School-Wide Positive Behavior Plan (SPBP)

School-wide Positive Behavior Plan (SPBP) To be implemented in pre-planning 2017

Elements have changed in the SPBP. Before completing, go to http://www.browardprevention.org/mtssrti/rtib/ → School-wide Positive Behavior Plan for:

 A NEW Brainshark for Principals. ACTION: Log in with your p # and watch the Brainshark before Jan 30th.  A NEW mini-Brainshark Series for teams. These Brainsharks are divided into the Critical Elements of PBIS. Although they are not mandatory to watch, they will show you “how to” write a comprehensive SPBP (and receive a high score!) It is recommended that all school teams watch the Overview Brainshark at the URL above.  A Feedback Rubric to ensure your team will correctly complete the SPBP and develop a meaningful plan.

To provide consistency across the District, only plans entered in the district template will be accepted. ACTION: Download, complete, and upload the SPBP in your SIP Plan, BP # 2, before May 1, 2017:

School Name: West Hollywood Elementary

School Number: 0161

SPBP Contact Person: Jennifer Clinch

Direct Phone Number: (754) 323-7850

1 CRITICAL ELEMENT # 1: Functioning Team and Administrative Support

1A. List your current (SY 2016/17) team members: (must have 6-8 team members)

Each name on this list verifies attendance in ongoing team meetings and participation in developing this SPBP. Each member is responsible for representing stakeholders (i.e. Educational Support Personnel, grade level teachers, specials teachers, support staff, etc.) and sharing SPBP content and updates with respective groups.

Stakeholder Full Name Position Representation

Lina Palacios Principal Administration

Jennifer Clinch SPBP Point of Contact Assistant Principal

Rosmarie Campo Parent/Community Representation SAC

Lillian Abreu 5th Grade Teacher 5th Grade Team Leader

2st Grade Teacher/ BTU Ivet Alonso Teacher Leader Representative

Cristina Zamudio Kindergarten Teacher Team Leader

Pami Zelaya 1st Grade Teacher Teacher

Jennifer Wisnoski 3st Grade Teacher Teacher

Ivonne Rosales 4th Grade Teacher Teacher

Deborah Khadaran Mathematics Coach Support Staff

Alyssa Perez Ricke Literacy Coach Support Staff

Jenny Cordero ESE Specialist Support Staff

Laurie Seperson Guidance Counselor Support Staff

1B. Schedule and document your team meetings for 2017/18 school year: (minimum of 4) Also enter in the school’s master calendar. Meeting Date Time Responsible Person

August 8, 2017 1:00 PM Mrs. Clinch

October 19, 2017 1:00 PM Mrs. Clinch

January 8, 2018 1:00 PM Mrs. Clinch

2 March 22, 2018 1:00 PM Mrs. Clinch

May 25, 2018 1:00 PM Mrs. Clinch

CRITICAL ELEMENT # 2: Faculty & Stakeholder Commitment:

2A. Indicate the action steps completed in the 2016/17 school year that increased faculty and stakeholder understanding and knowledge of the SPBP:

Date(s) Content Action Steps: (Before April 30th (2-3 sentences) THIS YEAR) The SPBP committee shared the plan with the faculty Presented the 2017/18 SPBP to Staff 4/25/2017 and staff. They provided input, adjustment were made, and the faculty voted to approve the plan. Presented the 2017/18 SPBP to Mrs. Palacios shared the SPBP at the SAC and family stakeholders (parents and 4/27/2017 night. The parents provided input, and it was amended community) during the meeting. Held a faculty vote on the 2017/18 % approved: 100 4/25/2017 SPBP

2B. Plan the activities for 2017/18 school year to increase faculty and stakeholder understanding and implementation of the SPBP:

Date(s) Action: Content (NEXT YEAR) Prior to students’ 1st day: Provide a professional development 1. 8/8/2017 The team will present the SPBP for the 17/18 school on the 2017/18 SPBP for all staff year. Details of modifications and updates will be

st included. All stakeholders will be provided with access Present the 2017/18 SPBP to Prior to Oct 1 , 2017 1. 8/9/2017 to the SPBP. Feedback will be collected for future team stakeholders (parents and meetings. community)

1. 10/19/2017 The team will share the updated implementation data in 10A including: the “marketing” of expectations and Present updated fidelity of rules, lesson plan implementation, and discipline implementation from Critical Element 2. 1/8/2018 processes. 10A and student outcome data from Critical Element 10B to all staff 3. 3/22/2018 The team will share the updated student outcome data (Quarterly: minimum of 4 each year) in 10B including: top 3 event locations, type of behavior incidents, and core effectiveness data as well as 4. 5/25/2018 analysis of this data.

3 CRITICAL ELEMENT # 3: School-wide Expectations

3A. Collect behavior data from BASIS 3.0: 3B. Group similar problem behaviors to develop: Top 10 Behavior Incidents 3-5 Negative Characteristics (put N/A in any blank spaces)

1. SB: Unruly Disruptive Behavior Unruly Disruptive Behavior

2. 01: Disobedience/Insubordination Disobedience/Insubordination

3. UP: Disruptive Unruly Play Disruptive Unruly Play

4. ZI: Fight/Minor Altercation/Conflict

5. 02: Insulting/Profane/Obscene Language

6. ZU: Out of Assign Area

7. 22: Battery

8. WB: Weapon Class B (Possession)

9. ZX: Profanity

10. F 9: False Fire Alarm/911

3C. List the opposites of the 3 - 5 negative characteristics to develop:

3 – 5 Positive Replacement Characteristics = your School-wide Expectations

Respectful

Optimistic

Accountable

Resilient

3D. Using the expectation lesson plan templates, complete 3 – 5 lesson plans, 1 for each of the above listed school-wide expectations. (e.g., if you have 4 expectations, you will use 4 lesson plan templates). Delete any empty templates you do not use.

4 Teaching School-wide Expectations Lesson Plan

School-wide Expectation #1: Respectful

Definition of expectation:

Treating others with dignity and honoring the rules of our school family and community

Rationale for having this expectation

To create a safe and positive learning environment.

Positive examples: “looks like” Non-examples Students keeping their hands and feet to themselves Hitting, kicking, pushing, and/or spitting Students respecting personal space Invading others personal space Students cleaning up after themselves Students not cleaning up after themselves Positive communication and conversations, Accountable Calling out, yelling, threatening and/or arguing talk, and Taking turns while talking List 2 resources (website addresses, curriculum with location, books with page numbers, programs with lesson plan number, etc.) you will use to teach this lesson plan. Be specific enough so the resources can be located by anyone. 1. The Positive Behavior Intervention and Supports (PBIS) (http://www.pbisworld.com/) and LEAPS (www.selfforschools.com)

2. Kids of Character - Respect

List the steps of this lesson plan (Include lesson format, activities, and materials). Be detailed enough so the lesson can be implemented by anyone. 1. The teachers will receive a paper copy of the lessons in LEAP, PBIS, and Broward’s Character Education manual.

2. Classroom and specials teachers will select a lesson from the Character Education: Respect lesson plan, and implement it with their students to demonstrate what respect is and is not in their classroom environment.

3. Classroom teachers show Classroom – Kid President lesson on respect (http://ed.ted.com/on/gGcZ8ATe#finally), and conduct the Watch, Think, Dig deeper, and Finally sections of the lesson.

4. Classroom teachers will teach students how to interact with students when he/she contact and angry person utilizing the LEAP lesson plan titled, “Contact with an Angry Person.”

5. Classroom teachers will teach students how to use “calming down” strategies when he/she are upset utilizing the LEAP lesson plan titled, “Self-Control: Calming Down/Transitions.” WHEN will this lesson plan be taught? Beginning of school year Week of 8/21/2017 at 8:40 am date(s) and time(s): After long holidays Use your quarterly team meetings to not only review and analyze your behavior data, but to plan and develop additional lesson plans you will use throughout the year to re-teach rd 3 quarter and reinforce this expectation. WHO will teach this lesson plan? WHERE will the lesson plan instruction occur? Classroom & Specials teachers Classroom

5 Teaching School-wide Expectations Lesson Plan

School-wide Expectation #2: Optimistic

Definition of expectation:

Students will look for the favorable side of events and expect the most positive outcome.

Rationale for having this expectation

Students will develop a positive mindset.

Positive examples: “looks like” Non-examples Problem solving Complaining Believing in self and others Negative Thoughts Goal setting Stagnations High self-esteem Low self-esteem List 2 resources (website addresses, curriculum with location, books with page numbers, programs with lesson plan number, etc.) you will use to teach this lesson plan. Be specific enough so the resources can be located by anyone. 1. Have You Filled Your Bucket Today? By Carol McCloud

2. What Do You Do with a Problem? By Koby Yamada

List the steps of this lesson plan (Include lesson format, activities, and materials). Be detailed enough so the lesson can be implemented by anyone. 1. Activate prior knowledge in a class meeting/community circle.

2. Read the book with the student.

3. Role play the appropriate behavior, non behavior, and appropriate behavior.

4. Create an anchor chart of non-behavior and appropriate behavior.

5. Students will write a personal goal on how they will fill a bucket.

WHEN will this lesson plan be taught? Beginning of school year Week of 8/21/2017 at 8:40 am date(s) and time(s): After long holidays Use your quarterly team meetings to not only review and analyze your behavior data, but to plan and develop additional lesson plans you will use throughout the year to re-teach rd 3 quarter and reinforce this expectation. WHO will teach this lesson plan? WHERE will the lesson plan instruction occur? Classroom & Specials teachers Classroom

6 Teaching School-wide Expectations Lesson Plan

School-wide Expectation #3: Accountable

Definition of expectation:

Students will be responsible for their actions and consequences.

Rationale for having this expectation

Students will build intrinsic motivation.

Positive examples: “looks like” Non-examples Strong belief in self Low self-esteem Honesty Lying Confident Low self-esteem Ownership Blaming List 2 resources (website addresses, curriculum with location, books with page numbers, programs with lesson plan number, etc.) you will use to teach this lesson plan. Be specific enough so the resources can be located by anyone. 1. The Crayon that Talked by Shane DeRolf

2. The Worst Day of My Life by Julia Cook

2. Read the book with the student.

3. Role play the appropriate behavior, non behavior, and appropriate behavior.

4. Create an anchor chart of non-behavior and appropriate behavior.

5. Students will write a personal goal on how they will be accountable for their learning.

7 Teaching School-wide Expectations Lesson Plan

School-wide Expectation #4: Resilient

Definition of expectation:

Student is able to withstand or recover from difficult conditions.

Rationale for having this expectation

Students will persevere and self regulate.

Positive examples: “looks like” Non-examples Positive Attitude Negative Attitude Adapting Well to the Face of Adversity Quitting Regulate Emotions Shutting Down Receptive to Feedback Giving Up List 2 resources (website addresses, curriculum with location, books with page numbers, programs with lesson plan number, etc.) you will use to teach this lesson plan. Be specific enough so the resources can be located by anyone. 1. The Day the Crayons Quit by Drew Daywalt

2. Bounce Back by Cherij Meiners

2. Read the book with the student.

3. Role play the appropriate behavior, non behavior, and appropriate behavior.

4. Create an anchor chart of non-behavior and appropriate behavior.

5. Students will write a personal goal on how to be resilient in school.

8 CRITICAL ELEMENT #4: Location-based Rules

4A. Determine top 3 locations for Event problems from the BASIS 3.0 Behavior Dashboard. Do not use “classroom” Top 3 Locations School Location # Incidents 1. Cafeteria 13

2. Hallway 10

3. Playground 5

4B. Create an Expectations/Rules Chart from your 3-5 school-wide expectations and your top 3 locations. Develop 1 to 2 positively stated, observable, and measurable rules that correlate with every expectation to create a maximum of 5 rules for each location.

Expectations and Rules Chart Locations Expectations Copy and paste locations from 4A. Copy and paste Location #1: Cafeteria Location #2: Hallway Location #3: Playground expectations from 3C. Rules Rules Rules Expectation #1: Location rule(s) for expectation #1 Location rule(s) for expectation #1 Location rule(s) for expectation #1

Using quiet voices. Share playground equipment. Respectful Using quiet voices.

Location rule(s) for expectation #2 Location rule(s) for expectation #2 Expectation #2: Location rule(s) for expectation #2 Transition willingly to correct Playing with peers politely. Converse with peers politely. Optimistic location.

Location rule(s) for expectation #3 Location rule(s) for expectation #3 Expectation #3: Location rule(s) for expectation #3 Remain on the designated line. Clean up equipment. Accept Accountable Keeping all food on lunch tray and consequences of inappropriate play. disposing correctly.

Location rule(s) for expectation #4 Location rule(s) for expectation #4 Expectation #4: Location rule(s) for expectation #4 Walk in an orderly fashion no matter Problem solve instead of getting Try new things. Resilient your position. upset.

4C. Using the rule lesson plan templates, complete 3 lesson plans, 1 for each of the above listed specific locations. Include all the rules listed under the location in the lesson plan.

9 Teaching Rules Lesson Plan

Location #1: Cafeteria

Location Rules: Positive Example: (from 4B chart) Students will walk face forward, in a straight line following their teacher as they enter and exit Enter/Exit the cafeteria quietly. the cafeteria.

Students will socialize respectfully while using conversational voice levels at all times in the Use inside voices. cafeteria.

Students will remain sitting at their assigned table, face forward, both feet forward at all times. Stay in your assigned seat.

List 2 resources (website addresses, curriculum with location, books with page numbers, programs with lesson plan number, etc.) you will use to teach this lesson plan. 1. The Positive Behavior Intervention and Supports (PBIS) (http://www.pbisworld.com/)

2. LEAPS (www.selfforschools.com)

2. Classes will sit in their assign cafeteria area provided by administration. They will share the cafeteria procedures, rules, and incentives. 3. Students will be selected to role play the appropriate behavior, non-behavior, and appropriate behavior.

4. Students will create an anchor chart of non-behavior and appropriate behavior with their class.

5. Students will write a personal goal on how to behave in the cafeteria.

WHEN will this lesson plan be taught? 4th & 5th Grade 8/22/2017 8:40 am; 2nd & 3rd grade 9:05 am; Kindergarten & 1 Beginning of school year date(s) and time(s):

After long holidays Use your quarterly team meetings to not only review and analyze your behavior data, but to plan and develop additional lesson plans you will use throughout the 3rd quarter year to re-teach and reinforce this location’s rules. WHO will teach this lesson plan? WHERE will the lesson plan instruction occur? Administration, classroom teacher Cafeteria; classroom

10 Teaching Rules Lesson Plan

Location #2: Hallway

Location Rules: Positive Example: (from 4B chart)

Walk on the correct lines. Students will face forward and walk in a single file line. Orderly lines in the hallway.

Keep hands and feet to self Students will walk responsibly in the hallway with hands by their sides facing forward.

Stay in line. Students will use the appropriate yellow and red lines when walking with their class, facing forward.

2. LEAPS (www.selfforschools.com)

2. Students will create an anchor chart of non-hallway behavior and appropriate hallway behavior with their class. 3. Students will be selected to role play the appropriate behavior, non-behavior, and appropriate behavior.

4. Students will write a personal goal on how to line up and walk in the hallway.

WHEN will this lesson plan be taught? 8/21/2017 before 1st Hallway Transition Beginning of school year date(s) and time(s):

11 Teaching Rules Lesson Plan

Location #3: Playground

Location Rules: Positive Example: (from 4B chart) Share playground equipment. Students will share balls, equipment, and play area.

Playing with peers politely. Students will interact with one another displaying mutual respect.

Clean up equipment. Students will put equipment and play toys away when recess is complete.

Problem solve instead of getting upset. Students will speak to one another to resolve conflict or/and seek help from an adult if needed.

List 2 resources (website addresses, curriculum with location, books with page numbers, programs with lesson plan number, etc.) you will use to teach this lesson plan. 1. LEAPS

2. PBIS

List the steps of this lesson plan (Include lesson format, activities, and materials). Be detailed enough so the lesson can be implemented by anyone. 1. During the first week of school, teacher will review playground procedures, rules, and consequences prior to recess time. 2. Students will be selected to role play the playground appropriate behavior, non-behavior, and appropriate behavior. 3. Students will create an anchor chart of non-behavior and appropriate behavior with their class.

4. Students will write a personal goal on how to behave when playing with their peers on the playground, basketball court, and fields.

5. Teachers will redirect class during their recess time, redirect their behavior, and allow them to play again to modify the inappropriate behavior.

WHEN will this lesson plan be taught? 8/21/2017 prior to recess Beginning of school year date(s) and time(s):

CRITICAL ELEMENT #5 Reward and Recognition Programs

NEW element: refer to Rewards Brainshark for further guidance. http://www.browardprevention.org/mtssrti/rtib/ 5. Describe in detail one positive school-wide intervention plan you will use to reward/recognize students who follow your school-wide expectations and/or location-specific rules: (2 - 6 sentences for each section)

Plan Section Plan A. What do students To earn the reward, students will need to: need to do to earn the  Green on iReady Diagnostic reward?  Receiving a bucket filler ticket Link to expectations and rules Must be measurable B. What  Pride Picnic Party reward/recognition will  Treasure Box they earn?  Pride Dance  Ice Pops in the Cafeteria Include person(s) responsible for organizing C. How will you collect  Bucket filler chart in the Cafeteria data to determine who  iReady data from diagnostic has earned the reward?  Student of the Month/Kid of Character photograph include person(s) responsible for organizing and analyzing D. When and how will  Ice Pops: monthly the reward be provided?  Treasure Box: weekly Include timeline  Pride Picnic/Dance: quarterly Include actual date

13 CRITICAL ELEMENT #6 Effective Discipline Procedures

6A. Categorize the top 6 most common staff-managed misbehaviors at your school into “Minor” and “Moderate” categories. Write a short, objective, and measurable definition for each.

Staff-Managed Misbehaviors

Minor Misbehaviors Moderate Misbehaviors Misbehavior Definition Misbehavior Definition 1. Unruly Not following directions and More than 2 minor behaviors in 1. Repetitive Unruly Disruptive hindering the learning 30 minutes. Disruptive Behavior Behavior environment of the classroom.

2. Disobedience/ Verbally or physically refusing to 2. Disobedience/ More than 2 minor behaviors in Insubordination follow directions. Insubordination 30 minutes.

3. Disruptive Not following playground rules 3. Disruptive Unruly More than 2 minor behaviors in Unruly Play as set by teacher. Play 30 minutes.

4. Fight/Minor Causing harm (physically or 4. Fight/Minor More than 2 minor behaviors in Altercation/Conflict verbally). Altercation/Conflict 1 hour.

5. Using vocabulary hurtful to 5. Insulting/Profane/ Insulting/Profane/ More than 3 in 30 minutes. others. Obscene Language Obscene Language

6. Out of Assigned Eloping from the classroom or 6. Out of Assigned More than 1 minor behavior in Area designated area. Area 1 week.

6B. Create a consequence menu for all staff to choose from when students exhibit the above misbehaviors:

Consequence Menu for Minor Misbehaviors Consequence Menu for Moderate Misbehaviors (Staff’s choice of 5): (Staff’s choice of 5):

 Reteaching of Behavior  Parent contact

 Loss of all or part of recess  Lower conduct grade

 Loss of star/demerit on behavior chart  Detention after school with teacher

 Make appropriate restitution to injured party  Restriction from programs and special assemblies

 Loss of center time or free-choice time  Short detention at lunchtime in office

14 6C. List the top 5 most common misbehaviors at your school that are handled with an Office Discipline Referral (ODR). Write a short, objective, and measurable definition for each. (Exclude crisis situations that must follow District protocol.)

Office Discipline Referrals (ODRs)

Behavior Definition More than 2 minor behaviors in 30 minutes. 1. Unruly Disruptive Behavior

2. Disobedience/ More than 2 minor behaviors in 30 minutes. Insubordination

3. Disruptive Unruly Play More than 2 minor behaviors in 30 minutes.

4. Fight/Minor Altercation/Conflict More than 2 minor behaviors in 1 hour.

5. Insulting/Profane/ More than 3 in 30 minutes. Obscene Language

6. Out of Assigned Area More than 1 minor behavior in 1 week.

15 NEW section: refer to Discipline Brainshark for further guidance. http://www.browardprevention.org/mtssrti/rtib/

6D. Continue and customize the next steps in this flow chart to show the discipline process at your school. (Or you may delete this flow chart and create your own from scratch.)

16 CRITICAL ELEMENT # 7: Data Collection and Analysis

NEW element: refer to Data Brainshark for further guidance. http://www.browardprevention.org/mtssrti/rtib/

7A. Determine your Core Effectiveness Year-to-Date:

Total Population: Calculation to % Core Evaluation # determine % rate # Referrals Students Universal students: >80%? 1 Referral 21 (580 – 15 –9) ÷ 580 = 95% (# 0-1 Referrals should be >80%) ☒YES ☐NO

At risk students: <15%? 2-5 Referrals 15 15 ÷580 = 3% (# 2-5 Referrals should be <15%) ☒YES ☐NO

High risk students: <5%? >5 Referrals 9 9 ÷580 = 2% (# >5 Referrals should be <5%) ☒YES ☐NO

7B. If all 3 are “YES”, your Core is Effective. Is your core behavior curriculum effective?

☒YES ☐NO If YES, although your core is effective, how will you assist If one or more are “NO”, what supports and interventions any at-risk and high risk students at the beginning of the will you implement at the beginning of the next school year next school year? Ensure that the high-risk students are to improve your core? identified, and are receiving interventions in RtI. Also pair the student with a mentor.

No entry needed for Critical Elements #8 and #9.

17 CRITICAL ELEMENT # 10: Monitoring Plans

10A. How and what data will you use to monitor the fidelity (frequency, consistency, documentation, etc.) of the implementation of the SPBP?

“Did you do what you said you were going to do? How will you know?”

Fidelity of Implementation Plan WHO: WHAT: Criteria for WHEN: Dates of HOW: Shared with Responsible WHAT: Data Analyzed “Success” of Analysis Staff and Person(s) Implementation (quarterly dates) Stakeholders? School-wide Faculty Meetings, expectations and Posters are created 1. Behavior Family Nights, SAC location-specific rules and posted around Committee Meetings, Website, are posted across campus. Parent Newsletters campus (“marketing”). 8/9/2017 Faculty Meetings, Behavior lesson Adhere to timeline for 10/19/2017 2. Classroom Family Nights, SAC plans are being taught teaching behavior 1/8/2018 Teachers Meetings, Website, as written related lessons. 3/22/2018 Parent Newsletters 5/25/2018 Discipline Faculty Meetings, consequences and Reduction in office Family Nights, SAC 3. Administration flow chart are being referrals and reported Meetings, Website, used by all staff as incidents. Parent Newsletters written

10B. How and what data will you use to determine the success of the plan by student outcome or need for modifications? Include a minimum of 2 different analyses.

“If you did what you said you were going to do, did it positively impact the students? How do you know?”

Student Outcome WHAT: Criteria for WHEN: Dates of HOW: Shared with WHO: WHAT: Data “Success” of Student Analysis Staff and Responsible Person(s) Analyzed Outcome (quarterly dates) Stakeholders See critical element 1. 3A. Quarterly Reduction of Faculty Meetings, Administration/Suppor behavior incident referrals SAC Meetings t Staff data. 8/9/2017 See critical element 2. 10/19/2017 4A. Quarterly top 3 Reduction of 1/8/2018 Faculty Meetings, Administration/Suppor event locations referrals 3/22/2018 SAC Meetings t Staff data. 5/25/2018 3. See critical element Reduction of Faculty Meetings, Administration/Suppor 7. Quarterly core referrals SAC Meetings t Staff effectiveness data.