2 2 Hartford Jt. #1 Team Purpose Statement: The foundation of our school s culture is built on the common values of being safe, being respectful and being responsible. Through the implementation of our school system, we will create and sustain a positive learning environment in which all students can succeed academically, socially and emotionally. School Behavioral Expectations Be Safe Be Respectful Be Responsible Q: What is the JT. # 1 Behavior System? A: We will use a proactive, team-based framework for creating and sustaining safe and effective schools. Emphasis is placed on prevention of problem behavior, development of pro-social skills, and the use of data-based problem solving for addressing existing behavior concerns. This will increase the capacity of the schools to educate all students utilizing research-based school-wide, classroom, and individualized interventions.
3 3 Table of Contents Behavior Matrix: pgs. 4-7 Describes what the expectations are for different areas of the building for students. Cool Tools: pgs Lesson plans used to teach student expectations. Voice pgs. 8-9 Hallway pgs Lunch pgs Acknowledgement System: pgs. 14 Procedure pg. 14 Behavior Plans: pgs Classroom Discipline Plan pg. 15 Teacher Referrals in (Skyward) pg. 16 T-Chart: pg. 17 Gives a description of what should be handled by the classroom teacher handled and what should be handled by administration. Road Map pg. 18 Minor Behavior Flow Chart pg. 19 Major Behavior Flow Chart pg. 20
4 4 Be Responsible All School Settings *Follow directions Before and After School *Gather all supplies before you leave *Go directly to assigned waiting area (bus line) Hartford Joint #1: Behavior Matrix Hallways Bathrooms Cafeteria Lunch *Go directly to your destination *Keep your bathroom clean *Use the bathroom for what it should be used for *Know your student i.d. number *Bring lunch money when needed *Get lunch/leave lunch only when dismissed *Stay in designated areas (inside or outside) *Clean up after yourself Field Trips *Know where you are going *Stay with teacher, chaperone, adult *Follow directions of school and field trip site Playground *Line up when the bell rings *Bring and put away any balls, jump ropes, etc. you brought out *Follow directions of adults
5 5 Be Respectful All School Settings *Use appropriate language *Use appropriate voice level *Treat all peers, adults, and guests appropriately *Use good manners (please, thank you, excuse me) Before and After School *Listen to all staff members *Respect your surroundings (peers, environment, school property) *Use appropriate voice level Hallways Bathrooms Cafeteria Lunch *Keep to *Respect *Use good your own others manners issues and privacy (please and business *Keep the thank you) *Use bathroom *Eat what you manners (Ex: clean for have taken Excuse me) others *Eat and touch *Touch only only your own what is yours food *Walk in a *Touch only single file line what is yours *Use a level *Listen and 0 voice follow directions given by staff members on lunch duty *Use a level 2 voice Field Trips *Use good manners (please, thank you, excuse me, etc.) * Listen to teacher, adults, chaperones the first time Playground *Share items with other students * Use appropriate language *Follow staff directions *When entering the building walk in a single file line using a level 0 voice
6 6 Be Safe All School Settings *Keep hands, feet, and body to yourself *Walk at all times *Look to your teacher for input on where and when to go Before and After School *Wait in assigned area *Keep hands, feet, and body to yourself *Always walk Hallways Bathrooms Cafeteria Lunch *Walk in a single file line *Keep hands, feet, and body to yourself *Practice good personal hygiene (wash hands, etc.) *Keep water at the sink and the floor dry *Walk *Put all garbage in the appropriate area *Walk *Keep food at the table *Keep hands, feet, and body to yourself *Do not share food *Use hand sanitizer Field Trips *Stay with teacher/ Chaperone /adult *Follow directions Playground *Know who is around you *Do not kick or throw a ball at random *When entering the building walk in a single file line
7 7 Grade Expectations Behavior Matrix Expectations Be Responsible Follow directions the first time given Use appropriate voice level Be Respectful Keep hands and feet to yourself Be Safe
8 8 Voice Procedures Items That Students Might Need for These Activities: Paper, Pen or Pencil Allow 30 minutes for this session. Expectations: Voice Level Procedures Be Safe Be Respectful Be Responsible Step 1: Introduce Voice Procedures 0: Silent 1:Whisper Voice 2: Inside Voice 3: Outside Voice A. Objective: By the end of the lesson students will be able to follow school-wide Voice Level Procedures. B. "Today we are going to learn about always being safe, respectful, and responsible. Being safe always means being free from harm. Being respectful always means being polite and cooperative. Being responsible means being dependable and trustworthy." C. Check for student understanding. Step 2: Teach and Inform D. Teacher brings out a piece of chart, butcher paper, tape, markers or smart board. Students brainstorm (as whole class or in small groups) ideas of what Voice Level Procedures look and sound like. Write examples on the paper taped to the board. Teacher highlights examples of behavior staff will be looking for at all times during the school day (each procedure listed on the Voice Level Poster should be addressed). Discuss what appropriate voice level behavior looks like and sounds like. Refer to chart:
9 Looks Like Sounds Like 9 Students using appropriate Voice Level and language according to the Voice Level Procedures for their given setting. Step 3: Model and Practice E. Teachers provide practice of the Voice Level Procedures in the classroom. Teachers and students should model: using silent voice, using whisper voice, using inside voice and using outside voice. Teachers should model: shouting in the hallway, talking during classroom lessons and using outside voice in the cafeteria, bathroom, etc. F. Students practice Voice Level Procedures with teacher giving immediate feedback and praise. Step 4: Assessment G. The following follow-up activities can be small group or individual work: Write Voice Level Procedures and explain why each is important. Draw a picture, with a caption, of appropriate voice level behavior. Write a script to be used to inform a new student of appropriate voice level behavior. Four or five students model Voice Level Procedures while others give feedback on their behavior. H. Teacher should use activities or assessment for discussion of Voice Level Procedures. Step 5: Monitoring and Feedback I. Remind students to be safe, respectful, and responsible and follow Voice Level Procedures. J. Recognize students who are being safe, respectful, and responsible. K. If a student's behavior is other than expected, staff should: Use proximity to influence appropriate behavior. State the procedure that needs reinforcement. Ask the student to demonstrate or restate expected behavior. Give the student immediate positive feedback.
10 10 Hallway Procedures Items That Students Might Need for These Activities: Paper, Pen or Pencil Allow 30 minutes for this session. Expectations: Hallway Procedures Be Safe Be Respectful Be Responsible Walk facing forward Keep hands, feet and body to self Step 1: Introduce Hallway Procedures Stay to the right Be in assigned area when bell rings Use manners Voice Level 0 when classes are in session Close only your own locker During class use a visible pass Go directly to your destination Use only assigned locker/hook Close lockers quietly A. Objective: By the end of the lesson students will be able to follow school-wide Hallway Procedures. B. Today we are going to learn about always being safe, respectful, and responsible. Being safe always means being free from harm. Being respectful always means being polite and cooperative. Being responsible means being dependable and trustworthy." C. Check for student understanding. Step 2: Teach and Inform D. Teacher starts the discussion of what appropriate hallway procedure looks like. Students brainstorm (as whole class or in small groups) ideas of what Hallway Procedures look and sound like. Write examples on the paper that is taped to the wall or Smart Board. Teacher highlights examples of behavior staff will be looking for at all times during the school day (each procedure listed on the Hallway Poster should be addressed). Discuss what appropriate hallway behavior looks like and sounds like. Refer to the chart on the below. Looks Like Students walking in the hallway quietly. Student touching only their own belongings. Students walking facing forward. Sounds Like Students using appropriate voice level. Students greeting friends silently when classes are in session. Students walking quietly.
11 Step 3: Model and Practice 11 E. Teachers provide practice of the Hallway Procedures in the classroom. Teachers and students should model: appropriate voice level, walking, hands to self, leaving no trace, going directly to destination and following teacher directive. Teachers should reinforce direct routes to cafeteria, classes, closest bathrooms, office, nurse s office, library, auditorium and gym. In small groups, students role play appropriate hallway behavior. Create a skit and share with rest of class as well as a statement discussing why it is important to show appropriate behavior in the hallway. In addition to sharing skit, students will share their statements to the rest of the class. Step 4: Assessment F. The following follow-up activities can be small group or individual work: Write Hallway Procedures and explain why each is important. Write a script to be used to inform a new student of appropriate hallway behavior. G. Teacher should use activities or assessment for discussion of Hallway Procedures. H. Teacher should leave the paper on the wall with the brainstormed ideas. Step 5: Monitoring and Feedback I. Remind students to be safe, respectful, and responsible and follow Hallway Procedures. J. Praise students who are being safe, respectful, and responsible. K. If a student's behavior is other than expected, staff should: Draw the student aside quietly. State the procedure that needs reinforcement. Ask the student to demonstrate or restate expected behavior. Give the student immediate positive feedback.
12 Lunch Procedures 12 Items That Students Might Need for These Activities: Paper, Pen or Pencil Allow 30 minutes for this session. Step 1: Introduce Lunch Procedures Expectations: Lunch Procedures Be Safe Be Respectful Be Responsible Eat and drink only your food and beverages Walk at all times Wait in a single line to receive and return tray Finish your food in the cafeteria A. Objective: By the end of the lesson students will be able to follow school-wide Lunch Procedures. B. "Today we are going to learn about always being safe, respectful, and responsible. Being safe always means being free from harm. Being respectful always means being polite and cooperative. Being responsible means being dependable and trustworthy." C. Check for student understanding. Step 2: Teach and Inform Keep your place in line Stay in your chosen seat Keep conversation at own table Clean up after yourself Use good manners Lights off: Voice level 0 Lights on: Voice level 2 D. Teacher starts the discussion of what appropriate lunch behavior looks like. Empty waste in appropriate containers Know lunch ID Number Bring lunch money when needed Wait at table to be dismissed Wash tables when it is your turn Students brainstorm (as whole class or in small groups) ideas of what Lunch Procedures look and sound like. Write examples on the paper that is taped to the wall or Smart Board. Teacher highlights examples of behavior staff will be looking for at all times during the school day (each procedure listed on the Lunch Poster should be addressed). Discuss what appropriate lunch behavior looks like and sounds like. Refer to the chart below. Looks Like Students facing forward in a single line, waiting to receive food and return tray Students keeping their place in line Students raising hands to leave their table Students cleaning up their area. Sounds Like Students using appropriate Voice Level Students keeping conversations at their table Students returning trays quietly Students using good manners please and thank you
13 13 Step 3: Model and Practice E. Teachers provide practice of the Lunch Procedures in the classroom. Teachers and students should model: appropriate voice level, using good manners, single file lines facing forward, keeping place in line, keeping body and objects to self, raising hands to leave seat, quietly stacking chairs and returning trays and cleaning area. In small groups, students role play appropriate lunch behavior. Create a skit and share with rest of class as well as a statement discussing why it is important to show appropriate behavior in the lunchroom. In addition to sharing skit, students will share their statements to the rest of the class. Students practice lunch procedures with teacher giving immediate feedback and praise. Step 4: Assessment F. The following follow-up activities can be small group or individual work: Write Lunch Procedures and explain why each is important. Write a script to be used to inform a new student of appropriate lunch behavior. G. Teacher should use activities or assessment for discussion of Lunch Procedures. H. Teacher should leave the paper on the wall with the brainstormed ideas. Step 5: Monitoring and Feedback I. Remind students to be safe, respectful, and responsible and follow Lunch Procedures. J. Praise students who are being safe, respectful, and responsible. K. If a student's behavior is other than expected, staff should: Draw the student aside quietly. State the procedure that needs reinforcement. Ask the student to demonstrate or restate expected behavior. Give the student immediate positive feedback.
14 14 Acknowledgement Information Monthly Rewards Each and every student will have the opportunity to be recognized for behaving respectfully, responsibly and safe throughout the school year. This will be done by documenting the students who have shown these attributes weekly. Additionally they will be recognized monthly during Lincoln Lion Eyes and Rossman Rendezvous. 1. Each student can get one star each week for respect, responsibility and safety. a. For example, a student can earn up to 12 stars in a 4 week month 80% will qualify them for incentives 2. Students who qualify will get: a. Extra Recess/activity (15 minutes) b. treat c. Extra Recess/activity (15 minutes) This will rotate monthly 3. When students do not qualify they will remain in a grade level classroom to work on needed skills. 4. Parameters a. Students will not receive stars if they have been given a teacher referral for respect or safety. b. Students will not receive a star for responsibility based upon consistent team parameters. c. Fidelity students may not go if they have not received the stars. d. Stars will be given on the last day of the week. e. A student can only earn three max per week. f. Once stars have been given they cannot be taken away. g. Specialists report to Homeroom. h. Recess aides report misbehavior to homeroom. i. If suspended or not in school on the day of the reward they will not receive the incentive. j. End of year certificates for earning all stars for the year. k. Handled daily/weekly by the teacher. l. Teacher has record of stars. 5. Additionally students can earn Lion Eyes/Bee Awards for going above and beyond in showing Respect, Responsibility and Safety. a. These will be put into a drawing and recognized at the monthly acknowledgement programs.
15 15 Classroom Discipline plan for consequences When a student decides not to follow the rules and/or be a disruption to the classroom there needs to be a plan on when and how to hand consequences out. - If a child is choosing to be disruptive you should 1 st verbal warning 2 nd official warning (tally, name written down, card flipped, etc.) 3 rd Official warning (possible minor consequence) 4 th Consequence 5 th - removal from class as a substantial disruption - Consequences should be; o Progressive o Consistent o Relatively easy to implement o Not meant to criticize or humiliate o Accumulation should not carry over day to day o Presented as a choice o Given without anger - Examples of Progressive consequences o Waiting after class o Contacting parents o Time out (middle room, assigned teacher partner) o Time spent during lunch (behavior journal) o Time spent after school (behavior Journal) - These progressions should be posted in the room and taught at the beginning of the year. Despite a student s age they need a clear explanation of your rules, consequences and positive recognition. - Once a consequence has been administered a teacher referral must be entered in to the data recording system (Skyward). - If a student receives a consequence they cannot receive a star for that week. - Once a student has received a total of 5 teacher referrals from one teacher, or multiple, the pupil service team will intervene and meet with the child. At this meeting parents will be contacted, the student will be considered for extra time with the counselor, and the child will be considered for a CST (child study team) or re-convening of the IEP. The child will now be considered to have had committed a major violation and work down the Minor/Major matrix.
16 16 Teacher Referral in Skyward If your child has received a consequence from their teacher, they will enter a Teacher Referral into the Skyward system. As a parent you will have access to view this in through your parent access. To access this feature follow the steps below. - Log into your Skyward Family Access Page - Click on the Discipline tab on the left Once there you will be able to view the date the incident occurred, what the offense was, and who entered it.
17 17 Student Referral Form T-Chart Teacher-Managed Behavior Administration-Managed Behavior Profanity directed at student (2x then office) Name calling (teacher s discretion) Homework (chronic issues 3+times) No supplies (chronic issue- 3+ times) Tattling Passive non-compliance Lying (teacher s discretion) Cheating (including plagiarism) Minor harassment Minor dress code violations Horse play/play fighting (unless repeated) Talking out minor Attendance Health/safety offense (ex. science, tech-ed.) Profanity directed at student/adults (chronic/multiple times) Vandalism Substances (everything) Defiance (chronic) Weapons Major disruptions (substantial, repetitive, after interventions tried) Fighting Active non-compliance Verbal/Physical intimidation Stealing Truancy Chronic wanderers Chronic dress code violations Bullying Harassment (including sexual)
18 18 Consequence Road Map The vast majority of students within our district are well behaved, respectful students who contribute to the learning environment of the schools. However, there is a small minority that disrupt the learning environment for other students. Unfortunately even after multiple interventions and different learning environments within the district they may need to be alternatively placed or expelled. The following matrix attempts to show the road map that a student would travel in order to be expelled or alternatively placed. There are two different diagrams that are interchangeable; one shows how a student committing major infractions could lead to expulsion/alternative placement. The other shows how a student who continually commits minor infractions (such as talking out of turn) would follow the path. It is important to note that a student could move all the way to expulsion/alternative placement, if the severity of their behavior was significant enough. When entering this conversation we are discussing two types of behaviors, Major violations and Minor. Major violations may include, but are not limited to; -Substantial Disruptions (an interruption that is repetitive, distracting, and continues after the Teacher has utilized multiple classroom management strategies.) -Fighting/physical aggression -Profanity directed at adults -Weapons -Drugs Minor violations may include, but are not limited to: -Talking out -Refusing to follow directions -Name calling -Horse play/play fighting (safety violations) Before a students is ever expelled or alternatively placed the district will have already tried multiple intervention to help them. These road maps will allow clarity for students, parents and staff when discussing the progression a student is making. At any point in time interested parties should be able to reference the charts to see where a student is in the progression.
19 19 MINOR Level 1 5 Teacher Referrals 10 Teacher Referrals 15 Teacher Referrals Level 2 20 Teacher Referrals 25 Teacher Referrals 30 Teacher Referrals Level 3 35 Teacher Referrals 40 Teacher Referrals 45 Teacher Referrals Level 4 50 Teacher Referrals 55 Teacher Referrals 60 Teacher Referrals Level 5 65 Teacher Referrals 70 Teacher Referrals 75 Teacher Referrals Meeting with the counselor, parent call from counselor, consideration for working with a counselor. Consideration for a CST and or reconvening of an IEP. Time working with counselor After School for 1 Hour, parent meeting, possible change in placement, call from Director of Student Affairs Meeting with the counselor, parent call from counselor, consideration for working with a counselor. Consideration for a CST and or reconvening of an IEP. Time working with counselor After School for 1 Hour, parent meeting, possible change in placement, call from Director of Student Affairs Meeting with the counselor, parent call from counselor, consideration for working with a counselor. Consideration for a CST and or reconvening of an IEP. Time working with counselor After School for 1 Hour, parent meeting, possible change in placement, call from Director of Student Affairs Meeting with the counselor, parent call from counselor, consideration for working with a counselor. Consideration for a CST and or reconvening of an IEP. Time working with counselor After School for 1 Hour, parent meeting, possible change in placement, call from Director of Student Affairs, Possible Pre-Expulsion Hearing Meeting with the counselor, parent call from counselor, consideration for working with a counselor. Consideration for a CST and or reconvening of an IEP. Time working with counselor After School for 1 Hour, parent meeting, possible change in placement, call from Director of Student Affairs, Expulsion Hearing) The accumulation of minor offenses constitutes a major offense.
20 20 3 Major offenses Suspension Or Detention Major CST meeting Parent conference Possible Change discussion of goals/standards 6 Major offenses 9 Major offenses Suspension Or Detention Suspension Or Detention Day suspension Parent Conference Dir of Student Affairs Re-convene IEP discussion of placement 2 Day suspension Parent Conference Dir of Student Affairs Principal Re-convene IEP discussion of placement 12 Major offenses Suspension Or Detention + 3 Day suspension & Pre-Expulsion hearing Dir of Student Affairs Principal Superintendent Re-convene IEP discussion of placement 15 Major offenses Suspended until Expulsion Hearing + Expulsion w/conditional re-admittance Alternative School Major Offense = removal from class - A student will be removed from class until the team determines they are ready to return Other more severe major violations will/can result in full day removal and or immediate suspension.
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