Granger Elementary School Plan Worksheet 2016-17

A.Read and discuss the following:

District Commitment: Every school in Granite School District will offer a learning environment where safety, responsibility, and respect prevail and where every student receives support toward achieving academic goals and personal aspirations.

B.Developing a School-Wide Plan (Tier 1)

1.List 3-5 positively-stated, specific behavior expectations for your school that build on the District Commitment.

Examples: Keep your hands, feet, and other objects to yourself (KYHFOOTY)

On time, on task, on target

  1. Be engaged
  1. Be safe
  1. Be thoughtful

2.What areseveral positive supports that could be used for students on Tier 1?

Examples: Token economy for positive behaviors

200 Club

Lancer points

  1. Granger Grit and Growth Awards – monthly focus on specific social thinking skills (showing expected behavior, flexible thinker, thinking with your eyes, thinking of other persons, matching reaction size with problem size, body in the group, and being a good social detective) that will positively affect students’ long term success beyond academics. Each teacher gives this award to the student in their class who best exemplifies the focus for the month. Teachers also select a student who has experienced academic growth during the month. Teachers award these students at the grade level assemblies given each month with a short description of why these students were chosen. Parents are invited to the grade level assemblies where the students chosen by teachers are honored. Names of students receiving the awards are listed on the website and in the front hall for all to see. Along with certificates, students earn buttons to put on their lanyards and wear to the assemblies.
  1. Spirit Stick – Staff members award classes who are following procedures in community areas (i.e., hallways, assemblies, lunchroom, etc.) with Spirit Stick tickets. Each week, the class in each grade level with the most points receives their grade level Spirit Stick – to decorate and carry with their class that week.
  1. Cougar Personal B.E.S.T. – Staff members award students with a Cougar Personal B.E.S.T. ticket for good behavior. The students then bring their ticket to lunch where they pick a number that corresponds to a place on a grid. When a column is filled in on the grid, the students in that column receive a small prize (pencil sharpener, eraser, pencils, etc.).
  1. Social Thinking lessons – social thinking lessons are given weekly by the counselor and social worker in each class. These lessons contain skills that will help them be socially successful. The skills go along with the Granger Grit themes and doing your Cougar Personal B.E.S.T. (Being -- Engaged, Safe, Thoughtful).
  1. Student Council – Members of the student council meet frequently to discuss and be reminded of their duties as role models. They are encouraged to lead by example. Student council also provide activities to foster the “We Are Family” value – that we look out for each other and show kindness and respect.

3.What are standard consequences in your school? Are we treating similarly situated kids similarly?

*Please see attached School-wide Behavior Management Plan.

  1. BullyingLevel 3 Consequences
  1. Bullying with an aggravating component such as derogatory remarks based on sex, sexual preference, or raceLevel 3 Consequences
  1. Cyber-bullying

Action is determined by one of two scenarios:

  1. Non-school Incident: Administrator provides options to parents
  2. School-Impacted Incident: Level 3 Consequences
  1. HarassmentLevel 3 Consequences
  1. Fighting where imbalance of power does not existLevel 3 Consequences
  1. Verbal aggression using “fighting words” Level 2 Consequences
  1. Weapons/Threats/Use of Weapons Level 3 Consequences & Safe School Referral

4.Ideas for a school-wide campaign supported/driven by students aimed at preventing bullying and suicide. This campaign should focus on developing a culture of safety, responsibility, and respect in your school. The campaign should be a “branding campaign” to borrow a phrase from marketing. Branding your plan should include elements of common language, modeling good behavior, rewarding good behavior, removing incentives for bad behavior, and creating a protocol to resolve conflict. Ideas include:

  1. School-wide expectations are taught in beginning and mid-year presentations including our school-wide expectations to be your B.E.S.T.-Be Engaged, Safe, and Thoughtful.
  2. B.E.S.T. posters are in the hallways, in classrooms, etc. to help remind and encourage students to show expected behaviors.
  3. “We are Family”—Our school slogan is more than just words. It is our way of life at Granger Elementary. All students are taught to foster relationships of trust and mutual respect toward each other.
  4. All students know the ASL sign for family, and all teachers and students know how to give the sign as a reminder of our commitment to treat each other with the upmost dignity and respect.
  5. The United Way painted a beautiful mural along our back cinder brick wall with the words, “We are Family,” being prominently featured where kids can see it every time they are outside on the playground.
  6. As stated earlier, good behavior is rewarded and recognized through the Cougar Personal B.E.S.T. board (Principal’s 200), Granger GRIT Rewards, and tickets for demonstrating expected hallway behaviors.
  7. In each classroom, teachers have a “clip-up, clip-down” system that is used daily to reward good behavior. If a student makes a mistake and their clip is moved down the scale, there is always opportunity within the same day to move the clip back up. Negative behavior is never treated punitively. Our “family” culture enables and encourages reconciliation and improvement.
  8. Social Thinking curriculum is taught in each classroom by school counselor and school social worker to continue to teach students expected behaviors.

5.Develop and communicate school-wide expectations for administrators, teachers, and staff for modeling good behavior, monitoring student behavior, and communicating behavior problems via a well defined reporting procedure.

  1. What are the expectations for modeling appropriate behaviors? Have they been clearly communicated to your administrators, teachers, and staff?
  1. AdministratorsAdministration and the PBIS team have introduced school-wide expectations this year: B.E.S.T.—Be Engaged, Safe, Thoughtful or show your Cougar Personal B.E.S.T. Students were taught these in the beginning of year assemblies and are reinforced by all teachers and staff. They are also taught through weekly comprehensive guidance lessons in each classroom.
  1. Teachers Teachers’ role is to explicitly teach students common area procedures and use the B.E.S.T. posters as reminders.
  1. Staff Administrators, teachers, and staff have joined together to model our B.E.S.T. behaviors and the “We Are Family” slogan, treating all students, parents, and each other with positive response and respect. Once again, the clip-up, clip-down system is used to identify and monitor positive and negative behavior on a daily basis.

d.What is the responsibility to monitor student behavior? Have those responsibilities been clearly communicated?

  1. AdministratorsEvery adult in the building is expected to help students make good choices. This responsibility is reiterated in the weekly update written by our principal. Administrators track school-wide behavior data using Educator’s Handbook and Discovery for major infractions.
  1. Teachers Teachers’ responsibilities are to track data for students within their classes. Processing of behavior incidents is handled by the classroom teacher for Level 1 and 2. Level 3 infractions are processed and handled by the administration.
  1. StaffStaff members report incidents to teachers or administrators.

6. How do students, parents, or other patrons report bullying or threats of suicide (or other anti-social behaviors)? Have these reporting channels been communicated clearly to parents? How does your school respond to those reports?

Through school-wide training and classroom reinforcement, students are taught to report any behavior problems to an adult. Students are also trained to report incidents as soon as they occur.

Parents are always welcome to email, call, or come in person to report problems. Depending on the nature of the problem, the classroom teacher, school social worker, or school psychologist may be involved in finding a solution. Parents can also fill out patron concern forms, send information directly to the principal with the patrol link on our school website, or later this year (after the school roll-out), use the UTSafe App.

7.Describe your school’s reporting system if administrators, teachers, or staff encounter bullying and/or threats of suicide.

  1. When bullying is reported, students will be asked to give witness statements and then the student who is bullying is given an opportunity to make a statement as well. Admin will seek input from teachers, school psychologist, social worker, and others who may have knowledge of the situation. After all statements are collected, appropriate actions are taken.
  2. With bullying, consequences will be given depending on the nature of the offense, repetition, and severity.
  3. Parents of both victims and the bully are contacted.
  4. District “pink forms” are filled out with parents with both bullying and suicide concerns and kept in a binder at school as a record.
  5. Any threat of suicide is noted and parents are contacted by the school psychologist. An action form is completed and parents are given information regarding possible supports that are available through outside agencies and/or through our school psychologist.
  6. Bullying information is entered into Educator’s Handbook and Discovery. Appropriate teachers and staff are notified so that they can continue to monitor the situation.

8.Does your school conduct a bullying and suicide prevention survey annually? How can you best use the information derived from that survey?

A bully survey is given yearly and the data is analyzed to determine possible problem areas. This information is shared to guide the bully prevention curriculum given by teachers and by our Social Worker and counselor. The counselor gives lessons on social and behavioral issues each week, in each class and the social worker conducts small groups of students needing extra instruction.

B.Interventions, Reporting, and Discipline (Tier 2 and 3)

1.Does your school have an active Student Support Team (SST)? If yes, is it represented by an administrator, core teacher(s), counselor(s), psychologist(s)/ social worker(s), other gen-ed specialists, and an SRO (secondary)?

Yes, Granger Elementary has an active SST consisting of the principal (Amber Clayton), Assistant Principal (Melanie Roybal), school psychologist (Julie Galli), school social worker (Emilie Havili), literacy coach (Brittany Donaldson), and classroom teachers (Tammie Hannah and Morgan Leavitt).

If not, identify individuals that can be recruited to make up that team?

Existing team is active with diverse roles.

2.Does your SST utilize the Student Support Process (flowchart and form) to identify students who need extra supports or interventions?

Yes, our SST uses the flowchart along with the colored forms created by the district.

3.Does your school have a tool or a method of communicating concerns or specific behavior plans, supports, and interventions for particular students to all who are in a position to assist the student, including the parents/guardians? Describe.

  1. First the teacher performs their own interventions before bringing a student to SST.
  2. PLC Consult— Teachers are asked first to share their academic and behavior data with their PLC. The PLC helps support the teacher with initial interventions. Teachers can also consult with others in the building for help. However, the PLC ideally is the decision-making body that makes the recommendation to take the case forward to SST.
  3. If a referral to SST is still deemed necessary after the intervention, the teacher then fills out the "Granger SST Teacher form." One of the first questions on the form asks about the nature of any communication and contact the teacher has had with the parent thus far.
  4. Teachers are required to have ongoing communication with parents when there is any sort of concern and must demonstrate that the issue has been discussed with the parent before bringing the concern (academic or behavioral) to SST.
  5. The SST does not make initial contact with the parent unless the concern was parent generated, at which point one of the SST core members calls the parent and documents their concerns on the Pink Form.
  6. Action steps may be articulated at the SST meetings, which require follow through (social history, home visits, time on task observations, additional testing, etc.). Additional SST meetings may be scheduled to share new information form interventions and other efforts to collect data on the student’s background and progress. The district flowchart is followed throughout the process.

4.Do you report behavior issues that are significant or persistent in Discovery?

If a student has a behavior that is a safe school violation, a behavior that warranted a suspension, or a behavior pattern of escalating behavior, the behavior is reported in both Educator’s Handbook and Discovery.

5. Do you report all incidents of bullying, cyber-bullying, hazing, harassment, or threats of suicide to parents? Are you protecting that information?

All confirmed reports of bullying, cyber-bullying, hazing, harassment, or threats of suicide are documented and reported to parents. Granger maintains a bully log. Suicide information is held by the school psychologist.

C.Training/Educating

1.Do you have an anti-bullying statement that is published in school handbook, on your webpage, or elsewhere? How is that information communicated to parents? Parent teacher conferences? Email or teleparent? Other?

Bullying information is available upon request in the office and through our family center. The information will also be added to our school website. Expectations are published in our school planners.

2.When will you train/discuss bullying and suicide prevention in your school?

Teachers are trained in bullying prevention along with students in expectations assemblies and will also be trained through “Don’t Stand By, Be Your Own Ally” presentations scheduled for winter. Suicide prevention training is held in January and presented by school social worker to all staff.

3.Do all your employees understand the student support process including use of the Student Support Form and the role of the Student Support Team?

The staff has received and continued to receive information about the Student Support process. We stress the importance of collaborative work and intervention building to be done in PLCs before students are referred to our SST. Our school psychologist also included a blurb in our Weekly Update to remind staff of the purpose and utilization of SST as a problem solving body.

4.Are you training students as appropriate?Yes--

a.All students will be trained in “Don’t Stand By, Be Your Own Ally.”

b.Integrating school expectations in course curriculum-Behavior expectations are posted throughout the building and in every classroom.

c.Assemblies, counselor in-class presentations, etc.-Granger’s social worker and counselor gave presentations to all grade levels during the first week of school.

5.Are you notifying parents of the annual parent seminar that the District will provide annually?

Yes, Parents are notified through our Tuesday notes home and flyers sent by the district as they become available. Social media and electronic communication (Facebook, website, etc.) will also be used to notify parents.

Granger Elementary

School-wide Behavior Management Plan

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