Prospect Park School School-Wide Positive Behavior Support Program. Teacher Handbook Positive, Productive, & Proud

(1)

Prospect Park School

School-Wide Positive Behavior Support Program

Teacher Handbook

2019-2020

Positive, Productive,

& Proud

(2)

ii Contents

Chapter 1. School Wide Positive Behavior Support Program 1

Chapter 2. Positive Behavior Supports 2

a. Prospect Park P-Bucs 2

b. Principal’s 200 Club 3

c. The Triple P (P.P.P.) Card 3

Chapter 3. SWPBS Positive, Productive, and Proud Lessons 4

a. School-Wide Expectations 5

b. Lessons for 5 focus areas of the school 6 c. Lesson Plan Implementation Schedule 11

Chapter 4. Cafeteria and Specialist Area Rewards 13

Chapter 5. Classroom Management and Individual Classroom Rewards 15

Chapter 6. Discipline Referrals 16

Chapter 7. Tier Interventions 20

Chapter 8. Monitoring SWPBS 22

Chapter 9. Appendices 23

a. Triple P Cards 23

b. Principal’s 200 Club 24

(3)

1 Chapter 1

School Wide Positive Behavior Support System

The School Wide Positive Behavior Support (SWPBS) Initiative states that behavioral expectations must be positively stated, easily remembered, clearly defined, and inform students of what to do rather than what not to do. The SWPBS plan calls for collecting and compiling data based on behavior incidents occurring throughout the school. During the school year, the SWPBS committee will collect and compile data on behavior incidents occurring in our school. The committee will examine the data according to the type of incident (i.e. Physical Fights, Disrespectful to adults…), location, (i.e. Cafeteria, Classroom…), time of day, month of the incident, teacher, and

consequence/action (i.e. teacher conference with student, parent conference, suspension…).

In addition to school-wide expectations and classroom expectations, our SWPBS committee has defined behavior expectations for each of the following areas of Prospect Park School:

• Classrooms

• Hallways

• Bathrooms

• Cafeteria

• Outside/Playground

• Gym/Assemblies

Our school wide rules center on characteristics of Prospect Park School:

Positive: Showing a can-do attitude, having a positive sense of humor, demonstrating patience, and being a kind and caring friend

Productive: Persevering through challenges, showing organization and flexibility, putting forth good effort in all tasks, displaying good decision making and problem-solving skills, as well as showing initiative

Proud: Exhibiting integrity, honesty, respect, as well as taking responsibility for actions

The following page includes Prospect Park School’s Matrix that displays our school-wide behavior expectations in each area around the school setting.

(4)

2 Chapter 2

Positive Behavioral Supports

Prospect Park’s School-Wide Positive Behavior System (SWPBS) is centered on teaching appropriate behavior, character education, and pro-social skills. We must make every effort to inform all students of the rules both in the classroom and throughout the school in each identified setting. Students are expected to follow the rules/expectations set up to maintain a caring and safe atmosphere where education is foremost. Although many of our school rules/expectations are behaviors one would expect students to have learned outside of school, this is not always the case. Therefore, in order to support the whole child (including their social-emotional functioning and behavior), it is important that we reinforce these expectations in our school setting.

At the start of the school year, each classroom teacher will teach the five Prospect Park PPP lessons (in addition to their own set of classroom expectations) designed to address each of the identified areas of the school where we recognize a need for discipline and appropriate school behavior (School- Wide, Classrooms, Hallways, Bathroom, Cafeteria, Playground/Outside). Once the lessons are taught and the students are made aware of the expectations, the lessons will be revisited throughout the year as min-lessons to refresh the message (before and/or after holiday breaks or when our data shows a problem in one of these locations).

In addition to the lessons, students will be given a copy of the Prospect Park Positive, Productive, and Proud behaviors as part of the Student Handbook. This is reviewed in school and at home. Students and parents sign to acknowledge that they have read and understand this very important Code of Conduct. The student contract in the handbook should then be returned to school and held by each teacher.

The P-Buc

As one of our supports for positive behavior, we provide students with P-Bucs when we see them exhibiting positive, productive and proud behaviors as well as for following school rules. Teachers and school personnel may catch students they do not know, as well as ones they have in class, exhibiting Positive, Productive, and Proud behaviors.

In "catching" a student following the rule, the staff member stops the student, describes the rule the student is following or behavior they are exhibiting, and then writes the student's name on the coupon with the date and the reason for awarding the coupon (younger students might not be able to communicate the reason to the office). These students should receive a GOLD P-Buc. The student may visit the office at designated times during the day to drop off their small part of the P-Buc to their grade-level bin and choose a chip to place their name on the Principal 200 Board. Students should keep the larger part of their P-Buc to be entered into drawings during PBS Assemblies.

If an entire class receives a P-Buc (i.e. for having exemplary behavior during the day a substitute teacher is present or all students turning in their homework one day), teachers are to hand out the classroom P-Buc (blue). Students also hold on to the larger portion and the teacher or a selected student can take the small portion of the P-Bucs to the office to be placed in the respective grade- level bin. These P-Bucs are NOT eligible for a chip to place student names on the Principal’s 200 Board.

(5)

3 Once per week, one P-Buc from each basket (1^st and 2^nd grade; 3^rd-5^th grades; and 6^th-7^th grades) will be selected and these students will each get a snack coupon for the cafeteria.

At any point in this process, it is important not to threaten to revoke the P-Buc. The emphasis needs to always be on the positive. Regardless of any subsequent behavior, the student did something that deserved recognition and reward.

The Principal’s 200 Club

When a student earns a GOLD P-Buc (individual P-BUC), they are permitted to visit the office at designated times to turn in the smaller part of their P-Buc (to be deposited in their grade-level basket) as well as to select a chip that will provide them a coordinate on the Principal’s 200 board. Once ten spaces in a row on this board are filled, all students who have their names on these spaces will receive a prize (this motivator will change and not always be the same). Some prizes for students may include a homework pass, an out of uniform day, a pencil, a pretzel, having lunch with principal, gift cards, etc. Once a row of students wins the prize, the board is cleared and the process repeats.

Prospect Park Triple P (P.P.P.) Card

After each class completes the lessons for each area of the school, administrators will visit the classrooms to have students sign a contract that they have been taught all expectations. At this point, each student will receive a Triple P Card (to be used for the entire school year – one per student). At this point, any time a student receives a blue slip/sent to the office, they will have one of their ‘P’s hole punched. If students have three strikes (a whole punch in each of the three Ps, per trimester – according to elementary trimester schedule for both elementary and middle school students), they will not be able to attend the PBS assembly/reward activity (middle school).

For elementary students, these cards will be kept in the classroom. For middle school students, all cards will be kept in the vice-principal’s office. Students will need to turn in their card for entrance into PBS Assemblies. Students who are not able to attend the assemblies will participate in a reflection process during this time.

(6)

4 Chapter 3

SWPBS Positive, Productive, and Proud Lessons

One of the most important aspects about effective behavioral support is that in order to observe a measurable change in students’ behavior, we need to teach students acceptable behavior. Simply expecting appropriate behavior from students by rewarding them for good behavior will not guarantee positive results. The P.P.P. curriculum will provide behavioral instruction and outline social and behavioral skills into everyday interactions.

Changing the school climate requires the students to participate in consistent training activities that explain what each rule/expectation looks like in different training areas. The most effective type of training of behavior consists of modeling, rehearsal, role-playing, and providing immediate

feedback.

Lesson implementation will occur in September (first week of school), January (first week returning from winter break), and March/April (week returning from spring break). In addition, these lessons and refresher sessions will be taught as needed after the review of data on a monthly basis. This will ensure that our students do not forget the school’s expectations throughout the entire school year. All students will participate in the P.P.P. lessons. The lessons will occur by grade level in the students’ homerooms or during morning meeting (elementary grades). Each grade level will review the targeted training areas on the first day of school: School-Wide Expectations, Classrooms, Hallways, Bathrooms, Cafeteria, and Playground/Outside.

Agenda for SWPBS P.P.P. Lessons for September Implementation A. Introduction to P.P.P. curriculum and lessons.

B. Review of school-wide rules and classroom expectations using modeling and role-playing.

C. Review of incentives: P-Bucs, Principal’s 200 Club, and Triple P Card Rewards.

D. Review of Behavioral Flow Chart and disciplinary forms outlining the consequences for receiving strikes on the Triple P Card.

Training our students on appropriate behaviors in each area includes introducing the expectation;

providing a rationale for acquiring the expectations (should be generated by the students

themselves); listing examples of the expected behavior and examples of inappropriate behavior (the inappropriate behavior should be what has been seen, not a “new idea” to give students);

opportunities to practice and receive feedback on the performance of expected behaviors. Teachers should be as supportive as possible, showing excitement and spirit.

A parent form explaining Prospect Park’s expectations and consequences for failing to exhibit these expectations has been developed (see Student Handbook). This form will go home for a parent signature on the first day of school. During our Open House, our SWPBS plan will be briefly explained to the parents.

The following are lesson plans used to develop student awareness of expected behaviors in each targeted areas. These are available in PowerPoint format on the G:drive.

(7)

5 Prospect Park

School-Wide Expectations

Positive: Showing a can-do attitude, having a positive sense of humor, demonstrating patience, and being a kind and caring friend

Productive: Persevering through challenges, showing organization and flexibility, putting forth good effort in all tasks, displaying good decision making and problem-solving skills, as well as showing initiative

Proud: Exhibiting integrity, honesty, respect, as well as taking responsibility for actions

**The lesson plan for the school-wide expectations is saved on the G:drive as a PowerPoint presentation.**

(8)

6 Classrooms

Positive: Showing a can-do attitude, having a positive sense of humor, demonstrating patience, and being a kind and caring friend

Productive: Persevering through challenges, showing organization and flexibility, putting forth good effort in all tasks, displaying good decision making and problem- solving skills, as well as showing initiative

Proud: Exhibiting integrity, honesty, respect, as well as taking responsibility for actions

**The lesson plan is saved on the G drive**

Goal: Students will be able to independently demonstrate acceptable classroom behaviors after teacher modeling and guided practice.

Setting: Classrooms

Acceptable Behaviors: Unacceptable Behaviors:

• Asking for help when needed by raising hand and waiting quietly

• Bringing all materials and homework to class

• Being quiet when the teacher or classmates are speaking

• Using polite words

• Keeping hands and feet to oneself

• Asking permission before using other people’s property

• Not paying attention to and not following directions

• Yelling to get teacher’s attention

• Yelling or talking when it is not appropriate to do so

• Leaving materials and homework at home or in back pack

• Talking when it is time to learn and pay attention

• Laughing at or with classmates

• Talking with a rude or disrespectful tone of voice

Student Activity:

Teacher models both acceptable and unacceptable behaviors Students practice these behaviors

Teacher rewards acceptable behaviors for each of the following

1. Room boundaries – where students should be, what they may use, and when they may use borrowed materials

2. Raising hand to ask for help

3. Unpacking procedures and organization of desk and materials 4. Following directions

5. Remaining quiet when requested and when teacher is instructing 6. Using polite words

Wrap-Up:

Teacher explains the importance of showing P.P.P. behaviors in the classroom. When all students are in the right place at the right time, raise their hand for help, have all of their

materials ready to learn, become quiet at the quiet signal, and use polite words, all students will feel safe and learn.

Monitor, observe and re-teach lesson if necessary.

(9)

7 Hallways

Proud: Exhibiting integrity, honesty, respect, as well as taking responsibility for actions

**The lesson plan is saved on the G:drive**

Goal: Students will be able to demonstrate positive (using manners, quiet voices, and appropriate language), productive (walking on the right side of the hallway, staying on task), and proud (keeping hands and feed to themselves, picking up trash, and keeping hallways clear) behaviors throughout all school hallways.

Setting: Hallways

• Staying in a line

• Walking on the right side of the hallway

• Paying attention

• Using quiet/inside voices

• Holding the door for others

• Keeping hands and feet to yourself

• Holding on to trash and materials needed for upcoming destination

• Talking loudly

• Walking on the left side of the hallway

• Dropping trash and school materials on the floor

• Running into or touching other students

• Using inappropriate language

Student Activity:

Pose question: Why is it important to set and follow rules for traveling through the hallways?

Discuss and model hallway rules:

Stay to the right Keep space inline

Keep hands, arms and feet to yourself Walk with your class

Hold on to materials

Use inside voices (no yelling) Wrap-Up:

Direct class to travel through the hallway and observe students for these behaviors

Reteach as necessary

(10)

8 Bathrooms

Proud: Displaying integrity, honesty, respect, as well as taking responsibility for actions

Goal: Students will show respect towards the bathroom and other students using the bathroom.

Setting: Bathroom

• Wash hands

• Throw trash in trashcan

• Quiet voices

• Time management (in and out)

• Flush toilet once

• One person in stall at a time

• Shut stall door

• Safe behavior

• Wait quietly for partner (elementary)

• Tell an adult if there is a problem

• Respect each other’s privacy

• Not washing hands

• Throwing trash on floor

• Loud voices

• Taking a long time

• Multiple flushing of toilet

• More than one person in stall

• Leaving stall door open

• Using bathroom as a playground

• Urinating on floor or soap on mirrors

Student Activity:

• Students will be divided up between boys and girls. Using a male for the male students and female for the female students, teacher will model appropriate bathroom behavior in the bathroom. (The principal, Assistant principal and ESC will be available for assistance. The teacher will say, “I have used the bathroom” and will model hand washing, disposing of trash, time management and using quiet voices in the bathroom.

• A discussion will happen regarding the implications of damaging bathroom. If a student is involved in damaging or being destructive in the bathroom, they will be required to assist in correcting the damage.

• Each grade level will be assigned to make a decorative rule to hang in the bathroom.

Wrap-Up:

• Teacher will discuss appropriate modeling behavior and review acceptable and unacceptable behaviors after modeling.

• Use of sign in/out sheets in all classrooms and cafeteria

• Only one aide in cafeteria in charge of bathroom. That aide has two passes and no more than two students are given passes at one time. It would be appreciated if adults can peek their head in the bathroom for crowd control when they have a free minute to continue to enforce bathroom safety

• Since recess will occur before lunch, bring kids in 5 minutes early from recess. Using both the 5^th and 6^th grade corridors, split each grade level to stop at bathroom and also wash hands before coming to lunch.

• If a student returns to cafeteria or classroom with a bathroom issue, the office will be contacted to keep a log of issues.

(11)

9 Cafeteria

Goal: Eating lunch in a timely manner and being respectful of peers.

Setting: Cafeteria

• Stay in place in line.

• Wait to be dismissed.

• Remain quiet in line.

• Say please and thank you.

• Speak respectfully to others.

• Touch only my own food.

• Raise my hand when I need something.

• Walk carefully when entering and exiting the cafeteria.

• Clean up after myself.

• Use inside voices.

• Remain in my seat.

• Be polite to others.

• Be respectful to other’s food choice (and their allergies).

• Respect cafeteria workers.

• Jumping to another part of the line.

• Getting up from your seat before receiving permission.

• Being rude or disrespectful to other people.

• Grabbing other people’s food.

• Running in the cafeteria.

• Leaving trash on the table or floor.

• Yelling or talking loudly in the cafeteria.

• Eating peanut butter anywhere but the peanut butter table.

• Being rude or not listing to the cafeteria aides.

Student Activity:

1. Model both acceptable and unacceptable behaviors in the cafeteria.

2. Allow students time to practice the acceptable behaviors in the cafeteria.

3. Allow students time to discuss why it is important to practice PPP behaviors in the cafeteria.

Wrap-Up

• Grades K-2: Write a sentence about one cafeteria behavior and draw a picture of it.

• Grades 3-4: List 5 ways to behave appropriately in the cafeteria.

• Grades 5-6: Write a journal entry about a time you did not follow P.P.P. in the cafeteria and how you could have handled the situation better.

• Grades 7-8: List any additional rules you think would improve behavior in the cafeteria.

(12)

10 Playground/Outside

Goal: Students will play safely and cooperatively on the playground during recess as well as before/after school.

Setting: Playground/outside area

• Take turns

• Use equipment appropriately/sharing equipment

• Find peer mediator (or adult) to solve problems

• Include everyone

• Keep hands, feet and objects to self

• Line up when it is time/Appropriately responding to bell and whistle

• Tackling, blocking, or pushing

• Cursing

• Playing after whistle or bell rings

• Name calling

Student Activity:

1. Take tour of playground with class.

2. Practice appropriate behavior at each section of the playground.

3. Practice lining up appropriately.

Wrap-Up:

Discuss and model appropriate behaviors.

Re-teach as needed

(13)

11 Gymnasium/Assemblies

Goal: Students will display cooperative, respectful behaviors during assemblies and special events.

Setting: Gym

• Enter quietly.

• Walk up the steps, not the blue bleachers

• Cheer and applaud appropriately.

• Keep hands, feet and objects to self.

• Adhere to the “attention signal” when someone wants your attention. (Hand raised).

• Stomping loudly on the bleachers.

• Standing or walking on the blue bleachers.

• Yelling, screaming, or distracting others from the presentation.

Student Activity:

1. Describe the different assemblies and how to properly participate.

2. Demonstrate the attention signal and what the student response should be.

3. Discuss proper behavior when entering and leaving the gym.

Wrap-Up:

Discuss and model appropriate behaviors.

Re-teach as needed

(14)

12 Prospect Park School

PPP Lessons Implementation Plan

Prospect Park Positive, Productive, and Proud Lessons will be taught to each class during regular intervals throughout the school year. Please follow the schedule below for delivery of the lessons.

During the first 2-3 days of the school year all of the Positive, Productive, and Proud lessons should be delivered (and repeated) according to this schedule:

Day 1 School-Wide Expectations/Classroom Expectations

…..Which will then lead teachers to then cover their own individual classroom expectations. At this time, teachers will also discuss their own classroom’s bathroom and hallway expectations. The SCHOOL’s overall hallway and bathroom lessons will be presented Thursday and will reinforce what the teachers will likely briefly discuss on their own on Tuesday/Day1.

Day 2 Cafeteria Expectations

Day 2 Recess (playground) Expectations

Middle School teachers will show these lessons IN class, as 6^th-8^th grade students should know and understand what to expect. PLEASE project the 6^th-8^th cafeteria template that displays the zones for each grade. Students may sit at ANY of the designated tables within their grade level zones. PLEASE remind students that no food/drink is to be taken outside.)

4^th-5^th will report to the Cafeteria 10 minutes early (10:50) for Lunch on Wednesday.. Teachers will lead their classes to the tables assigned on the 4^th-5^th Cafeteria template. Bob V. will have the projector set up in the Cafeteria and will lead these lessons.

1^st-3^rd will report to the cafeteria 10 minutes early (12:05 – IF IT RAINS, stand by for an update….) for Lunch on Wednesday. Teachers will lead their classes to the tables assigned on the 1^st-3^rd Cafeteria

template. Nick. will have the projector set up in the Cafeteria and will lead this lesson. Bob will relieve Nick of outdoor Middle School Recess coverage at 12:00.)

Day 3 Hallway Expectations Day 3 Bathroom Expectations Day 4 Assembly Expectations

During the first three months of the school year, refresher Positive, Productive, and Proud lessons will be scheduled according to the behavior referral data. A schedule will be issued when these refreshers should be delivered.

(15)

13 At the close of the first marking period/trimester, please provide refresher P.P.P. lessons in each of the Prospect Park P.P.P. areas around the school building. A schedule will be issued (based on behavioral data) prior to delivering these lessons.

For each “area of concern”, please emphasize the specific “behaviors of concern.” These areas and behaviors will be specified in the schedule that is issued.

Following the Winter Vacation, please deliver all of the Prospect Park P.P.P. lessons according to the following schedule. These lessons should be delivered during the first day back in school following the break.

January AM - School-Wide January AM - Classrooms

January Lunch – Cafeteria Outside/Playground January PM - Hallways

January PM - Bathrooms

At the close of the second marking period/trimester, please provide refresher P.P.P. lessons in each of the Prospect Park P.P.P. areas. A schedule will be issued (based on behavioral data) prior to delivering these lessons.

For each of our “areas of concern”, please emphasize the specific “behaviors of concern.”

These areas and behaviors will be specified in the schedule that is issued.

Following the Spring Break, please deliver all of the Prospect Park P.P.P. lessons according to the following schedule. These lessons should be delivered during the first day back in school following the break.

March/April AM - School-Wide March/April AM - Classrooms

March/April Lunch – Cafeteria Outside/Playground March/April PM - Hallways

March/April PM - Bathrooms

During the last three months of the school year, refresher P.P.P. lessons will be scheduled according to the behavior referral data. A schedule will be issued when these refreshers should be delivered.

(16)

14 Chapter 4

Cafeteria and Specialist Area Rewards Cafeteria - GOLDEN SPOON AWARD

This award is to recognize tables during lunchtime that exhibit “Prospect Park PPP” behaviors.

The cafeteria is a training area that will be significantly targeted. Cafeteria staff, support staff, and teachers are encouraged to stop by frequently and give students P-Bucs when they are exhibiting School-Wide expectations.

The following rules will be posted in the cafeteria and discussed by teachers in the classrooms and aides in the cafeteria.

➢ Positive

o Use manners

o Be patient and wait your turn o Use kind words

➢ Productive

o Follow directions o Use inside voices o Eat your own food

➢ Proud

o Keep hands and feet to yourself o Use kind words

o Keep tables and floors clean o Stack trays neatly

o Follow directions the first time they are given

Students will be observed daily by staff assigned during their lunch period. At the end of each lunch period, lunch duty staff will choose one elementary homeroom/middle school zone (6, 7, 8) that has met the PBS expectations for that day. At the end of each month, the class (grades 1-5) who has met the expectations for the most days that month will earn the golden spoon and a certificate. For middle school, the grade with the most days of meeting expectations will earn the golden spoon and a certificate. After winning two certificates, that grade will earn a dress down day (no uniform day) on the first day of the next month).

Winning tables of the golden spoon will be announced on the last day of the month during each lunch period. Certificates for both elementary and middle school should be kept on display in the cafeteria for the month.

(17)

15 Classroom Specialist Awards (one per month for grades 1-5 and grades 6-8)

Music – GOLDEN TAMBOURINE AWARD Art – GOLDEN PAINT BRUSH AWARD

Computer – GOLDEN MOUSE AWARD Gym – GOLDEN SNEAKER AWARD

Library – GOLDEN BOOK AWARD

Monthly, Specialist area teachers (music, art, computer, library, and gym) will select one classroom/section from elementary grades (1-5) and middle school grades (6-8) who have

consistently shown positive, productive, and proud behaviors during their class periods. At the end of each month, the two classes/homerooms for each award will be announced on the morning announcements. The class or homeroom teacher will receive a certificate (to keep and display in the classroom all year) and the physical award (to keep until the following month). The physical award will be the golden item mounted on a pedestal.

(18)

16 Chapter 5

Classroom Behavior Management Plans and Individual Classroom Rewards As in the past, each classroom teacher and special teacher will continue to produce their own

classroom expectations and classroom behavior plans. This is a set of strategies/incentives that help motivate your students to exhibit pro-social behavior. Effective classroom behavior plans in the past have included using a token economy, group contingency plans (such as filling up a jar with marbles) or a strike system. Your classroom behavior management plan should augment the SWPBS plan, but IN NO WAY contradict the SWPBS plan.

Please see your grade partners or school support personnel for help if you would like support in writing your classroom behavior management plan.

Since students spend the majority of their day within their individual classroom settings, each teacher should work to develop a classroom behavior plan and method of rewarding their students for Positive, Productive and Proud behaviors. This can include the use of P-Bucs or be in addition to the use of P-Bucs. Each grade level can utilize the same system or can implement their own unique system.

IF NEEDED, to assist with classroom management, each classroom (teacher, jointly with students) could set a goal to work towards (such as each student turning in their homework daily, having all materials, treating peers respectfully, etc.). School personnel (principal and vice principal) are available to do random check-ins to check on student progress towards their unique goal (i.e.

students having all needed materials, students remaining in their seat during a lesson, all students completing homework assignments, etc.). If this classroom goal is met, the class can earn a teacher designated reward (i.e. stickers, extra recess time, a kickball game, etc.).

(19)

17 Chapter 6

Discipline Referrals

To address inappropriate behavior, a Behavior Flow Chart was created to delineate minor and major behavioral offenses. Teachers and staff should follow these steps when addressing behavioral concerns.

Teachers and staff will complete a Discipline Referral Form, online (see below), according to the flow chart, when a behavior is deemed major or repetitive and in need of administrative attention.

The office will receive this form electronically and take appropriate disciplinary action. The referring staff member will receive follow-up informing them of the actions taken. This will allow us to work together to follow the same disciplinary plan.

Discipline is the key to a successful learning environment. Please see the building principal or the vice principal if you have concerns and/or suggestions. Working together with administration and colleagues will assist in developing a positive atmosphere with appropriate behavioral expectations.

The goal of SWPBS is to reduce the number of incident reports, suspensions, and to increase pro- social behavior throughout the building. Inappropriate behavior will be monitored, tracked, and recorded through the electronic on-line referral system. Support Staff and Aides will use a user- friendly paper form to record infractions. All Discipline Referrals will be given to an administrator.

An explanation of each behavior infraction will be reviewed during an in-service.

Teachers will use our online system for recording an infraction report. For less serious infractions listed, teachers are only to record the infraction if that particular behavior continues to occur after repeated verbal warnings (such as not raising hand, running, or out of seat). There is no need to report one of these infractions unless it is observed repeatedly after many warnings. For more serious infractions that occur (but are not a severe violation), teachers are to record them in the computerized form on the day they occur (for example, gum chewing, throwing things,

insubordination, and unacceptable gesture or language). Teachers will also indicate where the infraction took place, the time it took place, and the consequence given (which includes verbal warning, time out, parent contact, or loss of privilege).

Classroom teachers should talk to recess, cafeteria, and specials teachers about what is acceptable with regard to particular students. If a student is on a behavior plan, has a Positive Behavior Support Plan (through an IEP), or is undergoing a stressful event, the classroom teacher should communicate how behavior infractions will be handled (for example if a student’s behavior targeted in their positive behavior support plan is for shutting down they should not receive a referral form for shutting down and not completing their work; teachers should refer to the student’s individual support plan and consult with school personnel).

The computer system is a way of communicating to the SWPBS committee where the infractions are occurring. If staff and teachers do not report student behavior infractions, the committee will assume that no behavior infractions occurred. When a Major Infraction occurs, the student(s) involved is to be sent to the office immediately. Be sure to fill out a Discipline Referral at your earliest convenience. Examples of Major Infractions can be located on the Behavior Flow Chart.

(20)

18

Behavior Flow Chart

Observe problem behavior

Is behavior Major?

Conference with Student

Complete electronic conduct referral on

eSchool.

No Yes

Consider a teacher-detention to be held in your classroom

after school

Contact student’s parents/guardians to discuss

how to move forward in a positive manner

Administration processes referral and

investigates.

Student(s) interviewed and appropriate disciplinary actions taken

Asst. Principal emails summary to the staff member within 48 hours (unless the situation requires

additional investigating) Asst. Principal is notified via

email/phone/conference if the observed behavior does not improve or if the teacher

has significant concerns

Address behavior

Consider withholding privileges or lunch recess time

Contact student’s parents/guardians to discuss

how to move forward in a positive manner

(21)

19

Behavior Flow Chart

Observe problem behavior

Is behavior Major?

Complete electronic conduct referral on

eSchool.

No Yes

Was Detention assigned?

Yes

No further action required

Complete electronic submission of Detention

form.

Administration processes referral and investigates.

Student(s) interviewed and appropriate disciplinary actions taken

Asst. Principal emails summary to the submitting

staff member within 48 hours (unless the situation

requires additional investigating) Asst. Principal is

automatically notified of the submitted detention and monitors

that it is served

Address behavior

No Record Behavior Mark in

student’s Agenda Book

Teachers contact parents/guardians (via phone, email or AgendaBook)

Teachers contact parents at their discretion

(22)

20 Chapter 7

Tier Interventions

Tier One strategies and interventions are for all students in the school, and include: School-Wide Rules/Expectations, Lessons in each targeted area, refreshers of behavioral expectations in each designated area, P.P.P. behaviors, Incentives, Student Handout explaining School-Wide Positive Behavior Supports, consequences for rule infractions, and classroom behavior management plans.

In addition to office discipline referrals and our incentive program, student behavior will be monitored similar to how we monitor academic (math and reading) progress with screening data that will be collected at fall, winter, and spring benchmarks. Each classroom teacher will be provided with a sheet of paper to provide their observations via quick and standard ratings of

social/emotional functioning of students in order for school personnel to monitor students in need of additional school supports. This will be used in conjunction with the SWPBS Committee reviewing Discipline Referrals data from the SWIS system. The committee will determine which students are in need of additional Tier 2 and Tier 3 interventions. When a student is moved to Tier 2 or Tier 3, the teacher will be notified and invited to the first scheduled meeting (if schedule permits). If the teacher cannot make the meeting, they will be able to provide input through a teacher interview before the meeting.

A student is moved to Tier 2 by the SWPBS committee or by the principal based on a student’s repeated infractions. The Tier 2 intervention is a more individualized and intensive level of behavior support, such as a behavior plan, a mentor, or involvement in a group with school

personnel. When the SWPBS committee moves a student to Tier 2, a team meeting will occur with the student’s teacher, the principal, the school counselor, the psychologist, parent and possibly other school staff. At the team meeting, interventions and next steps will be discussed. A date will be set to review the daily behavior data. If little or no progress is made, the student may be referred to Tier 3.

Tier 3 includes getting parent permission to conduct an individualized intervention program, which will help guide the team to make more informed decisions about an individual behavior plan. Tier 3 also includes providing the student with a high degree of behavior support, including individual counseling, a referral for services outside of school, and on-going teacher consultation. A daily monitoring system will also be in effect and dates will be set to review progress. If Tier 3

interventions do not show measurable progress, the student may be referred for further evaluation, especially if their behaviors or social/emotional functioning is interfering with their academic success.

Tier 2 and 3 students need to be sent to their respective mentor/teacher check-in at the beginning and end of each day so that their behavior chart can be reviewed.

(23)

21 3 Levels of SWPBS

Just like our RTII structure, SWPBS operates on a 3-Tier structure where Tier 1 represents the universal approach to all students and each subsequent Tier provides additional supports and interventions to meet the need of a small number of students.

Tier 3 3-7% of Students

Tier 2 5-15% of

Students

Tier 1 85-100% of

Students

(24)

22 Chapter 8

Monitoring SWPBS

The SWPBS committee will meet monthly to review all of the data from SWIS. The PBS team will make decisions about the effectiveness of the SWPBS plan and as a result may need to change components of the plan and programming. It is important to note that, as with any system, the needs of our building change with time. All suggestions from staff members of ways to improve a

SWPBS activity will be considered. Some of the SWPBS rewards and incentive programs may need to be changed in order to be most effective and efficient.

The overall decisions regarding the SWPBS plan will be made based on the infraction data. The SWPBS committee will monitor which students (by grade level and teacher), which training areas, and what infractions are occurring the most, and direct their attention there.

A summary of the behavior infraction data will be presented at each monthly faculty meeting or provided via email in the event faculty meetings are canceled due to weather or other unforeseen circumstances.

The PBS committee and administration staff are committed to making improvements in reducing behavior infractions in addition to increasing pro-social behaviors in Prospect Park. In order to be most successful, we need you to join us in making Prospect Park climate a safe, fun, and exciting learning environment.

(25)

23 APPENDICES

Prospect Park Triple P Cards

Following the fall implementation of the P.P.P. lesson plans, each student will sign a classroom contract that they are aware of Prospect Park’s school-wide expectations. At this time, each student will receive a Triple P card that will be kept in the classrooms (1^st-5^th grades) and in the vice-

principal’s office. The card represents how well each student is following the school code of conduct (P.P.P.). Each student will remain “Triple P Eligible” until they have received 3 strikes (hole punches through the PPP letters of the card) during each trimester (ALL STUDENTS WILL FOLLOW THE ELEMENTARY TRIMESTER SCHEDULE). A student will receive a strike (a hole punch) will be given for each office referral (blue slip). It is imperative that all staff are very familiar with the Prospect Park PPP Behavior Flow Chart before completing a Discipline Referral Report. Strikes will also be given (according to the Behavior Flow Chart) for multiple occurrences of minor offenses.

As this is a system designed to promote positive behavior and reward students for following the school code of conduct, students should NOT be given a strike for any other behaviors, i.e.

not completing homework. Homework and class preparedness must be addressed through your own Classroom Discipline Plan.

The first school-wide event will occur within the first two weeks of the year to offer (hopefully) every student an opportunity to experience success and participate in the event. Throughout each marking period, we will be including a “plug” for the next even during the daily announcements to provide a reminder and further incentive for our students to buy-in and follow the rules.

For each of the school-wide events, an alternative activity (a reflection process) will be planned for students who are not eligible. This activity will be designed to further teach the appropriate

behaviors and focus on what the students can do to be eligible for the next school-wide assembly/reward event.

(26)

24

Principal’s 200 Club

The Prospect Park Triple P Card is given to every student at the beginning of the school year. The The Principal's 200 Club was designed to offer a fun and enthusiastic framework that would appeal to our students while encouraging them to embrace our school code of conduct. This program offers our students rewards for following the rules while increasing positive school climate, reducing office referrals, and creating a positive link with parents.

The 200 Club was developed as an approach designed to improve students’ positive behaviors. It uses the same behavior management practices that appeal to people who play bingo or participate in an NCAA Basketball bracket, but it also incorporates well-researched principles for changing behavior: the importance of advertising for success, providing changing and dynamic feedback systems for students, and offering random rewards for good behavior and for following school rules.

The essential steps for setting up and running the program:

• There will be a large visual chart of squares divided into 200 numbered cells placed in a prominent spot in the school (outside the main office for example).

• 200 chips with a letter and number are kept in a container in the office. Each numbered disk corresponds to a numbered cell on the matrix.

• The school's agreed-upon, "rewardable" behaviors right (the Prospect Park Matrix) will be posted next to the chart of squares.

The student visits the main office to select their chip, by turning in the smaller portion of their P- Buc. The number on the disk corresponds to a numbered cell on the matrix. The student’s name is then placed in that numbered cell. The disk is not replaced in the container at this point. The first ten students in any column, row, or diagonal are the winners and receive the reward in the

Principal's Mystery Motivator. Mystery Motivators can be anything students value. If you have a suggestion, please pass it along. We will also conduct student surveys in order to get ideas from the students themselves.

On average, it will take approximately two weeks before there are ten student names in a row, column, or diagonal. After the ten winning students have been announced and they receive the Principal's Mystery Motivator, all the names on the matrix are erased, the chips that were drawn are replaced in the container, and the process is started all over again.

Students should hold on to the larger portion of the P-Buc to share with their family as well as submit into raffles at PBS assemblies throughout the school year.

In order to generalize the program across the whole school, it helps to catch students you do not know, as well as ones you have in class or see on a regular basis. In "catching" a student following the rule, the staff member stops the student, describes the rule they're following, and then writes the student's name on the coupon with the date and a reason for receiving the coupon (This should be

(27)

25 done esp. for younger students who might not be able to verbalize the reason they received the coupon).

At any point in this process, it's important not to threaten to take the student's name off the matrix. The success of the program depends on our emphasizing the positive. Regardless of any subsequent misbehavior, the student did something good that deserved recognition and reward.

The Principal's 200 Club has been implemented in many parts of the U.S. It has been implemented in elementary schools, middle/junior high schools, charter schools, special education schools, and high schools. Research in these schools has shown significant reductions in discipline problems, tardiness, and suspensions.