Positive Behavior Intervention and Support

SELF-CONTROL WISE CHOICES INDEPENDENT MAKE A POSITIVE DIFFERENCE

2018-2019 PBIS Teacher Manual Created by N. Ronek, Dean of Students for Mayport Coastal Sciences Middle School

Mayport Coastal Sciences Middle School

PBIS Positive Behavior Intervention and Support

Item Part 1 – General Explanation of PBIS at MCSMS

1. PBIS at MCSMS: A General Overview 2. Expectations and Settings Matrix 3. School-Wide Recognition Matrix

Part 2 – Forms and Directions

4. Monthly SHARK Trait Acknowledgement

5. Student Behavior Management Process Flowchart

6. Student Incident Report in School Communication Log (SCL)

7. Examples of Classroom Discipline Progression

8. How to Enter a Student Discipline Referral on FOCUS

9. MCSMS Behavioral Interventions Pyramid

10. Suggested Teacher Interventions

11. Some Positive Responses to Student Misbehaviors

12. Some Positive Responses to Student Misbehaviors

13. Teacher “Help” Referral

14. Teacher “Help” Referral Checklist

15. Effective Classroom Management & Instructional Strategies Self-Assessment

Part 3 –MCSMS Policy on Specific Behaviors

16. Buddy Room Procedures

17. Restroom Expectations

18. Classroom Restroom Journal

19. Policy & Procedures for Tardiness, Lateness, Truancy

20. Late-to-Class Log



PBIS at MCSMS: A General Overview The main focus of Positive Behavioral Interventions and Supports (PBIS) is to provide a clear system for all

expected behaviors at Mayport Coastal Sciences Middle School. While many faculty and students may have assumptions of what is expected behavior, we cannot assume that everyone’s beliefs are similar. Through PBIS, we will work to create and maintain a productive, safe environment in which ALL school community members have clear expectations and understandings of their role in the educational process.

Proactive Approach to School-Wide Discipline

Schools that implement school-wide systems of positive behavior support focus on taking a team-based systematic approach to teaching appropriate behavior to all students in the school. Schools that have been successful in building school-wide systems develop procedures to accomplish the following:

1. Behavioral Expectations are defined. A small number of clearly defined behavioral expectations or “Guidelines

for Success” are defined in positive, simple rules:

Self-control

Wise choices

Independent

Make a positive difference

2. Behavioral Expectations are taught. The behavioral expectations are taught to all students in the building, and

are taught in real contexts. Teaching appropriate behavior involves much more than simply telling students what behaviors they should avoid. Specific behavioral examples are:

Self-control means having restraint over one’s own impulses, emotions and desires.

Wise choices mean making a decision based on careful thought and good judgment.

Independent means not relying on others.

Make a positive difference means to improve other people’s lives.

Behavioral expectations are taught using the same teaching formats applied to other curricula. The general rule is presented, the rationale for the rule is discussed, positive examples (“right way”) are described and rehearsed, and negative examples (“wrong way”) are described and modeled. Students are given an opportunity to practice the “right way” until they demonstrate fluent performance. Remember Harry Wong’s emphasis on PROCEDURES and ROUTINES to manage behavior rather than CRIME and PUNISHMENT.

3. Appropriate Behaviors are acknowledged. Once appropriate behaviors have been defined and taught, they

need to be acknowledged on a regular basis. MCSMS uses a formal system (HERO) to reward positive behaviors.

4. Behavioral Errors are Corrected Proactively. When students do not meet behavioral expectations, clear

procedures are needed for providing information to them that their behavior was unacceptable, and preventing that unacceptable behavior from resulting in inadvertent rewards. Students, teachers, and administrators all should be able to predict what will occur when behavioral errors are identified. Student Incident Reports (SIRs) are used to document and record incidents managed by the teacher in the classroom. An Office Discipline Referral is used to refer major incidents or chronic disruptions to the administration. The Student Behavior Management Process Flowchart is used to help teachers distinguish major from minor behavioral incidents.

5. Decisions about behavior management are data based. One of the most important features of PBIS is the

use of the web-based data management system found in FOCUS. The database tracks what types of discipline incidents are occurring, where, what time of the school day and who is involved in them. This database eliminates guesswork from the decision making process about what is and is not working in a building’s behavior management system. It allows decision makers to create reports that enable them to devote resources and time to the precise place, parts of the school day and people that need them.



MCSMS PBIS EXPECTATIONS AND SETTINGS MATRIX



MCSMS School-Wide Recognition Matrix

Type What Where When Tangible Recognition

Who

High Frequency

“GOTCHAS”

SHARK

CURRENCY

Any area of

building or

grounds: for

following

expectations on

campus.

Examples:

Halls: walking

on right,

appropriate

voice level,

etc.

Cafeteria:

cleaning up

after self.

Per

PBIS/Character

Trait Calendar

Whenever

appropriate

Students will

be given

SHARK

Currency.

Students will

redeem

SHARK

Currency for

Friday outside

lunch or VIP

Lounge time.

Students who

exhibit one or more

of the following

expectations:

Parent Engagement,

Random Acts of

Kindness, Academic

Growth,

Perseverance,

Achieve3000,

Books Read,

iReady, Appropriate

ID, and Common

Area Behavior.

Character Trait “BOOSTERS”

Character

Trait

Recognition

Students

nominated by

teacher (2

students per

teacher per

month)

End of each

month.

Character

Trait

nomination

form sent

home, copy to

Dean of

Discipline.

Pizza & Ice

Cream at lunch

Students who

consistently

demonstrate or

make great

improvements

regarding the

Character Trait of

the month.

Celebrations

Cleanest

Cafe

School

Cafeteria

Points awarded

daily to one of

the grade levels.

Music, outside

lunch seating

Grade level teams

earn rewards for

keeping the

cafeteria the

cleanest.




Student Name: _______________________________________ Grade: ______ Teacher: __________________

Monthly SHARK Trait: …


Student Name: _______________________________________ Grade: ______ Teacher: __________________

Monthly SHARK Trait: …



OBSERVE PROBLEM BEHAVIOR

What type of

behavior is it?

COMPLETE OFFICE REFERRAL on FOCUS Conference with Student

Notify Parent (REQUIRED)

ADMINISTER APPROPRIATE CLASSROOM

BASED CONSEQUENCES

TEACHER MANAGED

Defiance

Disrespect

Disruption

Dress Code Violation

Electronic Devices

Food/Drink

Inappropriate Language

Lack of Preparedness

Lateness

Property Misuse

Tone/Attitude

Touching

Work Refusal

OFFICE MANAGED

Academic Dishonesty

Aggressive Behavior/Fighting

Arson/Bomb Threat/False

Alarm

Bullying/Harassment

Chronic Teacher Managed

Behaviors (3 or 6 SIRs*)

Drugs/Alcohol/Tobacco

Forgery/Theft

Gambling

Information & Electronics

Technology Violation

Property Damage/Vandalism

Truancy

Weapons

PROBLEM

SOLVE

WITH

STUDENT

Did behavior

resolve?

NO

WRITE Entry in SCL Conference with Student

Notify Parent

Reinforce Expectations

Track Behavior

YES Refer to ‘Office

Managed Behaviors’

Have there been

≥3 entries in SCL

for similar

behavior offenses?

NO

YES

Document

interventions

Reinforce

Expectations

ADMINSTRATIVE RESPONSE Administrator investigates written

report.

Student conduct record is

consulted

Administrator determines

consequence.

Administrator follows through on

consequence.

Administrator provides feedback

to staff.

STUDENT INCIDENT REPORTS

Used only after classroom interventions

have not met with success.

Take concrete action to correct behavior

(e.g. detention, reflective writing, etc.)

Corrective actions correspond to

demonstrated behavior where possible.

Administered with student knowledge.

Record info in SCL on FOCUS

MCSMS Student Behavior Management Process

Note: If an item needs to be confiscated, contact an administrator, security, or SRO to take possession of the item.



Student Incident in School Communication Log (SCL) STUDENT MISBEHAVIOR: IS IT TEACHER MANAGED OR OFFICE MANAGED?

1. Use flow chart to decide 2. Post flow chart for all

TEACHER MANAGED WILL I TALK ONLY OR WILL I TAKE CONCRETE ACTION?

1. Talk only no paperwork 2. Concrete action – complete SCL

WHAT ARE POSSIBLE CONCRETE ACTIONS I CAN TAKE? 1. Contact home 2. Assign detention 3. Reflective assignment 4. Time-Out from classroom (in Buddy Room)

You must send work

You must have an arrangement with the receiving teacher THE DIALOG AND THE PAPERWORK

1. Teachers manage what they can, recognizing that behavior management will require dialog with the student.

2. Student is informed (dialog) of: a) problem behavior, b) replacement behavior c) consequences of behavior.

3. SIR is completed clearly and accurately.

Teacher records information on FOCUS (from the STUDENT DEMOGRAPHIC screen, click the School Communication Log tab to access a log screen to keep a running record of any efforts or interventions, taken by a teacher, to address a student’s behavior).

Dean of Discipline can access disciplinary interactions and SCL when Office Discipline Referral is submitted through FOCUS.



Example of Classroom Discipline Progression

Student uses inappropriate language.

Teacher decides that it is a teacher-managed behavior and that he/she will take concrete action.

The concrete action chosen is to call the parents.

The student/teacher interaction or dialog is:

Johnny your language is inappropriate. I will not tolerate cursing in the classroom.

You need to use other words when you are angry or you may be asked to work in another room.

The consequence for this behavior will be a phone call home. If it happens again I will be forced to

take a more severe approach in my actions.

Student has used inappropriate language on several occasions.

The first time- the teacher may simply say “watch your language.”

The second time- the teacher calls home and records info on FOCUS SCL..

The third time- the teacher contacts the parent, assigns the student detention and records info on

FOCUS SCL.

The fourth time- the teacher attends conference with parent assigns another detention and records info

on FOCUS SCL.

The fifth time- the teacher submits an office referral through FOCUS. Parent contact is required.

Teacher records action on FOCUS School Communication Log.

The administrator/designee receives the referral and sees that the teacher has taken three concrete actions. The

parents are aware of the problem and the student has served two detentions. The next step would be at the

administrator’s/designee’s discretion based on the DCPS Code of Student Conduct.

Once the administrator/designee has taken action, it is recorded on the referral. The referral will be available

through FOCUS for:

Parent/Guardian

Originating Teacher

Dean of Discipline

Administration

District

If the administrator/designee has seen the student too often, a parent conference will be required and the

student’s discipline record may be reviewed. Additional SCL entries and referrals from other teachers will be on

the record. This report will give everyone in the conference a clear picture of the behaviors the child is

presenting in all settings of the school.



FOCUS How to Enter a Student Discipline Referral

Click the Discipline menu and select Add Referral.

Use the search screen to locate the specific student receiving the referral.

Click on the student’s name to begin creating the referral.

The referral form is now displayed. It is important to note the Form Requirements box located in the

lower right section of the screen. Listed in the box are the fields that must be completed in order to submit a

referral. Note: Required fields are also denoted with a red asterisk in the form.

After the user enters the required information into the Form Requirements box a message will display

indicating that the form is ready to be submitted.

Click Submit this referral located in the upper right hand side of the screen. Note: The referral form

cannot be submitted until all the required fields are completed.

IMPORTANT

The following is published to the parent/student portal:

o Reporter

o Incident Date

o Infraction Code

o Time/Location

o Bus #

o Narrative

o Previous Interventions

o Actions

o Duration of Actions

Teacher must complete all parts of the referral EXCEPT the infraction code.

Teacher is NOT able to change narrative after referral is submitted. Teacher must meet with an

administrator in order to amend/edit/change narrative.

o DO NOT use other student names within the narrative. Use “6th grade male peer” or “a female

student” in order to identify other students.

o ONLY USE OBJECTIVE FACTUAL LANGUAGE WITHIN THE NARRATIVE

o CHECK YOUR SPELLING and GRAMMAR

Only the teacher who wrote the referral may see the actions taken.

All teachers are able to see the SCHOOL COMMUNICATION LOG. If no previous interventions have been taken (example: fight), click N/A.

Parent contact is REQUIRED before submitting the discipline referral.

The referral and the referral process is a legal document. All statements on the discipline referral must be

accurate and true. Proof of parent contact and/or any previous teacher interventions may be required upon

request of an administrator or DCPS.



Expulsion

Alternative

Education

School

Referral to Hearing Office

DATA/Teen Court

Night-Time Substance Abuse Program

Out-of-School Suspension (OSS)

Student Option for Success (SOS) Program

Alternative To Out-of-School Suspension (ATOSS)

In-School Suspension (ISSP) ~ Bus Suspension

Loss of Extra Curricular Activities

Administrative Assigned Detention ~ Administrative Assigned Class Suspension

Behavior Contracts ~ Tardy/Attendance Contracts ~ Dress Code Contracts ~ Academic Contracts

Restorative Practices ~ Student-Faculty/Staff Mentoring

Office Discipline Referral ~ Office Managed Behaviors or ≥ 3 SIRs for similar behavior

or 6 for differing offenses ~ REQUIRED Parental Contact (conference)

Referral to Guidance ~ Restorative Practices ~ FOCUS School Communication Log

Entry ~ REQUIRED Parental Contact (conference, phone call, letter, email) FOCUS School Communication Log Entry ~ REQUIRED Parental Contact (phone call, letter,

email) Detention ~ Buddy Room ~ Classroom Restorative Practices (ex: Peer Mediation)

Conference with Student ~ Modified Seating

Proximity Control ~ Nonverbal Cues ~ Verbal Warning

Conference with Student ~ Modified Seating

School Wide Classroom & Common Area Expectations

High Frequency “GOTCHAS”

Character Trait “BOOSTERS”

Daily Words of Encouragement & Positive Recognition (SHARK Currency)

Tier 3

Tier 1

Tier 2

Celebrations

Mayport Coastal Sciences Middle School Behavioral Interventions

Suggested Teacher Interventions



The following are intervention suggestions that may be utilized in correcting student behavior. The list is not

comprehensive or hierarchical within each level and not all intervention strategies for each level need to be

used.

Level 1: Behavior causes minimal interference with instructional process.

Proximity control

Nonverbal cues

Verbal warning

Conference with student

Modified seating

Level 2: Interference with instructional process and/or repeated level 1 behaviors.

Fill out SCL

Referral to guidance

Out of class time with another teacher

Parental contact (phone call, letter, email)

Detention

Level 3: Behaviors requiring parent notification, including repeated level 2 behaviors.

Parental contact (phone call, letter, email)

Parent/student/teacher conference

Parent/student/team conference

Parent/student/team/administrator conference

Level 4: Office managed behaviors.

Write an office referral

Some Positive Responses to Student Misbehavior “You want your responses to take the least amount of planning, the least amount of effort, the least amount of time, and the least amount of paperwork.” Fred Jones

Non-verbal Responses Positive Teacher Responses Looks Like/Sounds Like

1. With-it-ness: Know what is happening at all times in the classroom.

Walk around the room. Make sure you spend time in each quadrant.

Scan the faces of the students, making eye contact with as many as possible.

Look for behaviors that can turn into problems—make eye contact, move toward student, and/or say something.

2. Signaling: eye contact and facial expressions

Look at the student in a way that it sends the message: “I know what you are doing.”

Use your teacher look.

3. Signaling: gestures Gestures include: pointing to the rules posted in the room, holding up your hand, shaking your head, leaning in toward a student, placing your index finger to your lips, placing hands on hips and folding arms.

4. Proximity Move around the classroom.

Stand next to a student who is misbehaving.

Arrange seats so that you can get to any student quickly.

5. Planned Positioning Stand next to the classroom door.

Sit between two students.

Never turn you back on the students.

6. Waiting Stop talking. Stand quietly and wait. Wait until all students are doing what they are supposed to be doing.

7. Behavior Records Look at the student to get their attention or move to the student. Say nothing. Record the behavior.



Verbal Responses Positive Teacher Responses Looks Like/Sounds Like

8. Name: Using a student’s name in a positive way

“Shelby, will you act as our recorder for us during the next activity?”

“Jake, I’ll be asking you to share your thoughts on the next question.”

9. Reminders, prompts, and cues Quietly walk over to the student, state the reminder privately, and move away.

Keep a Post-It note on the student’s desk. Add a mark to it each time the student displays the inappropriate behavior.

Place a Post-It note on the desk with the rule on it. Remove the Post-It when the rule is being consistently followed.

10. Descriptive statements “It’s almost time for break.”

“Papers are due in 7 minutes.”

“It’s nearly time to change classes.”

11. Enforceable Statements “I listen to people who raise their hand.”

“When everything is cleaned up, I will excuse you to lunch.”

“When everyone is quiet, I will begin reading.”

12. Questions “Jen, are you aware that your pencil tapping is disturbing others?”

“Julie, would you read silently. Your voice is distracting to people sitting near you.”

“Brad, do you realize your humming is distracting to others in the class?”

13. Choices “Would you rather work alone or with your group?”

“Feel free to do the first 10 problems or the last 10”

“Which do you prefer, sitting in rows or in a circle?”

14. Removing Distractions Remove the item of distraction. Return the item when the student is back on task.

Ask the student to put the item away.

Pass materials out after you give directions.

15. Positive Interactions: Increase the ratio of positive to negative teacher to student interactions.

Aim for five positive to one negative teacher to student interaction.

16. Whole class reminders: Refocus students without calling out their name.

“Safety please”

“Respect quiet time”

“I see a few students off task. Let me repeat the directions.”

17. But Why?: Explain the rationale for the rule.

“We have this rule because . . .”

18. Whole Class Assessment: Post rules and ask students to self-assess periodically.

“Let’s review our class rules and assess how we did today.”

19. Redirection: Remind student of the task without commenting on the off task behavior.

“What is your job right now?”

“You need to get to class.”

20. Problem Solving “Let’s figure out how you can get to class on time.”

21. Seating: Change seat (student choice or teacher choice)

“Michael, please select another seat where you can focus better.”

“Michael, please move your seat next to me.”

22. Offer Assistance “Emma, how can I help you?

“Juan, what can I do to help you be successful today?”

“Maria, what can I do to help you get started?”

23. Active Listening: Listen to the student and paraphrase back.

“So you are upset because . . .”

24. Verbal Praise: Used to recognize other students doing the right thing which in turn will encourage other students to demonstrate positive behavior.

“Group three is reading the directions together and identifying roles in the group”

25. Verbal Praise: Used to encourage students and reinforce positive behavior.

“ Marcus, you are doing a great job walking quietly in the hallway”



26. Differential Reinforcement: Catch them being good and reinforce.

Two or 3 times in a class speak to the student softly and privately. Tell the student: “I like that way you are paying attention and asking questions in class that are thought provoking.”

27. Preemptive: Remind student(s) of appropriate behavior before the activity takes place.

“Bobby, remember that during independent work time I expect you to remain in your seat, work on your assignment and not talk. If you have a question, raise your hand and I’ll help you?”

28. State the appropriate behavior. Identify the incorrect behavior.

“We respect others in this room and that means not using put downs”

29. Smile, give feedback, pause, state name, say please + your request, pause, say thank you, and state name.

(Smile and say) “Nathan, please stop talking to Joey and get to work on your assignment. Thank you, Nathan. (Smile again)

30. Response in a positive way with a reminder of the rule

“Thank you for sharing. Can you remember to raise your hand please?”

31. Ask for an alternative appropriate response

“How can you show respect and still get your point across?”

32. Provide an opportunity to practice the skill and provide verbal feedback

“That's much better, thank you for showing respect towards others”

33. Planned Ignoring Ignore the undesirable behavior. Go on with business and wait to catch the student being good.

Recognize the positive behavior of other students.

34. Time Delay: Wait the student out. Give the student time to think it through.

“Let me give you 5 minutes to think it through and I’ll come back and we will talk more”

35. Premacking: Withhold something the student desires until he does what you have asked him.

“You can play the game, after you finish your math problems.”

36. Hurdle Help: Provide help to the student in order to overcome difficulty in completing the assignment, thereby removing the hurdle.

“Nina, you seem stuck. Let’s see if I can help you figure out what you need to do next and how you can help yourself the next time.”

37. Antiseptic Bouncing: Remove the student from the situation

“Let’s take a walk”

“Please go next door to complete your work. I’ll check on you in 5 minutes.”

“Please go get a drink and come back and we will talk.”

38. Logical Consequences: Strategies designed to help the student consider the possible consequences of his actions.

“If you slide down the hand rails, you might hurt yourself.”

39. Restructure: shifting gears Abandon the activity or switch to an alternative activity.

40. Direct Appeal to Values: Appeal to the values of student(s) when intervening in a problem.

“You seem angry with me. Have I been unfair to you?”

“I know you are angry, but if you break that, you will have to replace it with your own money.”

“Your classmates will be angry with you if you continue to interrupt the lesson”

“I care about you and I cannot let your behavior to continue.”

“I know you will be mad at yourself if you tear up that paper you’ve worked on all period.”



“HELP” REFERRAL Request for Teacher Assistance

Student’s Name: ________________________________________________ Grade: __________

Person making referral: ___________________________________________ Date: ___________

Planning period days/times (availability to attend the meeting):

__________________________________________________________

I. Is the concern about this student primarily:

____ academic

____ behavioral

II. Briefly summarize the nature of the concern:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________

Return this form to the RTI Administrator

This referral will be forwarded to either the Response to Interventions Team (RTI) or the PBIS target team.

You will be notified of the meeting day and time and are encouraged to attend.

***Please complete the checklist on reverse***



HELP REFERRAL CHECKLIST

What have you already tried to solve this student’s academic problems?

Environmental Modifications:

___ quiet work area ___ proximity to teacher/ preferred seating

___ other: _______________________________________________________

Modified Instruction:

___ provided extra examples/ models ___ reduced copying from the board or textbook

___ provided outlines for notes ___ provided study guides

___ rephrased or simplified instructions ___other: ____________________________

Modified Assignments:

___ shortened assignments ___ reduced difficulty level

___ highlighted directions/key terms ___ other: _____________________________

Modified Test Taking:

___ allowed extra time ___ rephrased directions

___ monitored and redirected as necessary

___ fewer problems on a page ___ other: _______________________________

What steps have you already taken to change this student’s behavior?

___ provided reminders of expected behaviors [see PBIS Expectations Matrix]

___ recognized other student’s positive behavior

___ developed an oral or written contract

___ communicated with home through phone calls, letters or e-mail

___ implemented a reward system for this student or entire class

___ planned ignoring

___ office discipline referral

___ private meeting with student

___other:________________________________________________________________

For RTI Administrator use only

____ copy of referral given to RTI Administrator ______________________________

*Please bring the student’s permanent folder with current grades and attendance information to the meeting.

Referral forwarded to:

1. ___Response to Interventions Team Meeting scheduled for: ___________________________

Staff invited: ____________________________________________________________

2. ____ PBIS Target team Meeting scheduled for: ____________________________



Effective Classroom Management & Instructional Strategies Self-Assessment

Classroom Management Strategies Rating

1. Classroom structure is organized to support typical activities and smooth transitions

with sufficient space to move around class and access all materials.

Yes No

2. Classroom behavioral expectations are clear, positively stated & posted. Yes No

3. Classroom routines are clear, taught to students & prompted by teacher. Yes No

4. Students are greeted by teacher as they enter classroom. Yes No

5. Teacher has at least 4 positives for each negative student contact (class or student). Yes No

6. Class begins with a review of key points from previous lesson(s) including but not

limited to “get started” activities that all students can complete successfully.

Yes No

7. Teacher states objective(s) of lesson prior to beginning teaching. Yes No

8. Teacher continuously and actively supervises (moves, interacts & scans with head up)

throughout the instructional activity.

Yes No

9. Teacher handles most minor rule violations quickly and discreetly. Yes No

10. Teacher uses precorrection to prevent predictable student problem behaviors. Yes No

11. Teacher follows school procedures for handling major rule violations. Yes No

12. Transitions before, during, and after the activity are smooth and efficient. Yes No

13. Teacher appears prepared for the activity (e.g. clear outcome/objective, materials are

easily accessed, instructional plan).

Yes No

14. Teacher begins activities with a clear explanation of the outcome/objective of the

activity.

Yes No

15. Most (>80%) of the allocated time is utilized for instruction & active student

engagement (time is not wasted on “administrivia”).

Yes No

16. Instruction actively engages students in observable ways (writing, participating). Yes No

17. Each student has multiple opportunities to actively respond and participate. Yes No

18. Teacher frequently checks for student understanding. Yes No

19. Teacher ends activities knowing how many students met learning outcome and

provides specific feedback about student academic and social performance.

Yes No

20. Follow-up activities are provided for developing fluency in any new concepts that

were taught.

Yes No

Effective Educational Practices LLC 2005



Buddy Room Procedures

Sometimes it is necessary to stop a disruption immediately or remove a child from a situation to prevent escalation. When, in a teacher’s judgment, this is necessary, but the situation does not warrant going the office-managed route, the “Buddy” room is a useful alternative. To make the “Buddy” room function optimally for all concerned, follow these procedures. 1. Arrange ahead of time.

Choose a colleague who is teaching at the same time as each of your classes. Make sure the “Buddy” is next door, directly across the hall, or no more than a couple of doors away.

That way, children will not be tempted to wander the halls, and you will be able to watch to ensure that they do indeed report to the “Buddy” room.

Reciprocate for your colleague. If he/she is willing to take in your students, you should do the same. 2. Send work with the student.

Send student with a hall pass. Make sure the work is something the child can do independently; if what the class is doing at that

moment is something that can’t be sent, have something else to give the child. Arrange with the colleague to collect the work for you and return it to you. Give the child directions to turn in the work to the “Buddy” teacher.

3. Follow up on the SIR with a parent contact.

Whenever a child is sent from the classroom, he/she is missing instructional time. The parent needs to know this.

If the parent cannot be reached by phone after reasonable effort has been made, send a letter or email.

*NO students shall be left unattended in a hallway or other location. My “Buddy” is ____________________________________________ in room # ________________.



Restroom Expectations

Utilize the Restroom Journal. Quietly grab the Restroom Pass. Go directly to the Restroom and back. Be courteous to your classmates by

returning in a timely manner. Return quietly to your seat and continue

working.

It is the student’s job to maintain this privilege

of “responsibility” by adhering to the

expectations.




Classroom Restroom Journal

Restroom use is NOT permitted the first 10 minutes and the last 10 minutes of class.

Teacher: _____________________________ Room #: ______________

Student Name Date Time Out Time In



Policy & Procedures for Tardiness to Class/Lateness to School/Truancy

IN ORDER TO CURB TARDINESS, WE ASK THAT EVERYONE ASSIST BY:

o Following structured movement during transition. o Consistently monitoring the hallways during class changes. o Making sure that parents are aware of the issue. o Providing a bonus or incentive for students who are on time (at the teacher discretion). o Rewarding students who are consistently on time with PBIS positive recognition suggestions.

POLICY & PROCEDURES

Tardiness to School and Skipping Class Tardiness to class is when a student enters class after the bell has rung and/or after the designated

structured movement transition time. Every late-to class student MUST sign in upon entering your classroom. The teacher MUST sign the entry. 1st thru 3rd Offenses – Suggested Teacher Interventions: verbal warning, student conference, phone call

to parent/guardian, restorative practice, detention (lunch, before school, after school), behavior contract, parent/teacher/guidance/administrator conference, Restorative Practice, Attendance Tracking Sheet, Parent Shadowing

4th Offense - Office Discipline Referral after third School Communication Log entry with documentation of previous teacher actions including REQUIRED parent contact. Referral to Attendance Intervention Team.

Everyone should keep accurate documentation of what they have done to address tardiness to class using the FOCUS School Communication Log entries.

Teachers should record any late-to-class student as “tardy unexcused” or “tardy excused” on FOCUS. Teachers MUST contact the parent/guardian to address any issues with tardiness. This contact must be

documented on the School Communication Log in FOCUS.

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Lateness to School: Lateness to school is when a student arrives to school after the 9:30 bell. Every late-to-school student MUST sign in at the front office. A note from the student’s parent/guardian will be provided to the front office to determine “excused” or “not

excused” and a pass will be administered to the student for the teacher. Every late-to school student MUST sign in upon entering your classroom. The teacher MUST sign the

entry. Teachers should record any late-to-school student as “tardy unexcused” or “tardy excused” on FOCUS. Teachers MUST contact the parent/guardian to address any issues with lateness to school. This contact

must be documented on the School Communication Log in FOCUS.

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Truancy (Skipping) A student is identified as “Truant” when he or she is: Over 15 minutes “late” to class without a pass. Over 10 minutes out of class on a bathroom break. Does not report to class and is not on the absent list. Teachers should record any “truant” student as “tardy unexcused” or “absent unexcused” in FOCUS. Every truant student MUST sign in upon entering your classroom. The teacher MUST sign the entry. Teachers MUST contact the parent/guardian to address any issues with tardiness. This contact must be

documented on the School Communication Log in FOCUS.




Late-to-Class Log

Teacher: _____________________________ Room #: ______________

Student Name Date Time In Teacher Signature

Positive Behavior Intervention and Support

Documents