NORTHEAST MIDDLE SCHOOL

P O S I T I V E B E H AV I O R I N T E RV E N T I O N S & S U P P O RT P L A N

M I S S I O N S TAT E M E N T We will educate all students so they can become competent, contributing members of society

7 7 6 3 H I GH WAY 3 9 MERIDIAN, MS 39305 601-483-3532

TABLE OF CONTENTS

Description of PBIS............................................................................................................3 What is Positive Behavior Interventions & Support (PBIS) ............................................3 What are the levels of PBIS .............................................................................................3 Goals for the School-Wide PBIS Plan .............................................................................3 The School-Wide PBIS Team (Core PBIS Team) ...........................................................4 Responsibilities of the School-Wide PBIS Team ............................................................4 PBIS Team Roles and Responsibilities............................................................................4 Referral Process .................................................................................................................5 Definition Guidelines .......................................................................................................5 Referral Flow Chart..........................................................................................................5 Definition of Problem Behaviors ......................................................................................6 Example of Completed Referral.......................................................................................8 School Expectations ...........................................................................................................9 School Rules and Regulations .........................................................................................10 Teaching Activities Goals ................................................................................................11 Introducing the School Expectations and Rules.............................................................11 Reinforcement System ...................................................................................................11 Effective Interventions & Consequences .......................................................................12 Consequences and Discipline Ladder ............................................................................13 Data ...................................................................................................................................14 Emergency Action Plan ...................................................................................................19

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DESCRIPTION OF PBIS:

W HAT IS P OSITIVE B EHAVIOR I NTERVENTIONS & S UPPORT (PBIS)? 

Is a collaborative, data-based approach to developing effective interventions

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Emphasizes the use of proactive, educative, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes

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Aims to build emotionally safe environments in which positive behavior is more likely to occur

W HAT ARE THE L EVELS OF PBIS? 

School-Wide – Procedures and processes intended for all students, staff, in specific settings and across campus

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Classroom – Processes and procedures that reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms

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Target Group – Processes and procedures designed to address behavioral issues of groups of students with similar behavior problems or behaviors that seem to occur for the same reasons (i.e. attention seeking, escape)

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Individual Student – Processes and procedures reflect school-wide expectations for student behavior coupled with team-based strategies to address problematic behaviors of individual students.

G OALS FOR THE S CHOOL - WIDE PBIS PLAN 

Buying back instructional tine: o By decreeing office discipline referrals (ODR) and suspensions.  Example: The equivalent of 72 days of instructional time was recaptured form students attending a PBIS school o How is this calculated: 30 min. per ODR

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Creating an environment that is conducive to learning

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All individuals (students, staff, teachers, parents) learn more about their own behavior, learn to work together and support each other as a community of learners

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T HE S CHOOL -W IDE PBIS T EAM (C ORE PBIS T EAM ) The school-wide PBIS team or Core PBIS Team should remain small (3-7 participants) Members should include representatives for the administration, general education teachers, enrichment teachers, bus drivers, school support workers, students, and family members. 

Members for 2010-2011 o o o o o o o

Billy Burnham......................................................................... Principal Russell Keene ..........................................................Assistant Principal Teresa Pittman ......................................................................Counselor Frances James .......................................................Computer Secretary Robbie Caldwell ....................................................................... Teacher Sommer Jones .......................................................................... Teacher Willie Bramlett ....................................................................... Assistant

R ESPONSIBILITIES OF THE S CHOOL -WIDE PBIS T EAM 

Assess behavior management practices

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Obtain staff commitment

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Develop a school-wide plan

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Obtain family participation and input

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Hold regular team meetings

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Make data-based decisions

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Monitor, and evaluate all planned objectives and activities

PBIS T EAM R OLES AND R ESPONSIBILITIES 

Team Leader – Facilitates meeting by reviewing purpose and keeping the team focused on the task

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Recorder – Records the minutes for the meetings and logs all decisions

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Data Specialist – Trained in entering and accessing data from the discipline data management system

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Behavior specialist – Competent with behavioral principles and assists in analyzing data

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R EFERRAL P ROCESS The referral process is in place to ensure that a school has a predictable Discipline Referral Process, a data-based decision-making system must be in place. This process must be defined, taught, and agreed upon with all staff and must include definitions for:    

Major discipline incidents Minor discipline incidents Emergency or crisis incidents A continuum of discipline procedures (flowchart)

D EFINITION G UIDELINES Minor – discipline incident that can be handled by the teacher and does not warrant a discipline referral to the office Major – discipline incident of such severity that administrative intervention is warranted Crisis – incidents that require immediate response from administration, crisis team, entire staff, and/or community support

R EFERRAL F LOW C HART

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D EFINITION OF P ROBLEM B EHAVIORS Minor Problem Behavior Defiance/Disrespect/ Non-compliance (M-Disrespt) Disruption (M-Disruption) Dress Code Violation (M-Dress) Inappropriate Language (M-Inapp Lan) Other (M-Other) Physical Contact/Physical Aggression (M-Contact) Property Misuse (M-Prpty Misuse) Tardy (M-Tardy) Technology Violation (M-Tech)

Major Problem Behavior Abusive Language/ Inappropriate Language/ Profanity (Inapp Lan) Arson (Arson) Bomb Threat/ False Alarm (Bomb) Defiance/Disrespect/ Insubordination/ Non-Compliance (Disrespt)

Definition Student engages in brief or low-intensity failure to respond to adult requests. Student engages in low-intensity, but inappropriate disruption. Student wears clothing that is near, but within, the dress code guidelines defined by the school/district. Student engages in low-intensity instances of inappropriate language. Student engages in any other minor problem behaviors that do not fall within the above categories. Student engages in non-serious, but inappropriate physical contact. Student engages in low-intensity misuse of property. Student arrives at class after the bell (or signal that class has started). Student engages in non-serious but inappropriate use of cell phone, pager, music/video players, camera, and/or computer.

Definition Student delivers verbal messages that include swearing, name calling or use of words in an inappropriate way. Student plans and/or participates in malicious burning of property. Student delivers a message of possible explosive materials being on campus, near campus, and/or pending explosion. Student engages in refusal to follow directions, talks back and/or delivers socially rude interactions. 6

Disruption (Disruption) Dress Code Violation (Dress) Fighting/Physical Aggression (Agg/Fight) Forgery/Theft (Forge/Theft) Gang Affiliation Display (Gang Display)

Harassment/Bulling (Harass)

Inappropriate display of Affection (Inapp Affection) Inappropriate Location/ Out of Bounds Area (Out Bounds) Lying/Cheating (Lying) Other Behavior (Other) Property Damage/Vandalism (Prop dam) Skip Class (Skip) Tardy (Tardy) Technology Violation (Tech) Use/Possession of Alcohol

Student engages in behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, or screaming; noise with materials; horseplay or roughhousing; and/or sustained out-of-seat behavior. Student wears clothing that does not fit within the dress code guidelines practiced by the school/district. Student engages in actions involving serious physical contact where injury may occur (e.g., hitting, punching, hitting with an object, kicking, hair pulling, scratching, etc.) Student is in possession of, having passed on, or being responsible for removing someone else’s property or has signed a person’s name withour that person’s permission. Student uses gesture, dress, and/or speech to display affiliation with a gang. Student delivers disrespectful messages* (verbal or gestural) to another person that includes threats and intimidation, obscene gestures, pictures, or written notes. *Disrespectful messages include negative comments based on race religion, gender, age, and/or national origin; sustained or intense verbal attacks based on ethnic organ, disabilities or other personal matters. Student engages in inappropriate, consensual verbal and/or physical gestures/contact, of a sexual nature to another student/adult. Student is in an area that is outside of school boundaries. Student delivers message that is untrue and/or deliberately violates rules. Student engages in problem behavior not listed. Student participates in an activity that results in destruction or disfigurement of property. Student leaves or misses class without permission. Student is late to class or the start up of the school day. Student engages in inappropriate use of cell phone, pager, music/video players, camera, and/or computer. Student is in possession of or is using alcohol. 7

(Alcohol) Use/Possession of Combustibles (Combust) Use/Possession of Drugs (Drugs) Use/Possession of Tobacco (Tobacco) Use/Possession of Weapons (Weapons)

Student is in possession of substances/objects readily capable of causing bodily harm and/or property damage (matches, lighters, firecrackers, gasoline, and lighter fluid). Student is in possession of or is using illegal drugs/substances or imitations. Student in possession of or is using tobacco. Student is in possession of knives or guns (real or look alike), or other objects readily capable of causing bodily harm.

E XAMPLE R EFERRAL F ORM

**The above example is only a guide and will not fit every circumstance.

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S CHOOL E XPECTATIONS : NORTHEAST TROJANS ARE GREAT 

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Grade Oriented: o

Study Hard

o

Turn in work completed and on time

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Make grades #1 priority of school

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Apply yourself

Respectful: o

Of others rights, property, feelings and space

o

Unkind words, feet, and hands should be kept to one’s self

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Show courage by not participating in bullying or hazing

Expected to Achieve: o

High Expectations for behavior and academics

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Give 100%

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No excuses

Attitude Positive: o

Arrive at school prepared mentally and physically

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Resist temptations and forces that jeopardize your future

o

Smile and enjoy life

Team Players: o

All pull together

o

Be helpful to classmates

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All do their part to keep campus clean and orderly

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Offer your talents to the team

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SCHOOL RULES AND REGULATIONS Cafeteria   

Keep hands off of others plate Stay in line Keep area clean

Restrooms   

Keep area clean Wash hands before exiting Leave when finished

P.E.   

Stay in assigned area Follow the rules of the activity Refrain from rough play

Halls   

Stay to right Stay with class Walk

Buses   

Stay seated in assigned seat Look before crossing road No Food or Drink

Pick Up Line   

Stay in assigned area Look before crossing road Refrain from horseplay

Bus Line   

Load bus promptly Walk Refrain from horseplay

Computer Lab   

No food or drink Keep area clean Use appropriately 10

T EACHING A CTIVITIES G OALS 

We can no longer assume that students know the rules/expectations and appropriate ways to behave

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We can no longer assume that all students will learn appropriate behaviors quickly and effectively without consistent modeling/practice

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We must assume that students will require different curricula, instructional modalities, etc., to learn appropriate behaviors

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We must assume that we need to teach appropriate behaviors/expectations and rules as effectively as we teach academic skills.

I NTRODUCING THE SCHOOL EXPECTATIONS AND RULES 

Expectations and rules taught in Social Studies classes in 7th and 8th grade

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Expectations and rules taught in TAG, Art, Learning Strategies classes in 5th and 6th grade

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Introduced to parents during open houses events

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The school website has the expectations posted on the home page.

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Posters are displayed in the halls with the expectations on them

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Rules are displayed on signs in the classrooms, cafeteria, restrooms, P.E., halls, buses, pick up line, bus line, computer lab

R EINFORCEMENT S YSTEM Classroom/teacher rewards  Examples: o Computer game time o Candy o First in line o Verbal recognition in front of class Classroom/teacher breaks/free play time  Each team or grade is allowed to build in breaks for students to play or socialize. Nine Weeks Drawings  Prizes are given away for positive behavior o No office referrals eligible for minor and major prizes o One referral eligible for minor prizes only o Two or more referrals not eligible to attend prize assembly or be eligible for prizes Good Deed Award

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Faculty and Staff are encouraged “to catch a student doing good” and place their name in the box for a weekly drawing-prizes consist of school t-shirts, candy, donated coats/purses from local businesses. It is announced over the intercom during morning announcements.

Activity Assembly  Students who exhibit positive behavior attend activity once a month. o Examples:  Student vs. Staff Basketball Game  Student vs. Staff Dodgeball Game Student of the quarter Award  Students receive academic recognition and refreshments-family and friends are invited. Outdoor Lunch  Taken in outdoor lunch pavilion-reward for whole class behavior Blue Jeans Fridays  When announced by the administration, student with no referrals and no tardier can wear blue jeans on Fridays.

E FFECTIVE I NTERVENTIONS & C ONSEQUENCES Behavior Management Techniques – Listed from the least intrusive to the most intrusive    

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Managing the environment – focuses on the environment to determine how it can help prevent classroom behaviors for each individual child Promoting – is signaling to the student to either begin a desired behavior or to stop an inappropriate action. Prompts may be verbal or nonverbal Caring Gesture or Hypodermic Affection – Consists of expressing warms feelings of liking and caring for a young person, such as “I care about what happens to you” Hurdle Help – is used to give the student a little help through the first few steps of a task or over a stumbling block. This technique is best used when the student’s frustration comes from a problem solving block and not from some other serious problem Redirection – is a method of diverting and redirecting a young person or an entire group’s energy and attention to a substitute activity Proximity – is the use of nearness. Often the mere fact of having an adult close by will be calming to a young person Planned Ignoring and Positive Attention – are two specific techniques that work very well in addressing the needs of attention seeking behaviors Directive Statements – telling the young person in specific terms what is expected of them Time Away – requiring a student to go to a quiet area to calm down is often a good strategy when the young person is upset and being stimulated by others.

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C ONSEQUENCES AND DISCIPLINE LADDER Step 1.

1. Contact parent or legal guardian 2. Student conference/reprimand 3. Removal from ladder if not referred to office for five school days from date of entry onto this step.

Step 2.

1. Contact parent or legal guardian 2. Detention, corporal punishment, or parent care 3. Removal from ladder if not referred to office for ten school days from date of entry onto this step.

Step 3.

1. Contact parent or legal guardian (may require personal visit with building administrator) 2. In-school/out-of-school suspension, one to three days 3. Loss of all privileges during time of suspension

Step 4.

1. Contact parent or legal guardian (may require personal visit with building administrator) 2. In-school and out-of-school suspension, one to five days 3. Out-of-school suspension, one to five days 4. Loss of all privileges during the time of suspension 5. Removal from ladder if not referred to office for twenty school days after return to school for suspension

Step 5.

1. Contact parent or legal guardian (personal visit with building administrator) 2. Out-of-school suspension, three to ten days 3. Referral to central office administrator 4. Other terms as dictated by central office administrator 5. Loss of privileges during the time of suspension 6. Parent may be required to attend classes with student

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7. Removal from ladder if not referred to office for twenty-five school days after return to school Step 6.

1. Recommendation for expulsion 2. A student may be recommended for expulsion at any time if the administrator feels that the student’s actions warrant such recommendation

A. Incentive is provided for the student to improve his/her behavior through provisions of a probationary period that allows a student to remove himself/herself from the discipline ladder by improved conduct. B. A parent/guardian conference with an administrator is required before a student can return to school after a suspension. (Steps 3, 4 or 5) Telephone calls will not be sufficient. C. A student may enter the discipline ladder at any step, depending upon the nature of the offense. D. Failure to complete the punishment as designated will result in additional consequences in the assertive discipline program. E. Return to the office during the probationary period prescribed in the discipline ladder will result in additional consequences in the assertive discipline program. F. Loss of privileges means that during the time stated the student cannot participate in assemblies or any school function designated as an extra activity, including athletic events, dances, plays, extracurricular programs, field trips, school-sponsored activities, etc.

Open defiance of a teacher------------------------------------------------------------------------------- Step 1-5 Profanity or vulgarity ------------------------------------------------------------------------------------- Step 1-4 Smoking or possession of tobacco or tobacco-related products ---------------------------------- Step 3-4 Use, sale, or possession of drugs on or near school----------------------------------------------------Step 6 Use, sale or possession of alcohol on or near school ----------------------------------------------- Step 5-6 Defacing or otherwise injuring property that belongs to the school district-------------------- Step 1-6 Fighting at school, on the way to or from school, or at school activities ----------------------- Step 3-6 Use of possession of dangerous objects --------------------------------------------------------------- Step 4-6 Use or possession of fireworks-------------------------------------------------------------------------- Step 4-6

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Improper behavior in the cafeteria or on the campus ----------------------------------------------- Step 1-5 Improper behavior at assemblies or other school activities---------------------------------------- Step 1-5 Stealing (to include restitution) ------------------------------------------------------------------------- Step 2-5 Cutting classes---------------------------------------------------------------------------------------------- Step 2-4 Truancy ------------------------------------------------------------------------------------------------------ Step 2-4 Leaving campus without authorization ---------------------------------------------------------------- Step 2-4 Gambling or possession of gambling devices -------------------------------------------------------- Step 1-5 Harassment, intimidation, or threatening (bullying) of other students -------------------------- Step 2-6 Refusal to identify oneself properly when requested to do so by faculty or staff member -- Step 2-5 Misbehavior on the school bus -------------------------------------------------------------------------- Step 1-6 Continuous disobedience--------------------------------------------------------------------------------- Step 1-5          

Cheating Stealing Forgery Disrespect Arson Assault/battery – Employees or Student Boom Threats/Explosives False Fire Alarms Theft/Robbery Sexual Offense

Tardies as defined in Board Policy--------------------------------------------------------------See “Tardies” Unlawful activity or association ------------------------------------------------------------------------ Step 3-6 Other misbehavior as determined by the administration ------------------------------------------- Step 1-6

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