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Bakersfield Elementary Middle School

VTPBiS UNIVERSAL

Staff Handbook

2016-2017

 

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The purpose of this handbook is to share the critical features of what PBiS looks like in our school. This handbook will be updated on an annual basis and available

to all members of our school’s faculty, students, and community members.

Developed by: Alison Bancroft, Stephanie Beland, Laurie Graham, Bob Maurer, Carleen Musick, Kendra Pillsbury,

Anissa Seguin, Emma Stevens

Revised Date: July 7th, 2016

 

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  Table Of Contents What is PBiS?

MTSS for Student Academic and Behavioral Success Statement of Purpose School-Wide Expectations Teaming Structure

Getting to Know the BEMS Team Leadership Committees for Positive School Climate PBiS Coaching Team Where to Find Us Conducting Effective and Efficient Meetings

4 Components of PBiS Remind/Establish Expectations

Expectation Matrix Teach Expectations

Reinforce Expectations Plan for Reinforcing Behaviors

Redirect Problem Behaviors Minors and Majors Problem Behaviors Procedures Logical Consequences Call-a-Friend Phone Tree (a.k.a. Chain of Command) Forms

 

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What is PBiS?

PBiS is a framework or approach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students . PBiS is often referred to as a Multi-Tiered System of Support for Behavior (MTSS-B), as indicated in the triangle below. ●Our Tier I, or “Universal PBiS” , is our school-wide approach to establishing,

teaching, and reinforcing positive behaviors for ALL students, and implementing a consistent process for identifying and redirecting problem behaviors.

●Our Tier II, or “Targeted PBiS” , is for specific students, or small groups of students who are struggling with understanding, practicing, or demonstrating the universal/school-wide behavior expectations.

●Our Tier III, or “Intensive PBiS” , is for specific students who need more consistent supports in place to be successful in the inclusive classroom and school setting.

 

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MTSS for Student Academic and Behavioral Success

 

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Statement of Purpose

The purpose of Positive Behavioral Interventions & Support

(PBiS) is to create a safe and respectful environment for the

entire Bakersfield community to engage in learning and

growth.

~ Bakersfield Staff, Students, and Community Members

 

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School-Wide Expectations

Be Safe

Be Respectful

Be Ready to Learn

 

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Teaming Structure

Getting to Know the BEMS Team

Staff need to complete this.

Mrs. Tracy Viens

PreK & Playschool teacher, PreK-K-1 PLC member, AT support

18 years

Miss Molly Emerson

K teacher, PreK-K-1 PLC member, AT support

1.5 year

 

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Miss Stephanie Beland

1st Grade teacher, PreK-K-1 PLC member, AT support

1st year

Miss Emma Stevens

2nd Grade teacher, 2-3-4 PLC member, PBiS Coach

Hello! This is my second year at BEMS! I spent this past year in the 5th grade classroom, and now I will be roaming the elementary side of the school in 2nd grade! While I do spend a lot of time at BEMS (you can usually find me at school from 7:00-6:00 daily), I enjoy time outdoors, eating, and spending time with my family!

Mrs. Lise LaRose

3rd Grade teacher, 2-3-4 PLC member

30+ years

 

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Miss Mallory Jones 4th Grade teacher, 2-3-4 PLC member, Leadership Team

1st year

Mr. Alex Hubbard 5-8 ELA teacher, 5-8 PLC member

4 years

Mr. Bob Maurer

5-8 Math teacher, 5-8 PLC member, IRT Member

2 years

Miss Laurie Graham

5-8 Science Teacher, 5-8 PLC member, PBiS Coach

Hi there! I am excited to be starting my first year at BEMS as the middle school science teacher! I obtained a B.A. in Environmental Science & Conservation Ecology from Franklin Pierce University in 2012. After graduating, I taught students of all ages outdoor science and leadership at Nature’s Classroom in NH and Sierra Nevada Journeys in CA and I was the Education & Outreach Coordinator for The Nature Conservancy in RI. These experiences inspired me to become a classroom teacher, so I came to Vermont for Champlain College’s Teacher Apprenticeship Program to obtain licensure. I spent the second half of last school year at Williston Central School teaching a mixed 5th/6th grade science class. At BEMS, I will be on the PBiS team as the data coordinator. Outside of school, I love hiking, snowboarding and bird watching! I hope to encourage a love of scientific learning and environmentalism here at BEMS. Go bobcats!

 

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Miss Kendra Pillsbury

5-8 Social Studies Teacher, 5-8 PLC Member, Leadership Team, Crisis Team Member, Dance Coach, Student Council Coordinator, Spirit Team Coordinator

2 years

Miss Alaria Grella PreK-8 Music Teacher, band, chorus, Winter Concert, Spring Concert, Dinner Theatre, Talent Show Coordinator, slideshows, music for assemblies, etc.?

1st year

Ms. Arlene O’Rourke

PreK-8 P.E. Teacher, Middle School Health Teacher, Leadership Team, Wellness Team

35+ years

 

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Ms. Becky Wright

PreK-8 Art Teacher and School Librarian, Sunshine Committee

22 years

Mrs. Sarah Buhl

K-8 Guidance, Middle School Health Teacher, IRT Member, Restorative Justice

Mrs. Katie Opera

PreK-8 School Nurse, News Paper Coordinator -Outreach

2 years

 

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Mrs. Jane Sanchez

Pre-K-8 Special Educator, IEP’s, and IRT Member

22 years

Mrs. Sharon Lawyer

PreK-8 Speech and Language Pathologist, Coordinator of Operations Happiness food drive

20+ years

Mrs. Carleen Musick

Reading Interventionist, Reading Recovery, Leveled Literacy Intervention, SRI Administrator, F&P Administrator, AT support, PBiS Coach

32 years

 

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Miss Alana Clark Support Staff, IRT Team 2 years

Mrs. Holly Crispell

After School Program Coordinator, LEAPS Facilitator, Support Staff

Mrs. Rhonda Goss

Support Staff, Athletic Director

29 years

Miss Christa Hemingway Support Staff 2 years

 

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Mrs. Rhonda Watke

Kindergarten Support Staff

Mrs. Alicia Meunier

Pre-School Support Staff

Rachel Huff School 4 - Winds Coordinator Farm to School Coordinator

Mrs. Karen Ovitt

Guest Teacher

Mrs. Polly Cosgrove Guest Teacher

Mrs. Brenda Westcom

Guest Teacher

Mrs. Brenda Gagne Guest Teacher

 

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Mrs. Patricia Ross

Guest Teacher

Mr. Dan Silverman Tech Guy

Technology Integrationist supports all staff and students with technology

.5 year

Mrs Connie Rogers Custodian -afternoon shift 11 years

Mr. Brian Westcom Head Custodian - morning shift

1st year

TBD Food Service Coordinator

Miss Bonnie LaBrie

Food Service Assistant

Mrs. Alison Bancroft

PreK-8 Literacy Coach, PBiS Coordinator, PLC Facilitator, Dance Team Co-Choreographer, F&P K-8 Administrator, SRI Administrator, Calkins Reading & Writing Mentor

I’m thrilled to be starting my second year as part of the BEMS educational team! I taught Kindergarten for 4 years, 6th grade ELA for 1 year, and was the Literacy Coach for BEMS last year as well. I received my B.A. in Elementary Education from JSC, my Masters in Educational Leadership from SNHU, and I have my Director of Curriculum and Principal endorsements! I love to dance, do photography, travel, and do just about any outdoor activity. I love eating ice cream (year round) and drinking lots of coffee! You can (usually) find me in Mrs. Musick’s and my shared office

 

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space - on the elementary wing, next to the stairs. So, stop by and say hello, or ask me about; lesson planning, prep, materials, assessments, evaluating/analyzing data, classroom management, behavior management, professional development, and more! I’m happy to co-plan, co-teach, observe, offer Tier I support, or Tier II intervention. My teaching philosophy is know your audience, have a clear purpose/intention, be responsive to their needs, provide clear and consistent feedback, and watch them grow! I’m excited to celebrate all of our successes together this year!

Mrs. Kim Brown

Prek-8 Math Coach, Leadership Team, Assistant Principal, Building Leader (when principal is absent), PNOA K-3 , New Teacher Support

7 years?

Mrs. Anissa Seguin

Principal, Administrator, IRT Team, PBiS Coach, Leadership Team, Wellness Team

I’m excited to be back at BEMS for my 2nd year. My education philosophy is that learning should be fun, we learn from all experiences, we should know our purpose, and have passionate. When you have and show passion it is contagious and supports engagement! My prior educational experiences are: classroom teacher, special educator, consulting teacher, and Ass’t Director of Student Services. In my free time I enjoy spending time with my family, any outdoor activity, reading, and traveling.

 

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Mrs. Michele Plouff

Administrative Assistant PowerSchool, Attendance, Orders, PawPrints Editor...

 

 

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Leadership Committees for Positive School Climate Anissa is working on this.

Team/Committee/Initiative

Related to School

Climate

Purpose

Outcome

Target Group

Staff

Involved

What School Action

Plan Goal does it address?

School Leadership Team

Administration and Creation of School Improvement Plan

Updated action plan

Staff and students

Anissa, Kim, Arlene, Kendra, Mallory

SCA05 - School Improvement Plan

Issue Resolution Team “IRT”

IMPLEMENT Crisis Plan for School, Emergency Procedures, Student Plans and Safety

Student and staff safety

Staff and students

Anissa, Kim, Bob, Jane, Kendra, Sarah

VC03

PBiS Coaching Team

IMPLEMENT Schoolwide Positive Behaviors

Establishing a positive school community/learning environment

Students and Staff

Anissa, Alison, Emma, Laurie, Carleen

SCA05 - School Improvement Plan

 

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Wellness Group

IMPLEMENT Health & Wellness for staff and students

Rachel Huff, Arlene, Katie, Sarah, Lunch Person TBA, Anissa

Intervention Group/Curriculum

Anissa, Carleen, Kim, Alison

Student Council

Involve students in intentional positive planning for the school (student advocacy) - giving back to our community

Positive community building and leadership

Students & Community

Kendra

ASP After School Program Free Childcare Students & Community

Holly Crispell

LEAPS Learning Educational After School Program

Paid for Childcare (Budget & Grants)

Students & Community

Holly Crispell

Bully/Harassment/ Hazing (HHB)

Comply with policy and laws for HHB

To prevent HHB from happening in school

Students Anissa (Administrator), Sarah (Designee- where all reports go first), and Alana (Investigator)

 

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PBiS Coaching Team Team Member Name Building Role Team Member Role

Anissa Administrator/Coach Support, accountability - STUDENTS, STAFF, COMMUNITY

Alison

Coordinator/Coach Facilitate Meetings, Implementation Coach - STUDENTS, STAFF, COMMUNITY

Emma

Coach/2nd Grade Teacher Celebration Coordinator - STUDENT OUTREACH

Laurie

Coach/5-8 Science Teacher Data Collector - STUDENTS/STAFF

Carleen Coach/Interventionist

Community Updates - COMMUNITY OUTREACH Family Engagement Checklist

Rachel Huff

Coach/Community Member Wellness Activities and Events - COMMUNITY OUTREACH

Monthly Meeting Schedule: Anissa is working on this.

When: (e.g. Every 3 rd Wednesday)

Where: (e.g. Rm 320)

Time: (e.g. 3-4pm)

 

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Where to Find Us

(map of school, with staff assignments) Anissa is working on this.

Conducting Effective and Efficient Meetings This will get completed when the PBiS Team meets in August.

1. How are decisions made?

Consensus Building

2. How are problems/conflicts/disagreements resolved/processed?

★ Problem-Solving Plan ★ Team Initiated Problem Solving (TIPS)

○ Structured meeting process (1 hour)

○ Before - set the agenda, send the agenda to the team, collect data, review, and prepare summary statements (Alison &

Laurie)

○ During - follow agenda, review data, make precision problem statements, develop solutions, take notes and set action

steps (whole team)

○ After - complete action steps between meetings, follow-up (whole team)

○ Facilitator (Alison) - asks questions, implements group norms, keeps people on track

○ Notetaker - prepared to take notes, project on screen, listens to a discussion and paraphrase critical information, fluent

with meeting minute form

○ Data Analyst (Laurie) - likes data, navigates through application, discriminates what to ask when creating custom

reports, creates a story from data summary - for new problems, status on old, facilitate problem-solving discussion,

evaluate the impact of solutions and fidelity of implementation, prepare a brief written summary for distribution at

meetings, help to generate reports during the meeting as questions of the data arise

 

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3. How are roles/responsibilities (e.g., leadership/facilitation, recording minutes, reporting) assigned and conducted?

4. How is participation encouraged/reinforced?

4 Components of PBiS

 

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Remind/Establish Expectations

Expectation Matrix  

Expectation Visual Cue All Locations, All of the Time

Be Safe

● Walking ● Body Control ● Clean Up Spills ● Use Equipment Appropriately

Be Respectful

● Greet people - welcoming, inviting, ● Voice Volume ● Include ALL friends - belonging, inclusive, trust ● Leave No Trace ● Use materials appropriately

Be Ready to Learn

● Be aware of time, arrival by 8:00am, dismissal by 3:00pm ● Prepared with materials ● Be present and engaged - active listening and participation

 

Teach Expectations

School-wide Expectations Unit/Lessons

 

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Reinforce Expectations

Plan for Reinforcing Behaviors

Reinforcer Criteria for Obtaining Process for Delivering Positive Feedback

Student/Staff Shout-Outs!

When a student or staff member

meets their SMART goal, or goes

above-and-beyond our behavior

expectations.

The staff member fills out a “Shout-Out!” form and places it in Mrs. Musick’s mailbox

(outside of their office). “Shout-Outs!” will be announced over the P.A. at the end of

each day before dismissal, AND Michele will put their name in the weekly Paw Prints Newsletter. Students receive a copy of the shout-out to take home. Staff

“Shout-Outs!” will be put on the staff room door.

Student/Staff of the Month & Brag-Tags

Based on consistency of following school-wide expectations on a

regular basis. One student for every

grade level and one staff member

every month.

Staff members nominate a student AND a staff member for the month with an explanation to Emma (via email or note in mailbox). Michele will also put this in the

Paw Prints Newsletter. Students will get to wear a “Brag-Tag” necklace to take home, and then they will pass a new “Brag-Tag” necklace and announce the new

SOM the following month.

Whole-Class Incentive Flags

Flags get handed out to all students

by all staff for doing expected behaviors - doing what they are

supposed to be doing.

All staff hand out yellow T.E.A.M. flags to reinforce positive, expected behaviors. When a student is given a flag it should be accompanied by specific positive feedback with what behavior caused them to earn a flag and how that behavior

connects to one or more of our three school rules. Teacher and students choose the class incentive. See ‘Incentives List’ for ideas…

Sustainability: What is the procedure to inform new staff/students of the various reward systems? Re-teach, student mentors, handbook, refreshers at staff meetings, and online PD videos of “expectation commercials”.

 

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Redirect Problem Behaviors

Minors and Majors

MINOR BEHAVIORS: Reminder, Redirection, Logical Consequence, TAB, Success Plan

MAJOR BEHAVIORS: Office - Anissa/IRT Team

● Not following school/class expectations ○ Task Avoidance ○ Defiance ○ Property Misuse - technology violation (breaking

machine, dirty sites, turning off other people’s machines, etc.)

○ Inappropriate language/language content ○ Disrespect to self and/or others ○ Dress Code Violations

● Leaving the building ● Verbal Threat - Team Room & Counselor should be notified

(Forms go to Laurie) ● Lying/Cheating ● Skip Class/Truancy (call office) ● Tardiness ● Physical Contact (reactive)

○ Inappropriate affection

● Safety - intentional harm ● Leaving school grounds without permission

(with the intention of not coming back) ● Vandalism - intentional, expensive repairs ● Weapons/Dangerous Items ● Theft of high-value items ● Drugs/Alcohol/Tobacco ● Plagiarism/Forgery ● Bullying/Harassment/Hazing - (report to Sarah) ● Bomb Threats

***Non-negotiables***

 

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Problem Behaviors Procedures

 

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Logical Consequences

Hallway

Problem Consequence

The whole class does not follow the rules in the hallway.

● Go back to the room and practice again.

A certain student is messing around in line. ● The student must have a specific place in line.

● If the problem continues, the student moves to the end of the line and tries again.

Students are talking at the drinking fountain. ● Tell them to wrap it up, and find another time to continue their conversation - know your purpose.

● Those students can’t be together?

Students are running in the hallway. ● Go all the way back to the starting point and try again.

Bathroom

Problem Consequence

 

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Students are talking and/or not following the bathroom rules.

● Find out what’s so important, make a plan to continue the conversation at a more appropriate time. Know your purpose!

Students soil the bathroom in other places than the toilet.

● You break it, you fix it. Clean it up - leave no trace!

Students put miscellaneous items in the toilet. ● You break it, you fix it. Clean it up - leave no trace!

Students put paper towels on the floor. ● Clean it up - leave no trace!

Students play with water and soap and make a mess!

● Clean it up - leave no trace!

Dismissal

Problem Consequence

Students are running at inappropriate times. ● What’s the hurry? Is someone hurt? If not... ● Walk back and try again. ● Last to leave.

Students are deliberately in the wrong place. ● Passes required - know your purpose. ● Teacher escorts students to the correct

place. ● Redirect students in the correct direction.

Students are yelling. ● Practice voice levels (see chart) and the

 

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reason behind these expectations. ● Last to leave (TAB?).

Playground

Problem Consequence

Students are physically aggressive (with intent). ● Office referral. ● Administrator reviews and practices

behavior expectations with student. ● Admin. Makes a concerned phone call to

family.

Students are not using the playground equipment safely.

● Loss of privilege ● After watching several other students

demonstrate safe play, student tries again. ● Review and practice behavior expectations.

Students are ignoring playground boundaries. ● Loss of privilege/an adult walks student around the acceptable perimeter.

● Students must stay in one designated space.

Students consistently ignore the call to line up. ● Lost minutes off of the beginning of the next recess.

● Use lost minutes to practice lining up. ● That student calls everyone to line up (new

job). ● Students may only play in a spot near the

 

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line up area.

Students ignore a quiet signal when lining up. (“Give me 5”)

● All students must be quiet before entering the building.

● Lost recess time to review and practice expectations.

Classroom

Problem Consequence

Students write on a desk or other school property. ● You break it, you fix it. Clean it up - leave no trace!

Students talk to their neighbors during work time or at an inappropriate time.

● Move the student away from the group or neighbor.

● Or, move the other student away (conduct an impromptu conference)!

Students are wasting time in the morning (before a morning meeting).

Problem-Solve with Student: ● Reflect on what the morning routine entails. ● Make a plan to simplify routine, or add more

responsibilities to keep that student engaged.

● Create a student checklist to help students stay organized.

Students are not showing expected, positive ● Model the expectations - always!

 

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behaviors. ● Have students model the correct behavior. ● Have the entire class model and practice the

correct behavior. ● Have a chat: Explain why it might not be a

good choice to do things the way they have been doing them.

Students destroy classroom property or misuse classroom materials

● Loss of privilege (if possible). ● Replace materials (if necessary).

Students don’t complete work or waste learning time.

● Find out WHY - do they not know what to do, do they not know how to do it, do they not understand why they have to do it?

● Provide opportunities for student to make up old work - tutoring, homework club, working lunch, recess, etc.

Problem-Solve with Student: ● Now that you are caught up, what can we do

to make sure you stay caught up? ● Use a planner ● Ask questions ● Work with a partner to remind you ● Teacher does more check-ins w/student.

Students are running in the classroom. ● TAB ● Walk back and try again.

Students are talking excessively. ● TAB

 

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● Move the student’s desk and make them sit alone (after multiple times).

● Do not allow the student to work with a group or partners (the teacher will be their partner).

Students are not returning notes or assignments. Problem-Solve with Student: ● What’s going on? Why aren’t you returning

assignments/notes? ● Use a planner ● Work with a partner to remind you ● Teacher does more check-ins w/student. ● Contact the parent/guardian. ● Stay for homework club.

Students are using nasty/unfriendly language. (Address this in ALL grades.)

● Students apologize for their action. ● Student looks the definition of the word up. ● Practice using alternative language. ● Lesson on code switching...

Students are not participating in lesson. ● Check-in, “What’s going on today?” ● Work with teacher on their own time

(recess, homework club, or during a fun classroom activity).

Students are disrespectful. ● TAB ● Apologize for their action. ● Practice using alternative language.

 

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● Lesson on body language.

Students are using a classroom supply inappropriately.

● Loss of privilege. ● You break it, you fix it.

Cafeteria

Problem Consequence

Students are talking during an inappropriate time. ● TAB ● Student sits alone.

Students are throwing food. ● Clean the mess up. You break it, you fix it. ● Lose lunchroom privileges - eat in the office

or with a teacher, if behaviors continue.

Students are not using inside voices. ● Practice soft voices - refer to voice level chart.

● Review and practice behavior expectations. ● Student apologizes to classrooms that were

disturbed.

Arrival

Problem Consequence

Students are talking at inappropriate times (pledge, waiting in line, etc.).

● Go back to the point of origin and wait until students are quiet.

 

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Students are running at inappropriate times. ● Walk back and try again.

Student refuses to line up with the class. ● Find out WHY - student conflict, struggles with transitions, anxiety over next activity, etc.

● Loss of privilege of lining up with class. ● Practice lining up another time.

Student not following dress code. ● Change or wear clothing from the nurse.

 

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Call-a-Friend Phone Tree (a.k.a. Chain of Command) Anissa is working on this.

Forms Success Plans 1-2 Success Plans 3-4 Success Plans 5-8 (Kendra is working on this.) Office Referral Form (Anissa is working on this.)