School-Wide Positive Behavior Support:
Action Planning Guide
Date: 08-10-2007 District: Iberia Parish District Contact: Darlene French
School: Belle Place Middle School Address: 4110 Loreauville Rd.
Phone: (337) 364-2141 New Iberia, LA 70563
Fax: (337) 365-9463 Team Leader: Leslie Chambers
Principal: Bertha Myers Email: Email:
Assistant Principal: Curtis Coquat Email:
Facilitator working with team: David Moore
Email:
Our Team Meetings are regularly scheduled on:
Day of the week: Tuesday or Wednesday Time of day: 2:30 pm
Location: Conference room Length of meeting: One hour
Established team goal or purpose:
· To facilitate positive behavior changes in our students and staff
· To reduce the number of inappropriate behaviors occurring across campus by educating students and staff and reinforcing appropriate behaviors.
Core Team Members
Name / Role / Phone / EmailDavid Moore / Facilitator / (337)364-2141 /
Leslie Chambers / Team Leader / (337)364- 2141 /
Bertha Myers / Principal / (337)364- 2141 /
Curtis Coquat / Assistant Principal / (337)364- 2141 /
Jessica Dorris / Recorder / (337)364- 2141 /
Angelle Ransonet / Time Keeper / (337)364- 2141 /
Shirley Gilliam / Data Specialist / (337)364- 2141 /
Additional Team Members
Kathleen Guillot / (337)364- 2141 /Penny Laporte / (337)364- 2141 /
Angelle Ransonet / (337)364- 2141 /
Martha Antoine / (337)364- 2141 /
Kendra Boutte / (337)364- 2141 /
L. Mose / (337)364- 2141 /
Overview of PBS
Positive Behavior Support is
· A collaborative, assessment-based approach to developing effective interventions for problem behavior
· An emphasis on the use of proactive educative and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes
· An aim is to build effective environments in which positive behavior is more effective than problem behavior
Levels of PBS
· School-Wide
o Procedures and processes intended for all students, staff in specific settings, and across campus
· Classroom
o Procedures and processes that reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within the classroom
· Individual Student
o Procedures and processes that reflect school-wide expectations for student behavior coupled with team-based strategies applied with individual students based upon child-centered behavior.
Minor Discipline Form
· Defined as discipline incidents that can be handled by the classroom teacher and usually do not warrant a discipline referral to the office
Major Discipline Form
· Defined as discipline incidents that must be handled by the administration
The ABC’s of Behavior
· A - Antecedent (events that happen before the behavior)
· B - Behavior (the observable and measurable act)
· C - Consequence (what occurs after the behavior that serves to maintain or increase the frequency of the behavior)
Behavior Principles
· Behavior is weakened by withholding consequences (usually social) that have maintained it
· Behavior is affected by its consequences
· Behavior is strengthened or maintained by reinforcement
· Behavior can be strengthened, weakened, or maintained by modeling
Consequence of Behavior
Consequence Effect on behavior
Desirable Reinforcement likely to continue
Undesirable Likely won’t reoccur in the same situation
None No reoccurrence
Importance of analyzing function/ purpose behind problem behavior
· To understand why the behavior is occurring
· To find an appropriate replacement behavior
· To develop the best behavior support plan
· To target the appropriate antecedents and consequences
Functions of Behavior
· Behavior has two major functions
o To get something
§ To get a preferred task or activity
§ To get the attention of an adult or child
§ To get a specific item or object
o To avoid something
§ To get away from a specific task or activity
§ To get away from an adult or child
§ To get away from a specific item of object
School-Wide Expectations
· A list of specific, positively stated behaviors that is desirable of all faculty and staff
· These expectations should be in line with the school’s mission statement and should be modeled by all faculty, students, and families
School-Wide Rules
· Specific skills you want students to exhibit and the procedures you want students to follow in specific settings
School-Wide Rewards
· Increases likelihood that desired behaviors will be repeated
· Focuses on staff and student attention on desired behaviors
· Fosters a positive school climate
· Reduces the need for engaging in time-consuming disciplinary measures
Cafeteria Procedures
1. All teachers will walk their classes to the cafeteria. Horizon and Diversity are on the stage side of the cafeteria, while Discovery and Reality are on the bus ramp side of the building.
2. Students line up by classroom facing forward in line.
3. Students stay in line, even those not eating, until they reach the table nearest the computer. Students not eating sit at the first table nearest to the computer.
4. Students eating follow each other out of the serving line to the last table. The students fill in each seat one after the other until the table is full.
5. When the students have completed their meal, they place utensils in a tray on a cart before dumping their plates and stacking them on the counter.
6. Students return to their seat at the table.
7. Any student leaving the cafeteria for the restroom must give their ID to a duty teacher.
8. The teams are dismissed one table at a time to go outside or back to class.
Procedure for the Issuance of Conduct Grades
I. Minor referrals and conduct grades
a. Written documentation of minor referrals still needs to be maintained in teacher “Log-It” binder despite online submissions. Keeping this documentation will remind you of referrals and behavior problems when determining conduct grades at the end of the grading period (since teachers can no longer access student history).
b. Remember that two minor referrals in the same class should result in a student receiving a “B” in conduct for the grading period. Students should not be given an “A” in conduct while having multiple minor referrals, nor should a student be given an “F” when no minor referrals or office referrals have been issued.
i. When administrators go into team meetings, we often hear teachers complaining about students’ behavior, but we never see documentation of the behavior (referrals). Then the students receive “A’s” in conduct and receive comments on student cards that reflect poor behavior. Remember to call parents, call team conferences, and write the students up so they will get the message and change to more appropriate behavior.
II. Probation cards and conduct grades
a. Remember that you should have already done previous interventions, called home, and a team conference before a student is put on team probation. Three “U’s” on a team probation card should result in a major referral.
b. If a teacher gives a “U” on an office probation card, a minor referral should be recorded for that particular class. (Remember that two minor referrals is a “B” in conduct).
c. When a student receives three “U’s” on an office probation card, the card should be placed in the discipline box and the administration will write the major referral and take the appropriate action. The conduct grade in that instance should be reflected in the classes where the student received the “U’s.”
III. Major referral and conduct grades
a. Major referrals written by a teacher for classroom behavior should be reflected in the class that the incident occurred.
b. Major referrals lower the conduct grade to a “C.”
IV. Advisory Conduct Grades
a. Advisory conduct grades will also be determined by behavior in hallways, cafeteria, and on the bus. To make sure that the appropriate conduct grade is given for Advisory, Advisory teachers should make a note when their students are assigned to the Suspension Center or to the Adjustment Center (A/C teacher will send email updates of students in the A/C).
b. The student’s behavior in advisory should be taken into account and the grade can be lower than what the office sends. Remember referrals from advisory are to be counted for advisory the same as a regular class. Example: If a student receives a “C” from the office and also had 2 minor referrals in advisory, then the student’s conduct grade in advisory should be a “D.”
PBS Point System
The point system is designed to promote good student behavior by allowing good behavior to be rewarded with student incentives. A student will accrue a set number of bad points for discipline transactions according to the point system (below) developed by the PBS committee. Negative or bad points are assigned according to the action taken by the administration. The point system ranges from zero to fifty points with zero being the best students and fifty being the most severe action that can be taken. The action taken indicates the severity of the incident.
When a student falls into a disciplinary level based on an accumulation of points, the following actions will be taken: Students who have been assigned ten or more bad points will not be allowed to participate in the Incentive Day events for that six weeks. They will be assigned to participate in behavior modification activities during the Incentive Day event. Students will be awarded on Incentive Day based upon the number of points accrued during a six week period.
Discipline Points Card
Instructions
1. Cards with students’ names and points are for major referrals. (Report 10) They are to be distributed to the students twice six weeks, before Incentive Day. (at Progress Reports and Report card handout)
2. The office will provide information to the team leaders for those students who have minor referrals. (Report 8) At a team meeting the first period teacher needs to look up the number of minor referrals for each of their first period students. Five points are to be given for each minor referral between (date) and (date). These points are to be filled out on the card along with the students’ name and homeroom teacher’s name. Once the cards are filled out, they are to be distributed to students.
3. At the end of each six weeks, students with no points should receive a “Super Kid” certificate. Remember to fill in the student’s name on the certificate. Two times in a six-weeks, a behavior card will be distributed to the students that have no points. These students will receive an incentive at the third week of each grading period and the week after receiving - report cards.
Below is a sample picture of the cards given to:
Students with major Students with “0” points.
and minor referrals.
The sample Super-Kid Certificate to be given out with report cards to the students who did not have any behavior points during the six week period.