School Wide Discipline Plan

St. Francis-Cleveland School Wide Discipline Plan

Introduction Our new school-wide discipline plan is based on PBIS principles, which encourage school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. Instead of using a piecemeal approach of individual behavioral management plans, a continuum of positive behavior support for all students within a school is implements in areas including classroom and non-classroom settings (such as hallways, buses, and restrooms). Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making targeted behaviors less effective, efficient, and relevant and desired behavior more functional. Our system has been developed by a committee of staff members for improving student behavior. It will be used with all students and across all environments in school to help us create an effective learning environment.

Why did St. Francis base their plan on PBIS principles? Frequently, the question is asked, “Why should I have to teach kids to be good? They already know what they are supposed to do. Why can I not just expect good behavior?” However, this approach and attitude has not worked as effectively as we would like. In the past, school-wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, writing assignments, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social behavior is an important step of a student’s educational experience. Teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding. The purpose of a school- wide discipline plan based on PBIS principles is to establish a climate in which appropriate behavior is the norm. We decided that our current discipline process was not as effective as we wanted it to be in helping students change their behaviors. We developed a plan that will: ● Identify and teach expected student behaviors. ● Find ways to reinforce and reward those behaviors. ● Enforce consistent meaningful consequences when violations occur.

A PBIS-based system is based on three steps:

Step 1: Identify and Teach Expected Behavior ● Identify three to five expectations across environments. ● Provide examples of what behaviors are expected, including for the cafeteria, bus, and social areas such as the gym or playground. ● Post the expectations throughout the building. The entire staff including lunchroom and recess staff will teach all students these expectations through lessons, role-playing, and practice. Instead of punishing students for not following the expectations, staff will focus more on the positive (expected) behaviors through a reinforcement and acknowledgment system.

Step 2: Positively Reinforce and Reward Expected Behaviors

When students meet school-wide expectations, school staff will note their success with positive reinforcement, using a Student Recognition System. This include Praise Notes and Lion Bucks that can be used to purchase items at school. It might include weekly drawings for rewards, special privileges, or special assemblies. All staff (administration, teachers, staff, librarians, maintenance, etc.) use this sytem.

Step 3: Enforce Meaningful Consequences for Violations

In addition to teaching and rewarding positive behaviors, the school has identified consistent ways to respond to problem behavior when it occurs. The strategies to address challenging behaviors will be shared with students, staff, and parents. This will help everyone to know what behaviors violate the expectations. Problem behaviors typically fall under the categories of minor (Level 1), medium (Level 2), and major (Level 3). ● Level 1 and 2 behaviors are dealt with by building staff or the classroom teacher. ● Level 3 violations are managed by the school administration.

How can the system be maintained? An organization (in this case, the school) is a group of individuals who behave together to achieve a common goal. Systems are needed to support the collective use of best practices by individuals within our organization. Our school-wide plan is interactive and fluid, constantly being reevaluated and tweaked in order to have better outcomes. In order to make sure the system is functional, we must constantly evaluate the following: ● Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, and educators. What is important to each particular learning community? ● Practices: interventions and strategies that are evidence based. How will you reach your goals? ● Data: information that is used to identify status, need for change, and effects of interventions. What data will you use to support your success or barriers? ● Systems: supports that are needed to enable the accurate and durable implementation of the practices of our plan. What durable systems can be implemented that will sustain this over the long haul? St. Francis School Wide Discipline Plan 2016-17 Adopted in July, 2016 Principles: ● Every person is a child of God and therefore deserves to be respected. ● Every person deserves to be safe, to feel safe, and to be free from danger. ● Students attend school to learn academics, behavioral skills, and social skills in a faith- filled environment. Learning is enhanced in a physically and emotionally safe environment. ● Learning is enhanced when children are taught established academic and behavioral expectations.

School-Wide Rules: ● I will do my best to learn and allow others to learn. ● I will follow directions the first time given. ● I will keep my hands, feet, and objects to myself. ● I will put people up, not down. ● I will always be in the proper place. ● I will walk in the building always. ● I will use all materials and equipment properly.

Discipline Plan: Failure to meet expectations at St. Francis falls into 3 levels of offenses.

Level 1 Offenses: Typically handled by the teacher - It is recommended that corrective action be taken by the staff member according to classroom policies. Documentation of behavior (such as a Behavior Reflection Sheet* or a Classroom Dojo action) suggested. *See sample below. Not following directions Eye rolling Running in hallways Interrupting Excessive talking out of turn Consistent tardiness Derogatory notes/pictures Dress Code Infraction Teasing/put downs Cell Phone Usage Gum Chewing Name Calling

Dress code infractions, failure to complete homework, and/or failure to complete work (including as a result of tardiness) will result in the loss of recess.

*ST. FRANCIS STUDENT BEHAVIOR REFLECTION

Name:______Date:______

Thinking about my behavior will help me make better choices next time… Behavior: I was not . . . ___Following Rules ___Following Directions ____Being Respectful ___Being Cooperative ___Being Safe ___Listening ___Being Responsible ___Other:______

Write what happened:______

How I felt: ____Mad ____Sad ____Frustrated ____Lonely ____Hurt ____Confused ____Scared ____Jealous ____Other:______My inappropriate behavior was: ______Why I think I made this decision: ______Why I think this behavior is unacceptable: ______

What I will do next time this situation arises in order to handle it better: ______How can you correct the situation that resulted from your behavior? ______Apologize (To Whom?______) ______Fix/Replace something that you damaged ______Redo Assignment (didn’t follow directions, careless) ______Complete a writing assignment to remind me ______Other:______

Student Signature:______Parent Signature:______Teacher Signature:______*If this is not returned signed by a parent the next day, then an afterschool detention will be given. **Please see primary version on addendum.

Level 2 Offenses: It is recommended that corrective action be taken by the teacher in the form of a detention*.

*See sample below. Failure to return behavior reflection sheet Throwing Objects Accumulating 3 Level One Offenses in a Day Cheating/Lying Inappropriate Gestures/Language Open Defiance Hitting/Harassing/Threatening Refusing to Work Talking Back/Arguing

St. Francis Detention Report Level 2 Offense

Date______Gr______Given by:______

Name:______

Date to be served:______*2:30-3:00 in the library.

____Failure to Return Behavior Reflection Sheet ____Accumulating 3 Level One Offenses In One Day ____Inappropriate Language/Gesture ____Hitting/Harassing/Threatening ____Talking Back/Arguing ____Throwing Objects ____Cheating/Lying ____Open Defiance ____Refusing to Work

Explanation:______

Please talk with your child about the importance of obeying school expectations. Thank you for your cooperation and support.

Please sign and return this slip to school tomorrow. Signing indicates that you have received the slip.

My child will be going home by: ____Car ____RTA ___Walk ___Ext. Day ___Recess Option

Parent Signature:______

Detentions are intended to be served after school. In extreme cases, arrangements may be made with the assistant principal so that 3 recesses will be missed in lieu of after school detentions. *Signed detentions go to Mrs. Brown who will mark them “served” and then return them to the teacher. **The copy of an unsigned detention should go to Mrs. Grace, who will call the parent to inform of the child’s staying for the detention. Then, the detention will go to Mrs. Brown.

Level 3 Offenses: Office referral handled by the administration. Please send a note or some sort of communication regarding the office referral. Parent contact by administrator. Potential suspension and/or behavioral contract. Repeated (3) Level Two Offenses In a Week Bullying Fighting Threatening bodily harm Ethnic Slurs Stealing Obscene gestures Use of profanity Inappropriate touching Pulling fire alarm Damaging property Excessive and purposeful truancy Direct and willful disobedience of school Harassment, including sexual rules, policies, or expectations Leaving school grounds *If a student is referred due to repeated Level Two offenses, please send documentation of strategies/interventions used to stop the inappropriate behavior as well as documentation of parent contact.

Zero Tolerance: Grounds for Expulsion ● Drugs ● Weapons/facsimile of a weapon/dangerous instrument ● Repeated Level 3 Offenses

All teachers will use Classroom Dojo in order to document behavior. Please also document in Dojo when a student is sent to speak to any other adult (Mrs. Grace, Mrs. Brown, Coach Will, etc.) with the purpose of improving the behavior

Specialty Classes/Playground: The specialty teachers (Art, Technology, P.E., Music, Library, Recess, and Spanish) will follow the same level system of behaviors as the classroom teacher. The specialty teacher can report behavior problems via Classroom Dojo.

Card System

Every primary teacher will use a behavior clip chart. The clip chart has 7 different levels and allows students to move up and down depending on behavior. Each day, students will begin their day on green (ready to learn). Depending upon behavior, students can either move up or move down throughout the school day. Outstanding (Red) Great Job (Orange) Good Day (Yellow) Ready to Learn (Green) Think About It (Blue) Teacher’s Choice (Purple) Parent Contact (Pink)

Student Recognition System

An integral part of our school-wide behavior initiative is to recognize the positive behavior shown by our students and staff.

● Positive points will be accumulated via DOJO and will be based on taught expectations and The Lion Way (see below). ● Every teacher will offer one DOJO point each for homework completion, getting to school on time, and being in dress code. ● During a teacher-specified part of each week, the teacher will allow the students to redeem Dojo points for Lion Bucks (or a Lion Check). ● Lion Bucks can be redeemed weekly. Lion Bucks can be used for positive privileges as outlined by the teacher. ● One option for Lion Bucks will include the privilege of visiting the Treasure Room with Mrs. Brown in order to use the Lion Bucks on various prizes. Mrs. Brown will create a schedule with the teachers for these visits. ● Students may also earn a R.O.A.R. Nomination to be read over the announcements. Students will be drawn at the end of each month with a chance to win a dress down day. ● Each quarter, students who have not received any detentions or referrals will be rewarded with a movie in the cafeteria. ● The Lion of the Day will have special privileges in the classroom.

The Lion Way R: Respect (others, self, property, right to learn) O: On Task A: Attitude (*peaceful, positive, reflective) R: Responsibility (homework, classwork, supplies, behavior) S: Safety

*In order to teach a peaceful attitude, the Peacebuilder principles and pledge will continue to be taught.

Each floor will have a monthly “mini-staff meeting” on the 2nd Tuesday of the month after school in order to discuss the progress of the plan or any other floor issues. Items that need to be addressed as a school will be sent to Mr. Embacher.

School Wide Expectations To be Posted in Each Room and Given Electronically Key for Voice Levels 0-Silent 1-Whisper 2-Conversational 3-Outside Voice (No Screaming) 4-Emergency/Pep Rally/Appropriate Assembly

Morning Care 1. Greet the Supervisor 2. Play in assigned areas 3. No cell phone usage 4. Stay in morning care until you are dismissed 5. One person in the bathroom at a time

Bus 1. Listen to the bus driver 2. Stay seated when the bus is moving 3. No eating or drinking 4. Use kind words 5. Keep hands and feet to yourself

Cafeteria 1. Arrive in uniform 2. Say thank you 3. Use good manners 4. Follow adult instructions the first time 5. Use inside voice 6. Square up

Church 1. Voice Level 0 (when participation is not required) 2. Say the responses 3. Sing. (Participation) 4. Sign of peace, not mob of peace. (Only the people around you.) 5. Active listening 6. Reverent movement (No leaning on pews, stretching, loud moaning.)

Hallways 8:00-2:30 1. Voice Level 1 2. Walking feet 3. Direct to destination 4. Hands to your side

Classrooms 1. Clean classroom (Discuss not writing on desks.) 2. Keep hands, feet, and belongings to self 3. Follow classroom rules 4. Respect everyone’s right to learn

Lavatory 1. One person at a time with a pass 2. Flush toilet 3. Wash hands 4. Throw away paper 5. Voice level 1 6. Respect the privacy of others

Library 1. Check books out 2. Adult supervision 3. Voice level 1 4. Come in, greet, sit down, listen to directions. 5. Thank the librarians (Encourage children to get a book.) 6. Bring other work

Music 1. Greet the teacher (Adults and students) 2. Students find their assigned seats 3. Be safe 4. Participate (Sing, talk, papers, etc.) 5. Follow directions

Art 1. Use materials only when directed 2. Use materials as they are intended 3. Voice Level 0 when teacher is talking 4. Voice Level 2 when working 5. Clean up working space 6. Stay on assigned task

Computer 1. Come in quietly at Voice Level 1 2. Work quietly without disturbing others 3. Stay on appropriate screens 4. Stay on task 5. Only print what is necessary 6. Leave equipment/space how you found it

Dismissal 1. After school activities will meet in the cafeteria. 2. Walk out with class, Voice Level 0. 3. No cell phone usage. 4. Direct to destination. 5. Students reentering the building must walk back in with an adult.

Recess 1. Don’t run between the cars. (be respectful of property) 2. Voice level 2. 3. Grades 5-8 not permitted on the playground. 4. Line up on signal. 5. Play safely.

Indoor Recess 1. Voice level 2 2. Use desks properly ( example,no sitting on desks) 3. Listen to the recess monitor

After School Activities 1. Meet in the cafeteria 2. Remain on school property 3. If going out of building, must walk back in with the adult 4. Use sign in sheet to check-in

Transitions 1. Square up 2. Hands to side 3. Quiet voice Level 1

Phones 1 Collect in classroom 2 After 2:30 all calls made in classroom or outside. 3 Club supervisors collect phones.

PE 1. Participate and be safe 2. Teacher walk them in 3. Students report to their squads 4. Sit quietly 5. Voice level 1 in line at end of class

Arrival 1 Walk 2 Voice level 1 3 Greet teacher 4 Unpack one time 5 Begin morning work

After care 1. Meet in the cafeteria and be seated in assigned area 2. Voice level 1 upon arrival 3. Stay in gym until signed out 4. Play in assigned area 5. One person in the bathroom at a time 6. No cell phone use Behavior Plans Used for a specific child (usually a Tier 2 or Tier 3 child) to try and help that child learn to change his/her behavior

A response to repeated Level 2 offenses or a Level 3 offense. Requires a parent contact.

Need to find the “function of the behavior” and find ways to replace the misbehavior or reteach the expectation.

We will need to develop a plan to: ● reward child for socially acceptable behaviors ● avoid triggers ● identify emotions (“I can tell you are frustrated because you are raising your voice, but…”) ● Clarify consequences ● change the response of the adults (deescalating, “Expected” vs. “Unexpected” Behavior without the emotional response) ● Supporting child at problematic times ● If deemed necessary, this would be an ideal time to refer a child to the counselor Behavior Contract Used for a specific child (usually a Tier 3 child) to as a last resort after all other options have been exhausted.

A response to multiple Level 3 offenses.

“Come to Jesus” meeting with administrators, parents, teacher, and child.