort and success and avoid public criticism of students. Help the students to understand and follow the procedures by consistently enforcing the school policies. Promptly respond to communications from home. Exhaust all avenues of interventions prior to referring a student to the office, except when an incident is considered to be harmful/illegal. Seek conferences and establish plans with students, parents, and other school personnel in an effort to help those students who have discipline and/or academic problems to resolve them effectively. III. Administrators are expected to: Oversee the implementation of the school wide behavior management plan and discipline policy. Seek input from available sources for effective decision making regarding discipline and interventions. Provide necessary support for school personnel to become effective in behavior management. Ensure all procedures and expectations are being properly adhered to at Scott Middle School
IV. Students are expected to: Understand and follow the procedures and expectations of the school and classroom. Use appropriate language at all times. Profanity, name calling, teasing or bullying will not be allowed or tolerated. Refrain from play fighting, wrestling, and other physical contact which may lead to arguments and/or fighting. Respect others rights, opinions, and property. Attend school regularly, arrive on time, and fulfill their academic and behavioral responsibilities. Participate in the development of school and classroom procedures. Dress in an appropriate manner for school. Work hard and do their best! V. Parents are expected to: Instill in their children a respect for the rights and property of other people. Sign in at the front office on all visits to the campus. Promptly respond to communications from the school. Send their children to school regularly, on time, and prepared to work. Assist their children in understanding and supporting school rules and policies. Cooperate with the staff to help the students solve discipline problems. Contact teachers and administrators when a concern arises.
CHARLES N. SCOTT MIDDLE SCHOOL CONSEQUENCE OVERVIEW The following are suggested classroom interventions that may be utilized in correcting a student s inappropriate behavior. Interventions listed are not hierarchical. Not all intervention strategies for each level need to be utilized. Level 1: Minimal interference with instructional process based on class and/or school procedures * Eye contact * Proximity control * High levels of supervision * Discussion about expectations * Non-verbal cue to correct behavior * Verbal warning to student(s) * Pre-teaching of expectations * Re-teaching of school rules/expected behaviors * Link rewards to appropriate behavior * Parent contact (if necessary) * Private conference with student * Positive redirection * Classroom consequence * In-class modified seating * Teacher assigned detention * Behavior reflection * Referral to Guidance Counselor ** Student should only receive office referrals at this level AFTER at least 4 documented teacher interventions. Level 2: Repeated interference with instructional process based on class and/or school procedures * Eye contact * Proximity control * High levels of supervision * Discussion about expectations
* Non-verbal cue to correct behavior * Verbal warning to student(s) * Pre-teaching of expectations * Re-teaching of school rules/expected behaviors * Link rewards to appropriate behavior * Consultations with grade level teams/school counselor/school psychologist for classroom/individual behavior management ideas * Parent contact - phone call or letter to parent or guardian (necessary) * Private conference with student * Positive redirection * Time away in team leader s classroom * Teacher assigned detention * Behavior contract * Administrative/parent/student/teacher conference * Referral to team leader * Referral to Guidance Counselor ** Student should only receive office referrals at this level AFTER at least 4 documented teacher interventions. Level 3: Chronic interference with instructional process based on class and/or school procedures * Eye contact * Proximity control * High levels of supervision * Discussion about expectations * Non-verbal cue to correct behavior * Verbal warning to student(s) * Pre-teaching of expectations * Re-teaching of school rules/expected behaviors * Link rewards to appropriate behavior * Consultations with grade level teams/school counselor/school psychologist for classroom/individual behavior management ideas * Parent contact - phone call or letter to parent or guardian (necessary) * Private conference with student * Positive redirection
* Time away in team leader s classroom * Teacher assigned detention * Behavior contract * Office referral * Administrative/parent/student/teacher conference * Referral to team leader ** Student should be referred to the team leader and/or office at the referring teacher s discretion. Level 4: Harmful/Illegal behaviors - Immediate office referral * Eye contact * Proximity control * High levels of supervision * Discussion about expectations * Non-verbal cue to correct behavior * Verbal warning to student(s) * Pre-teaching of expectations * Re-teaching of school rules/expected behaviors * Link rewards to appropriate behavior * Consultations with grade level teams/school counselor/school psychologist for classroom/individual behavior management ideas CONSEQUENCES OF OFFICE REFERRALS Loss of Participation (Event, or Action) Teacher/Administrator Intervention BASE (Before/After School Enrichment/Character Development/Detention) Teacher/Administrator Intervention Consultation (Positive Intervention, Strategy/Behavior Development) Teacher/Administrator Intervention Referred to Guidance (Mediation, Service Provider) Administrator/Service Provider Intervention ICBM/OSS (In-Class Behavior Modification, Out of School Suspension) Administrator Intervention per Board of Education discipline policies **Students may be referred for disciplinary action immediately for Level 4 incidents or incidents considered being harmful or illegal.
Charles N. Scott Middle School WOW PBIS Incentive Program 2014-2015 A token economy system will be implemented using Wow tickets. All building level adults will issue Wow tickets to reinforce students for their positive behavior. During the periodic training activities and for a period of time after the first days of school, faculty/staff should generously distribute tickets to students so they will have plenty of opportunities to learn early on that following the Wow expectations will result in something positive. The tokens clearly communicate that, when students follow the Wow expectations, their behavior will be positively acknowledged. It gets the students attention and hooks them to the token economy system early and throughout the school year. Wow tickets: The overall goal is to find ways to reward students with Wow tickets on a daily basis. All building level adults will have Wow tickets to give to students, and all students have an opportunity to earn it. General Guidelines: Wow tickets will be one designated ticket only. Additional Wow tickets should be retrieved from the Main Office on an as needed basis. Opportunities to obtain privileges/rewards will be available on a weekly, monthly, and trimester basis. Wow tickets should NEVER be taken away from students once it has been earned. It is best to be selective about how and when they earn them rather than to take it away as punishment. Students may not buy, sell, or give away Wow tickets to other students. Procedures: 1. Wow tickets may be given anywhere a student is caught following the school-wide expectations. 2. Students will turn in their Wow tickets daily to the guidance office. 3. Weekly grade level drawings will be conducted and winners announced via announcements. 4. Monthly grade level drawings will be conducted and winners announced via announcements. 5. Trimester grade level drawings will be conducted and winners announced via announcements.
6. When a substitute is in the classroom, students receive a double credit for Wow tickets earned on that day. Wow tickets storing and collection: 1. Student will write first and last name and issuing adult, classroom teacher, or room number on the back of Wow tickets to prevent them from being stolen or lost. 2. A central location in the guidance office will house Wow tickets (such as a bin, box, ) 3. All Wow tickets should be dropped off weekly by Wednesday afternoon (12:00 p.m.) in the guidance office. 4. If tickets are lost, they will not be replaced. Wow ticket submission and redemption: There are opportunities for students to win offered individual, team, and grade level prizes. Awarded individual, team, and grade level prizes will be awarded on an ongoing basis. Redeemed activities will occur when designated benchmarks are met throughout the year. By Wednesday afternoon (12:00 p.m.), students all Wow tickets should be in the guidance office. All tickets will go into a drawing to be conducted the following week for a prize.
Positive Behavior Matrix Scott Scorpions Are: Rules All Settings Classroom Hallway Bathroom Cafeteria Ready Be prepared Dress Appropriately Be on time Be on time Be in your seat before the bell rings Have materials ready when you enter Start bell ringer upon entering class Have Pass visible Use locker at scheduled time Move steadily and quietly Use bathroom between classes Bring only necessary materials Enter end of lunch line immediately Have money or ID number ready Get all utensils and food before sitting at table Sit where directed Bring supplies necessary for next class Respectful Follow all directions from staff Meet expectation of Scott School Treat others politely Listen and respond to staff and peers appropriately Treat others the way you want to be treated Use appropriate language Enter quietly Participate positively Raise hand to be recognized Keep body and supplies to themselves Use encouraging, polite and kind words Remain quiet during instruction or when other students are giving their ideas Use indoor voice Keep body and objects to self Use appropriate language Use encouraging, polite and kind words Close lockers quietly. Walk silently when classes are in progress. Keep the restroom clean Be polite and respect privacy Pick up after yourself Be quick and quiet Use bathroom equipment appropriately Respect school property Enter the lunch line at the end Use appropriate language Follow directions from all adults Be polite and courteous Keep area clean and throw away trash Respect those around you Use appropriate voice level Responsible Keep body and objects to yourself Report unsafe activity Report bullying Accept consequences without arguing or complaining Follow directions from all adults Take seat promptly Have homework and classwork completed Remain in your team hall Keep to the right Take the most direct route to class Walk safely Report problems immediately Keep restroom clean Flush Wash hands Throw away trash Return to class promptly Report to cafeteria immediately after the bell rings Take direct route to lunch Remain seated Remain in seat until dismissed
Positive Behavior Matrix Scott Scorpions Are: Rules Office or Nurse Before/After School Bus and Field Trips Assemblies After School Events Media Center/Library Ready Respectful Responsible Bring a pass Go directly to office or nurse when permitted Try to go to office before or after school, or at lunch Treat staff with respect Use peaceful and appropriate language Respect privacy of those around you Return to class quickly with a pass Keep body and objects to yourself Sit in designated areas Sit quietly and wait for assistance Be on time for your bus Have materials ready Enter school quickly, and leave promptly Remove hats, turn off cell phones and electronics. Follow directions from adults Keep area clean Walk steadily on the right to your waiting area Use peaceful and appropriate language Keep body and objects to yourself Follow all safety rules Walk while on school grounds Walk your bike on school grounds Be ready to listen to bus driver, assistants, and other adults Have necessary materials Be on time Respect and follow bus rules Follow directions Use peaceful and appropriate language Keep body and objects to yourself Stay seated at all times unless directed differently by an adult Keep aisles clear Use appropriate tone and voice level Sit where you are directed Quietly wait for the assembly to begin Face the activity or speaker Be silent when the speaker addresses the audience Applaud the activity when it ends or during positive recognition Encourage appropriate participation Keep body and objects to yourself Use the steps when entering or exiting the stage Remain in areas designated during the assembly. Arrive to the activity at the correct time Use the right entrance into the building Bring money and tickets if needed Go directly to the area where the activity is being held Arrive dressed appropriately for the activity Assist guests Leave and return to the activity during breaks or with permission Participate in a positive manner Keep body and objects to yourself Use steps when entering or exiting bleachers Remain in the designated areas Listen and follow directions Bring all necessary supplies Follow directions from staff quickly Access only websites used for education Return materials in the same condition that you received them Respect other s space Ask for help when you need it Report broken or damaged equipment Log off your computer when finished. Shut down computer if instructed to do so
Level 1: Level 2: Level 3: Level 4: Behaviors that impact only the student Examples: -Not prepared -Out of seat -Tardy -Minor dress code violation -Not following directions -Whining -Not doing classwork -Sleeping -Copying behaviors -Not listening -Leaning in chair -Refusing to work -Not taking responsibility for action -No homework -Not having supplies to complete work (pencil, book, paper, etc.) Behaviors that interfere with the learning of others Examples: -Talking out -Visiting/talking to others -Inappropriate noises -Touching -Poking -Standing on furniture -Constant talking -Out of seat and interfering with others learning -Inappropriate chair manners -Consistently not following directions Behaviors that affect an orderly environment Examples: -Lying -Cheating -Forgery -Inappropriate language -Pushing -Disrespect to others -Leaving room without permission - Inappropriate hallway behaviors -Profane hand gestures -Vandalizing school property -Bullying Harmful/Illegal Behaviors Examples: -Actions that cause harm -Stealing -Fighting -Drugs -Weapons -Punching -Biting -Throwing furniture -Threatening to do injury to person or property -Sexual harassment -Sexual behaviors Ideas for controlling behavior -Eye contact -Proximity -High levels of supervision -Discussion about expectations -Verbal warning -Pre-teaching of expectations -Re-teaching of school rules/ expected behaviors -Link rewards to appropriate behaviors Ideas for controlling behavior -Eye contact -Proximity -High levels of supervision -Discussion about expectations -Verbal warning -Pre-teaching of expectations -Re-teaching of school rules/expected behaviors -Link rewards to appropriate behaviors -Consultation with grade level teams/school counselor/school psychologist/ for classroom/individual behavior management ideas Ideas for controlling behavior -Eye contact -Proximity -High levels of supervision -Discussion about expectations -Verbal Warning -Pre-teaching of expectations -Re-teaching of school rules/expected behaviors -Link rewards to appropriate behaviors -Consultation with grade level teams/ school counselor/school psychologist for classroom/individual behavior management ideas Ideas for controlling behavior -Eye contact -Proximity -High levels of supervision -Discussion about expectations -Pre-teaching of expectations -Re-teaching of school rules/expected behaviors -Link rewards to appropriate behaviors -Consultation with grade level teams/ school counselor/school psychologist for classroom/individual behavior management ideas Consequences may include -Private discussion with student -Positive Redirection -Parent contact -Teacher assigned detention -Moving seat -Behavior Reflection -Referral to Guidance Counselor Consequences may include -Private discussion with student -Parent contact -Positive Redirection -Time away in team leader s room -Teacher assigned detention -Behavior contract -Admin/parent/student/teacher conference -Referral to team leader -Referral to Guidance Counselor Consequences may include -Private discussion with student -Parent contact -Positive Redirection -Time away in team leader s room -Teacher assigned detention -Behavior contract -Office referral -Admin/parent/student/teacher conference -referral to team leader Consequences may include -As per Board of Education discipline policies *Students should only receive office referrals at this level AFTER at least 4 documented teacher interventions. *Students should only receive office referrals at this level AFTER at least 4 documented teacher interventions. *Students should be referred to the team leader and/or office at the referring teacher s discretion * IMMEDIATE office referrals should occur with this level of infraction
SCOTT MIDDLE SCHOOL BE READY BE RESPONSIBLE BE RESPECTFUL