PositiveBehaviorInterventionandSupport

ManualPBIS

IncarnationCatholicSchool2016–2017

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TableofContents

PBISBACKGROUND..........................................................................................................3WhatisPBIS?.......................................................................................................................4HowdoesPBISwork?..........................................................................................................4WhodoesPBISeffect?.........................................................................................................5AreaExpectations................................................................................................................6

MANAGINGSTUDENTBEHAVIORS........................................................................................7ManagingStudentBehavior................................................................................................8BehaviorScenarios..............................................................................................................9MinorMisbehaviors-TeacherManaged............................................................................10MajorMisbehaviors-AdministrativelyManaged.............................................................11

STUDENTBEHAVIOROUTCOMES.......................................................................................12StudentBehaviorsOutcomes.............................................................................................13PositiveResponse:.............................................................................................................13Warning............................................................................................................................13Strike.................................................................................................................................14Referral.............................................................................................................................16TeacherIntervention..........................................................................................................19

DISCIPLINEPOLICY..........................................................................................................20FormativeTeachingRationale............................................................................................21MiddleSchool3rd–8thGradeDisciplineSystem.................................................................22*Strikesresetquarterly,however,studentscontinuetomovethroughthestepsduringthecourseoftheyear.(i.e.astudentwillnotcompletestep1twice,theywillmoveontostep2iftheyreceivesixstrikesinanyotherquarter.)...............................................................22ElementarySchool(1st-2nd)DisciplineSystem..................................................................23Pre-KandKindergartenDisciplineSystem..........................................................................24Referrals............................................................................................................................25OutcomesofReferrals.......................................................................................................29PolicyforSuspension.........................................................................................................29

CONDUCTGRADES.........................................................................................................30ConductGrades.................................................................................................................31

MEETINGBEHAVIOREXPECTATIONS...................................................................................32IndividualRewards-RedTickets........................................................................................33ClassRewards–Shamrocks...............................................................................................33BehavioralExcellenceRewards..........................................................................................35

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PBISBACKGROUND

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WhatisPBIS?

PBISisaschoolwideresearch-basedframeworkforteachingandsupportingpositivebehaviorsforALLstudents.Thisapproachtobehaviorisbaseduponcreatingcongruentandconsistentbehaviorsacrossallsettingsinawaythatpromotessociallyappropriatebehaviorsandsupportsstudents’achievementofacademicandsocialsuccess.PBISpromotestheapplicationofsociallyappropriatebehaviorsthroughteaching,modeling,practicing,intervening,andpositivelyrewardingstudentsforappropriatebehaviors.Implementingthisbehavioralapproachhastheabilitytoultimatelydecreasebehavioralissuesandincreaseclassroominstructionaltime.

HowdoesPBISwork?

PBISfocusesonteaching,modeling,andpracticingtheschoolwideexpectationsforallstudents.Regardlessofthestudent’sageorgrade,allstudentsareexpectedtofollowthesameexpectationsthroughoutallareasoftheschool.Therulesandexpectationsofeachschoolwideareaarepostedasavisualreminderforallstudents.Whenastudentmeetstheschoolwideexpectationstheymayberecognizedwitharedticket.However,ifastudentwouldviolateanexpectation,theteacherwillusedplannedconsequencestohelptothestudentgetbackontrack.

• Allstudentsfollowthesamesetofrulesandexpectationsthroughoutallareasintheschool.• Theserulesandexpectationsaredisplayedasamatrix,whichispostedineveryhallwayand

classroom.• Whenstudentsfollowtherulesandexpectations,theyarerecognized.• Whenstudentsdonotfollowtherules,thereareplannedresponsestohelpthemgetbackon

track.

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WhodoesPBISeffect?

PBISisaschoolwidesystemthathasanimpactonallstudentswithintheschool.Studentsareexpectedtomeettheschoolwideareaexpectationsthatarevisuallypostedandexplicitlytaught,modeled,andpracticed.AlthoughPBISwillimpactallstudentswithintheschool,notallstudentswillbepositivelyaffectedbyPBIS.Somestudentsmayneedmoresupportthanothersinorderforthemtomeettheschoolwideexpectations.

ThetrianglebelowisavisualrepresentationofthestudentsthatPBISwillhaveaneffectonandinwhichwaystheywillbeaffectedbythesystem.Thegreenareaofthetrianglerepresents80%ofthestudentswithintheschool.Withintheschool,80%ofthestudentswillbeabletomeettheschoolwideexpectationsthoughvisualandverbalremindersoftheschoolexpectationsaswellasrehearsaloftheexpectations.Thisgroupofstudentsrequireslittleadditionalsupport.

Theyellowportionofthetrianglerepresents15%ofthestudentswithinaschool.Studentsthatfallintothis15%willstruggletoindependentlymeettheschoolwideexpectationsontheirown.Inordertohelpthemmeettheschoolwideexpectations,frequentadditionalsupportwillbeprovidedtothem.

Finally,thetop,redsectionofthetrianglerepresents5%ofthestudentswithintheschool.Withintheschool5%ofthestudentswillrequireconsistentandconstantsupportandattentioninordertofollowtheschoolwide-expectations. ThegoalwithinthePBISsystemistoprovidetheinterventionandsupporttothestudentsintheredandyellowportionofthetriangle.

5%

15%

80%

Representationofthepercentageofstudentsthatwillmeetthedifferenttiersofintervention.

• Green:80%ofstudentwillmeetschoolwideexpectation

• Yellow:15%ofstudentwillneedadditionalsupport

• Red:5%ofstudentswillneedconstantsupport

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AreaExpectations

PBIShelpsstudentstomeetschoolwideexpectationsthroughbothvisualandverbalremindersoftheexpectationsaswellasthoughmodelingandpracticingofthebehaviorsthatareexpected.Expectationshavebeendevelopedforeveryareaintheschoolbasedupontheactionsthatastudentwillneedtoexhibitinordertobeassuccessfulastheycanpossiblybe.

Allbehaviorexpectationsfallintooneofthreecategories.ThethreecategoriesareMovement,Voice,andPositiveAttitude.Thebehaviorexpectationsthatthestudentsarerequiredtomeetwillbepostedonabannerineachareaoftheschoolasavisualreminder.Additionally,theexpectationsforaparticularareawillbereviewedwithstudentspriortobeginninganactivityatanewlocation.Expectationshavebeendevelopedforthefollowingareas:

• Classroom• Hallways• Restrooms• MorningCare• Assemblies• Church• Lunch• Recess• Carline

ThefollowingchartisanexampleofClassroomexceptions:

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MANAGINGSTUDENTBEHAVIORS

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ManagingStudentBehavior

Atanypointthroughouttheschoolday,therearemanydifferenttypesofbehaviorsthatastudentcanexhibit.Inordertomaximizeourtime-on-taskandhandleanygivenbehaviorwithintheschool,ourapproachtostudentbehaviorsneedstobeconsistentanddirect.Thewaysinwhichwecanbeconsistentanddirectwhenhandlinganybehavioralsituationinclude:

• knowingourconsistentbehaviorexpectations• usingcommonlanguage,• dealingwiththebehaviorpromptly,• feelingcomfortableandconfidentregardingtheimplementationprocedures

Feelingcomfortableandconfidentinourabilitytohandleanybehavioralsituationstemsfromourawarenessofthebehaviorswewillencounterandourunderstandingoftheproceduralapproacheswewilltakeinordertoeliminatetheundesiredbehavior.Thebestwaytofeelcomfortableandconfidentistoclearlydefinetheallthebehaviorsthatcanoccurandassociateconsequenceswiththosebehaviors.Byclearlydefiningthis,wewillbeempoweredtohandleanybehavioralsituationthatmayarise.

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BehaviorScenarios

Therearetwowaysstudentscanbehaveatschool.Studentscaneithermeettheexpectation,ornot.Whentheydon’t,wefurtherclassifythislackofexemplarybehavior.ThetwoclassificationsareMinorMisbehaviorsandMajorMisbehaviors.

Eachlevelofbehavior(MinorandMajor)outlinesspecificbehaviors,designatesapersonresponsibleforhandlingthebehavior,andindicatestheproceduresthatwillbefollowedinordertohandlethecurrentmisbehavior.

TheprimarydifferencesbetweenMinorMisbehaviorsandMajorMisbehaviorsisthepersonresponsibleforhandlingthebehaviorandtheprocedurestheywillfollowwhendoingso.AllMinorMisbehaviorsareteacher-managed.PersistentMinorMisbehaviorsthatoccurwillresultinthestudentreceivinga“strike”andthe“strike”beingdocumentedwithinRedikerby3:30p.m.thatday.Anotificationwillbesenttotheadministrator,whowillthenpushthestrikeouttothestudentandtheirparent(s)and/orguardian(s).

MajorMisbehaviorsdrasticallydifferfromMinorMisbehaviorsinnumerousways.MajorMisbehaviorsarenotteachermanaged;rathertheyaremanagedbyadministration.WhenaMajorMisbehavioroccurs,theteacherwillimmediatelyrefer(withanICSReferralForm)thestudentsinvolvedtotheofficesothattheissuecanbeimmediatelyaddressed.Afterhandingtheissuesanddeterminingtheoutcomeofthesituation,theadministrationwillberesponsiblefordocumentingtheincidentwithinRediker. MorespecificinformationaboutMinorandMajorMisbehaviorsisbelow.

SimilaritiesandDifferencesbetweenMisbehaviorsMinor Major

TeacherManaged AdministeredManagedDuringbothinstructionandtransitiontime Canoccuratanytime

GetsaStrike Getsaconsequenceasdeterminedbyadministrator

TeacherdocumentsinDCS AdministerdocumentsinDCSSenttoofficeafter3strikes Senttoofficeimmediately

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MinorMisbehaviors-TeacherManaged

AMinorbehaviorisanyunwantedordisrespectfulbehaviorthatmaybephysical,verbal,ordefiantinnatureandexhibitedtowardateacherorstudentwithinanyareaoftheschool.AnyMinorbehaviorwillresultinteacherprovidingthestudentwithastrikeforthebehaviortheyexhibited.

ThefollowingchartoutlinestheschoolwideMinorbehaviors.

DisruptionTalkingwhiletheteacheristalking TalkinginthehallwaysCallingOut TalkingduringprayerMakingdistractingnoisesintheclassroomWhistling,humming,singing,animalnoises,clickingyourtongue,tapping/playingwithobject(waterbottle,pencil),snappingfingers

MakingdistractingnoiseoutsideoftheclassroomTalkingloudlyinthehallwayandrestroom

Makingdistractingbodymovement/gesturesFallingoutofseat,makingfaces,handgestures

Chewinggum/Candy

GettingoutofseatOutofseatwithoutpermission,getsuptoavoidwork,getsuptotalktoafriendorgetanobject

DisrespectNotfollowingteacherdirectionsRefusingtodowork,complywithagivenaction,havingheaddownondesk,notpraying

Inappropriatelanguage/profanity/toneofvoice

LeavingyourareaamessNotcleaningupthelunchtable,notputtingrecessequipmentaway,throwingtrashontheground

Teasing/NameCalling/MakingfunofastudentRefusaltoworktorespondtoanotherstudentwhetherverbalornon-verbal

MisusingItemsThrowingitemssuchaspaper,writingutensils,etc.,writingondesk,carryingitemsinappropriatelyusingelectronicswithoutpermission

Safety/PhysicalContactTouchingotherswithoutpermission Pushing/HittingTakingotherbelongingswithoutpermission Tripping/KickingAggressiveplayMockfighting,bangingtoysagainsteachother,etc.

Runninginthehallway

AggressivephysicalplayInappropriatecontactduringaphysicalactivity

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MajorMisbehaviors-AdministrativelyManaged

AMajorbehaviorisanybehaviorthatismoresevereinnatureandthatisphysically,verbally,oremotionallyharmfultowardastudentorteacher.AllMajorbehaviorsareadministrativelyhandled.WhenaMajorbehavioroccurs,theteacherwillimmediatelysendthestudentsinvolvedtotheofficesothattheissuecanbepromptlydealtwith.Afterhandingtheissuesanddeterminingtheoutcomeofthesituation,theadministrationwilldocumenttheincidentwithinRediker.

ThefollowingchartsoutlinetheschoolwideMajorbehaviors.

Major-sendtoofficewithareferralform.Ο Cheatingand/orforgeryΟ Lying/withholdinginformationinregardstoselfandothersΟ Persistentviolationofclassroomexpectations.Ο Disrespectduringmass(persistenttalking,makingfunofmass,touching/distracting

others-specificallyduringconsecration)Ο Profane/disrespectfulmessages(verbalorgestured)includingthreats,intimidationand/or

defamationofcharacter.Canbewritten,spokenorelectronic.Ο Inappropriatephysical,verbal,and/orsexualharassment

Pullingdownanother’spants,hittinganotherintheirprivateareasand/orbuttocksΟ StealingofpropertyΟ Bullying-verbal,physical,indirect,and/orcyber-bullyingΟ Leavingschoolgrounds,areaofsupervisionduringschoolactivities,orfailuretoattend

assignedclass.

Major-calladministratortothescene.Defacingofschool/parishpropertyordestruction/theftofschool’s/faculty’s/student’sproperty(monetaryreplacementwillberequired)Stealingofpropertyand/oridentityPhysicalFighting-actionsinvolvingseriousphysicalcontactwhereinjuryoccursHitting,punching,scratching,hairpulling,etc.Throwinglargeharmfulobjectssuchasbooks,backpacks,chairs,etc.FlagrantorhostilechallengeoftheauthorityofaschoolstaffmemberoranyotheradultinauthorityPossessionofdrugsand/oralcoholPossessionofpornographicmaterialsoraccessinginappropriateinternetsites

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STUDENTBEHAVIOROUTCOMES

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StudentBehaviorsOutcomes

Thereare4typesofbehavioroutcomesthatastudentcanreceiveatanytimethroughouttheschoolday.The4typesofbehavioroutcomesareapositiveresponse,awarning,astrike,oraReferral.Eachtypeofbehavioroutcomeisassociatedwithaspecificbehaviorlevel(MinororMajor)andwillindicatetheprocedurefordocumentingthebehavior.

PositiveResponse:

InstayingtruetothePBISphilosophy,teacherswillfirstrecognizeandcommendstudentswhoaremeetingexpectations.Thiswillensurethatthosestudentsreceiveattentionandrecognition,anditwillalsoreinforcethosepositivechoicesthatwewouldlikeallstudentstoconsistentlymake.Someexamplesofpositiveresponsesare,butarenotlimitedto:

• Positivecallingandpubliclyadministeringaredticket• Compliment• Positivenotehome• Treatfromajarortreasurebox• Opportunitytouse“bigjoe”,teacherchairorothercomfychair• Specialjoborprivilege• Extrarecess,freetime• DressDownDays

WarningAwarningisaverbalstatementorgesturethatremindsastudentofthebehavior

expectation.Awarningwilltypicallyoccurpriortoastudentreceivingastrikefornotmeetingthebehaviorexpectation.Itwillactasaremindertothestudentoftheruletheyviolatedandnotifythemofthebehaviorchangethattheyneedtomake.Awarningthatisgivenbyateachercanoccurinmanyforms.Thewaysateachercouldprovideastudentwithawarningregardingtheirbehaviorincludebutarenotlimitedto:

Nonverbal:

• Theteachermakingeyecontactwithastudentnotmeetingtheexpectations

• Theteacherstandingbehindorbesideastudentnotmeetingtheclassexpectations(usingproximity)

• Theteachertappingastudent’sdeskasaremindertomeettheexpectations

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Verbal:• Theteacherhavingaconversationwithastudentduringindependent

workabouttheexpectations• Theteacheraskingtheclasswhatexpectationsare• Theteacherrestatingtheclassexpectations

Ifthewarningpreventsthebehaviorfromre-occurringthenitwaseffective.However,

inthecasethatthewarningdoesnotworkandthesamebehaviorisrepeated,thestudentcanreceiveastrikefortheMinorMisbehavior.AfterastudentisgivenastrikeforaMinorMisbehaviorviolation,theteacherwilldocumentthestrikeinRediker.

Example1

• StudentBehavioro Shawnistappinghiswaterbottleonthedesk,whichismakingadistracting

noise.• TeachResponse

o TeacherwalksovertoShawn'sdesk,tapshisdeskandpointstothelockerslettingShawnknowthatheneedstoputhisemptywaterbottleawaybecauseitisdistractingtothelearningenvironment.

StrikeAstrikeistheresultfornotmeetingthebehaviorexpectationsforthecurrentarea.Itis

usedtodirectorredirectastudenttoanappropriatebehaviorexpectation.Astrikedoesnotnecessarilymeanthatstudentisin“trouble”withtheteacher.Rather,astrikeisasimplewayoflettingastudentknowamistakewasmade.Thenexttimetheyneedtoworkonmeetingtheexpectationswithwhichtheypreviouslystruggled.Withtheunderstandingthatweallmakemistakes,studentswillreceivestrikes.Thehopeisthatthestrikewillactasareminderfortheexpectationstheyneedtofocusonmeetingnexttime.

Asmentionedabove,astrikewillbegiventoastudentforaMinorbehavior.AllstrikeswillbedocumentedinRedikerandwillbepushedouttotheparents(s)and/orguardian(s).

Example1• StudentBehavior

o SuzieshoutsoutinclassafterMs.Teacheraskstheclassaquestion.Ms.TeacherhasalreadywarnedSuzieaboutcallingoutinclass.

• TeacherResponseo Teacheraddressestheclass,saying,“Iamlookingforaquiethandtocallon.”

Then,TeacherapproachesSuzieandquietlysays“Suziethatisastrikeforcontinuingtocallout.Ourclassroomexpectationistoraiseyourhandifyouhaveaquestionorwouldliketoansweraquestion.”

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Example2

• StudentBehavioro BeckypushesHannahtothesidesothatshecouldbethelineleader.

• TeacherResponseo Teachersays,“Becky,pushinganotherstudentisaveryunsafedecisionbecause

theotherstudentcangethurt.Itisalsonotnicetopushsomeonesowecantryandgetsomethingfirst.YouhavereceivedastrikeforpushingHannahoutoftheway.”

• TeacherInterventiono Becky,pleaseapologizetoHannahandwalktotheendoftheline.

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Referral

AreferralisthebehavioroutcomethatisconnectedtoaMajorMisbehavior.Ifamajormisbehavioroccurs,thestudentwillbereferredtotheoffice.Afterinformingthestudentofthereferral,thestudentwillbeimmediatelysenttotheofficewithacompletedreferralformtomeetwithanadministratorinordertodeterminetheoutcomeoftheirbehavior.TheadministratorwillberesponsiblefordocumentingthereferralinRediker.Itisimportanttounderstandandtoletthestudentknowthatareferraldoesnotequalaspecificnumberofstrikesorcorrelatetospecificconsequences.Alloutcomesofareferralwillbeappropriatelydeterminedbyanadministrationinatimelyfashion.

Example1

• StudentBehavioro Andreafindswritingonthebathroomwallsandreportsittoherclassroom

teacher.• TeacherResponse

o Andrea,thankyouforlettingmeknowaboutthewritingontherestroomwalls.Pleasegodowntotheofficerightnowandtellanadministratoraboutthesituation.Iwillletthemknowyouarecoming.

• ResponseRationaleo Theteacherwilltellthemtogototheofficeimmediatelysothattherestroom

canbeclosedandthewritingcanbetakenoffthewallassoonaspossible.• AdministrationResponse

o Anadministratorwillclosetherestroomandgetthewritingcleaned.Theadministrationwillalsoproceedtocollectthenecessaryinformationregardingthewritingonthewall.Consequencesofforthestudent(s)willbedeterminedinatimelymannerandthenecessaryteacherswillbeinformedasitpertainstothem.

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PreventativeResponses

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TeacherIntervention

AnotherimportantaspectofPBISistoformstudentsintodisciplesofChrist.Thisrequiresteacherstotakepreventativemeasurestorespondtostudentneeds.Apreventativeresponseisanyactionthatisperformedbytheteacherinanattempttocatchthebehaviorbeforeitoccursorgetthemisbehaviortostopreoccurring.Thedecisionastowhichinterventiontoimplementwillbedeterminedbytheteacherhandlingthemisbehavior.

Ifastudentwouldbeissueda3rdstrikewithinaclassperiod,theteacherwillimmediatelysendthestudenttotheofficewithareferralformtomeetwithanadministrator.Theadministerwillcollaboratewiththestudentandteacher(ifpossible)todetermineatargetbehaviorgoalforthestudent.Thebehaviorgoaldeterminedforthestudentwillbepartoftheinterventionprocess.

Thefollowingchartoutlinespossibleteacherinterventions:

TeacherInterventionsPositiveResponse

“Iamlookingfor…”today ThinkaboutitsheetRe-teachexpectationtoclass Makeeyecontactw/student Studentwritesnotehome

Studentmodelsexpectation Proximitycontrol Setupappointmentw/studentTalkw/studentduringdeskwork Changestudentseat Teacherwritesnotehome

Re-teachexpectationtostudent Writtenorverbalapology TeachersendemailhomeCreateashort-termgoalforstudent Parent/teacherconference TeachercallshomeExtratimeforassignment GiveChoice(thisthenthat) PeerAssistanceModifyassignmentlength Modifyassignmentdifficulty

Time-Out

Lossoflunchseatchoice Lossofentirerecess

Studentcallshome

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DISCIPLINEPOLICYFormativeTeaching

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FormativeTeachingRationale Aspreviouslystated,theintentionofourdisciplinepolicywiththePBISistocreate

disciplesofChristthroughpositivesbehaviorchangeswithinindividualsthroughoutourschoolcommunity.

Ourdisciplinepolicyincludesthefollowing:

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MiddleSchool3rd–8thGradeDisciplineSystemLeveledDisciplineSystem

• Step1

o 6strikeswithinQuarter/9weeksORReferral§ 2WeekVirtuesTraining§ PhoneCallHome

• Step2*

o 9strikeswithinQuarter/9weeksOR2Referrals§ 2WeekVirtuesTrainingand/or§ ParentConference

• Step3*

o 12strikeswithinQuarter/9weeks§ 1dayinschoolsuspension§ ParentConference§ BehaviorContractwithICSAdministration

• Termsofcontractwillbedevelopedatthetimeofimplementation

• Contractswillbebasedupontheindividualstudent • Step4*

o FollowupParentConferencewithICSAdministrationregardingStudentBehaviorContract

*Strikesresetquarterly,however,studentscontinuetomovethroughthestepsduringthecourseoftheyear.(i.e.astudentwillnotcompletestep1twice,theywillmoveontostep2iftheyreceivesixstrikesinanyotherquarter.)

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ElementarySchool(1st-2nd)DisciplineSystemLeveledDisciplineSystem

• Step1

o 2ReferralswithinQuarter§ Silentlunchfor2days§ Phonecallhome

• Step2o 4ReferralswithinQuarter

§ Silentlunchfor2days§ Parent,Teacher,AdministratorConference§ 1dayVirtuesTrainingduringrecess

• Step3o 6ReferralswithinQuarter

§ Silentlunchforoneweek§ Parent,Teacher,AdministratorConference§ 2daysVirtuesTraining§ BehaviorContractwithICSAdministration

• Termsofcontractwillbedevelopedatthetimeofimplementation

• Contractswillbebasedupontheindividualstudent • Step4

o FollowupParentConferencewithICSAdministrationregardingBehaviorContract

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Pre-KandKindergartenDisciplineSystemLeveledDisciplineSystem

• ThesestudentswillparticipateinthepositiveandpreventativeaspectsofPBIS,and

misbehaviorswillbehandledinanageappropriatemanner,onanindividualbasis.o Whenthemisbehaviorbecomesmajor,administrationwillintervene.The

TeacherwillwriteanincidentreportandthiswillbefiledincaseoftheneedforaStudentBehaviorPlan.

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Referrals

Areferralisabehaviorviolationreservedformajormisbehaviors.Theschooladministrationwillberesponsibleforhandlinganyreferralgiven.Alloutcomesofareferralwillbedeterminedbytheadministration.

ThetablebelowshowstheMajorMisbehaviorsaswellasarangeofpotentialoutcomesthatcanbeassignedforthatparticularbehaviorchoice.Associatedwitheachinfractionisaminimumtomaximumoutcomerangeinconnectiontonumberoftimes(FristtimeoffenseorRepeatedoffense)anindividualstudenthasreceivedthatparticularinfraction.Arangeofoutcomesisprovidedasawaytomakethepotentialoutcomesofallbehaviorstransparent.*Theoutcomesofamajorityofthecircumstancesthatwillwarrantaninfractionwillfallwithintherangethatisprovidedbelow.However,anyoffense(firstorrepeated),ifsevereenoughinnature,maybedeemedworthyofimmediateexpulsion.

Duetothefactthateachreferralisunique;itisimpossibletoforeseeeverybehaviorwarrantingareferral.Therefore,thelistenclosedmaynotreflectallpotentialbehaviorwarrantingareferral.

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FlagrantDisrespect

Inappropriate/OffensiveLanguageTheuseordisplayofvulgarandplainlyoffensive,obscene,orsexuallyexplicitlanguageorgraphicsisprohibited.Clothingwithvulgarandplainlyoffensive,obscene,orsexuallyexplicitreferences,graphicsorcommentsisprohibited.

Occurrences Minimum MaximumFirstOffense VirtuesTraining/Lossof

PrivilegesSuspension

RepeatedOffense BehaviorContract Expulsion

ContinuedDefianceofAuthorityRefusaltofollowthereasonablerequestsfacultyand/ordesignatedauthorityOccurrences Minimum MaximumFirstOffense VirtuesTraining/Lossof

PrivilegesSuspension

RepeatedOffense BehaviorContract Expulsion

DishonestyLying,falseaccusationsagainstothers,orwithholding/hamperinganinvestigation

Occurrences Minimum MaximumFirstOffense VirtuesTraining/Lossof

PrivilegesSuspension

RepeatedOffense BehaviorContract Expulsion

AcademicDishonesty

Forging,Lying,orAcademicIntegrityTotheextentthereisasubstantialdisruptiontotheeducationalprocess,writingorgivingfalseormisleadinginformationtoschoolofficialsbyforgingparent’s,guardian’s,oranyotherperson’ssignatureonanyletterorotherschooldocument,cheating,plagiarizing,turninginanotherperson’spapers,projects,computerprograms,etc.,misusingtechnologybyaccessinginappropriatesite.

Occurrences Minimum MaximumFirstOffense VirtuesTraining/Lossof

PrivilegesSuspension

RepeatedOffense BehaviorContract Expulsion

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PhysicalContact

PhysicalContactwithanotherPerson/FightingPushing,shoving,hitting,orkickinganotherpersonwithasamodeofintimateordisplayofperusalemotionsoramutualarrangementbetweentwopeopleoragroupofpeopletowant

toorhavetheintenttohurttheother.Occurrences Minimum MaximumFirstOffense VirtuesTraining/Lossof

PrivilegesSuspension

RepeatedOffense BehaviorContract Expulsion

HarassmentandBullyingAggressivephysical,verbal,emotionalorsexualpressureofforceputonaanotherstudent

Occurrences Minimum MaximumFirstOffense Suspension Expulsion

RepeatedOffense Expulsion Expulsion

Other

Tobacco,Drugs,AlcoholUsing,possessing,selling,distribution,orbeingundertheinfluenceof

Occurrences Minimum MaximumFirstOffense Suspension Expulsion

RepeatedOffense Expulsion Expulsion

WeaponsTheuse,threatofuse,possessionorsaleofadangerousordeadlyweapon,firearm,knife,oradevice,instrument,material,orsubstancewhich,underthecircumstancesinwhichitisused,attemptedtobeused,orthreatenedtobeused,isreadilycapableofcausingphysicalinjury.Ex.BBguns,airguns,paintballguns,throwingstars,andmetalknuckles.*Listisnotlimitedto

theseitemsOccurrences Minimum MaximumFirstOffense Suspension Expulsion

RepeatedOffense Expulsion Expulsion

PropertyDamage/VandalismNostudentwillcauseorattempttocausedamagetoprivatepropertyeitherontheschoolgroundsorduringaschoolactivity,function,oreventofftheschoolgrounds.

Occurrences Minimum MaximumFirstOffense Suspension Expulsion

RepeatedOffense Expulsion Expulsion

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LeavingSchoolGroundsLeavingschoolgrounds,areaofsupervisionduringschoolactivities,orfailuretoattend

AssignedclassOccurrences Minimum MaximumFirstOffense Suspension Expulsion

RepeatedOffense Expulsion Expulsion

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OutcomesofReferrals

Loss of Privileges – As a result of the infraction, privileges such as lunch with friends, dress down days, class parties, field trip, sports, extra curricular activities and other privileges may be lost for a specific amount of time or indefinitely. Behavior Contract – An agreement between the student and the school personal (teachers/administration) will be made related to the student’s behavior choice. It will outline the schools desired behavior of the student, the results for upholding those behaviors expectations, and the outcomes for failing to meet the behavior expectations. Virtues/Social Skills Training - A long-term behavior intervention program focused on teaching and developing positive behaviors and the virtues within the students. Virtues Training will span over a 2-week period and will be scheduled by the Administrator. Having more contact with students over a longer period of time will prompt long-term behavior changes. Suspension - Suspensions may be issued at the discretion of the administration for serious infractions of school rules and policies. During a suspension, a student is not permitted to participate in or attend any school-sponsored activities. The exact terms of a suspension will be determined on a case-by-case basis. Once an offense has been investigated and a suspension is issued, refusal by a student’s parents to allow the student to serve the suspension may result in the dismissal of the student from the school. Expulsion - Expulsion is most serious and occurs in situations that demand immediate removal of the student from school. If the serious nature of the situation warrants and after administrative consultation, (for activities such as, but not limited to, possession of a real weapon, smoking, possession or use of drugs, alcohol, or any controlled substance, vandalism and causing serious harm to other students), expulsion may occur for a first offense. Serious misconduct on the part of any student during school or at school-sponsored events (on or off campus) which causes embarrassment to the school community, or which is not in accordance with the school’s standards, may be cause for dismissal of that student from school. Expulsion may also follow a series of smaller offenses, as stated in the student’s probation conditions. Parents have the right to appeal the decision of expulsion from Incarnation Catholic School.

PolicyforSuspension

Suspensions have the possibility of being a half-day, full day, or multi-day consequence depending on the severity of the behavior. Administration will work closely with students who are suspended, assisting them through periods of Reflection, Spiritual Growth, Virtues/Social Skills Training. A student will be given assignment(s) to work on individually. If they are completed with the assignment(s) before the time period ends, the student will remain in personal reflection with that activity until that sessions has ended.

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CONDUCTGRADES

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ConductGrades

Theintentionoftheconductgradeisnottocategorizehowwellastudentmeetsthebehaviorexpectationthroughadescriptiveterm(outstanding,satisfactory,beyond,consistent).Rather,ourobjectiveistodepictthelevelatwhichastudentcanindependentlyunderstand,apply,andaccomplishtheexpectations.

Ourassessmentoftheirabilitytomeettheschool-wideexpectationsisbaseduponthenumberofstrikesastudentreceivedoverthequarter.Asmentioned,oneofthesuccessfulaspectsofthissystemisthedocumentationofeachstrikeastudentreceives.Alldocumentedstrikesoutlinethelocationwherethebehavioroccurred,thereasonthestrikewasgiven,thewayinwhichtheteacherintervened,andanyotherrelevantnotesaboutthebehavior.Documentingthestrikesinthismuchdetailallowsustousethedatatoidentifyanypotentialpatternsortrendsaswellasameanstoproactivelysupportourstudentsbehaviors.Thefollowingchartoutlinestheconductgradingscale:

ConductGradesGrade Description #ofStrikes Infractions

4 Icanregularlymeettheexpectations 0-2 0

3 Icanusuallymeettheexpectations 3-5 0

2 Icanmeettheexpectationswithassistance 6-8 1

1 Iamworkingtomeettheexpectations 9-11 2+

0 Iwasnotabletomeettheexpectationsconsistently 12+ 2+

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MEETINGBEHAVIOREXPECTATIONS

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IndividualRewards-RedTickets

Whenastudentiscaughtmeetinganareaexpectationorwhentheygoaboveandbeyondthedailyschoolwideexpectations,studentswillbeawardedwitharedticket.Whentheyreceivearedticket,theywillberequiredtowritetheirnameonthebackofitaswellastheteacher’snamethatawardedthemtheticket.Then,theycanchoosetoeithersavetheredtickettoearnarewardfromtheteacher,orplaceitintotheredticketjarintheirhomeroom.Eachindividualstudentisresponsibleforhisorherredtickets.Lostredticketswillnotbereplacedandredticketsthatareinthewrongclassroomjarwillnotbeawardtothewinneriftheyareselected.

EveryThursday,Ms.Sanchezwillgointoeachclassroomandselecttworedticketwinnersforthatweek.Thestudent’snamesthatareselectedwillreceivetherewardtheychoose(byvote)forthatparticularweek.TherewardwilloccurattheendofthedayonFridayandwilllastforapproximately20minutes.

Aftertwoticketsarechosen,theremainingticketswillbetakenoutofthejarandtheweekwillstartover.Theremainingticketswillbeplacedintooneofthethreegradeleveljars(Primary(Pre-K–2),UpperElementary(3-5),MiddleSchool(6–8)).Attheendofeachmonth,oneticketwillbeselectedfromthegradelevelbinandaprizewillbeawardedtotheteacherthathandedoutaredtickettoastudentduringtheperviousmonth.

Receivingaredticketisanhonortothestudentthatisshowingexcellentbehaviorandbeingselectedastheweeklyredticketwinneristheadditionalprivilege.BecausewebelievethatallchildrenaremadeintheimageofGod,andbecauseweknowthatweallmakemistakes,anystudentiseligiblefortheseawards.

ClassRewards–ShamrocksClasseswillearnaShamrockforanycomplimenttheyearnfromateacher.The

teacherthatcomplimentstheentireclasswillprovidethatclasswithaShamrock.EachclassobjectivewillbetoearnasmanyShamrocksastheycanthroughouteachmonth,quarter,andyear.Duringanyperiodoftimethroughouttheschoolyear,classescanchoosetorewardtheirShamrocksforarewardonthetieredrewardchartbelow.Shamrockswillbeavailableforuseuntiltheendoftheschoolyearandwillneverbere-setforaclassuntiltheyareredeemedforareward.

RedTicketDrawingRewardsCrazySockDay DressDownDay IceCreamPartyYouChooseyourShoes Knockout SoccerShootoutExtraRecess CardGames SunglassesDayComputerTime SpecialSnack FrisbeeGolfHatDay CulversRun Other

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Additionally,duringFirstFridayMorningAssemblies,theclasswho’sShamrockischosenwillearntheopportunitytopickoutarewardoutoftheTumbler.IntheTumblerwillbealloftheShamrockrewards.Whateverrewardtheclassearns,theywillwin!

ShamrockRewardChart

10Shamrocks-10ExtraMinutesofRecess20Shamrocks–15MinutesofExtraComputerTime30Shamrocks–FreeDressDownDay40Shamrocks–VIPSeatingatFirstFridayMorningAssembly50Shamrocks-PopsicleParty60Shamrocks-30ExtraMinutesofRecess70Shamrocks–20ExtraMinutesofLunch80Shamrocks-LunchintheClassroom90Shamrocks-Cookie/CupcakeandMilkParty100Shamrocks-PizzaandSodaParty

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BehavioralExcellenceRewardsStudentswillalsoberewardedbasedupontheirbehaviorthroughouttheentireQuarter(s)oftheyear.IfastudentdoesnotmakeittoStep1ofourdisciplineprogram(3ormorestrikes)theywillberewardedattheendoftheQuarterbybeingabletoparticipleinanactivitythatwillbehostedoncampus.EndofQuarter1 TBDEndofQuarter2 TBDEndofQuarter3 TBDEndofQuarter4 TBD