RTI2-B Overview

?Crestview Elementary SchoolRobertson County SchoolsResponse to Instruction and Intervention for Behavior (RTI2-B)Tier IImplementation Manual2017-2018Table of Contents TOC \o "1-3" \h \z \u RTI2-B Overview PAGEREF _Toc365196379 \h 3Tier I Documents PAGEREF _Toc365196380 \h 5Purpose Statement and Desired Outcomes PAGEREF _Toc365196381 \h 5Team Composition and Norms PAGEREF _Toc365196382 \h 6Teaching Expectations to Students, Staff, Family and Community PAGEREF _Toc365196383 \h 9Lesson Plans PAGEREF _Toc365196384 \h 9Calendar PAGEREF _Toc365196385 \h 9Teaching the Plan PAGEREF _Toc365196386 \h 10Planning for Stakeholder Input PAGEREF _Toc365196387 \h 13Acknowledgement System Matrix PAGEREF _Toc365196388 \h 14Problem Behavior Definitions and Office-Managed vs. Staff-Managed Chart PAGEREF _Toc365196389 \h 15Office Discipline Referral Form PAGEREF _Toc365196390 \h 18Appendix PAGEREF _Toc365196391 \h 20RTI2-B OverviewResponse to Instruction and Intervention-Behavior (RTI2-B) is a Multi-Tiered System of Supports (MTSS) that offers a powerful, evidence-based approach for meeting the behavioral and social needs of students in Tennessee schools.RTI2-B is a promising framework for prevention and intervention within an integrated, three-tiered approach. Each tier of the framework involves careful reflection on the needs of students, the design of interventions matching those needs, and the collection of data to evaluate progress (individually for students and collectively as a school). All of these efforts require a shared school-wide commitment to teach and reinforce positive behavior. It also involves adopting an optimistic view that all students can learn appropriate behavior if sufficient and supportive opportunities to learn are provided. When using positive behavior supports in all three tiers (e.g., focusing on teaching students the behaviors we want to see, as opposed to punishing the behaviors we don’t want to see, and developing relationships between students and school staff), schools create a culture where all students and teachers are respected and included in their community. Furthermore, student and staff contributions to the school create a positive and proactive way to acknowledge, engage, and respect all stakeholders.The purpose of RTI2-B is to empower educators to equip all students with the opportunity to meet high expectations regarding behavior and the support to reach every student. Also, students, families, and educators can work together to develop and contribute to a shared school vision. Tennessee Behavior Supports Project can help schools meet that goal. Within the multi-tiered framework of RTI2-B, each tier increases the intensity of intervention and supports so students can be best supported within their school.Tier I: Tier I focuses on the behavioral and social needs of all students across the school environment. Approximately 80% of students typically respond to this level of support. Tier I includes establishing school-wide expectations to support a sense of safety and inclusion among students and staff, teaching and modeling those expectations within different settings throughout the school, positively acknowledging students and staff who follow theses expectations, having a formal system for responding to inappropriate behavior, and maintaining a school-wide system where all stakeholders’ opinions are valued.Tier II: Tier II involves delivering more targeted interventions for approximately 10-15% of students who do not respond to Tier I supports. Tier II interventions are provided in addition to Tier I supports in place for all students in the school. Interventions at Tier II are typically systematic, evidence-based interventions that are delivered to groups of students at a time. For example, Tier II interventions typically include small-group social skills instruction, behavior contracts, self-monitoring plans, and check-in/check-out.Tier III: Tier III includes individualized interventions for approximately 3-5% of students who do not respond to Tier I or Tier II interventions and supports. Tier III interventions involve the implementation of specialized, one-on-one systems for students. Examples of Tier III supports include individualized counseling and function-based interventions.Tier I DocumentsPurpose Statement and Desired OutcomesOur RTI2-B School team is committed to the development and support of the social and behavioral climate of our school. The purpose for implementing Response to Instruction and Intervention for behavior is to fulfill our school’s mission statement:C- Cultivating Life Long LearnersV-Valuing Student DiversityE- Excelling in EducationS- Supporting Social and Behavior SuccessOur goals for implementation are: By September 2017, we will have 100 percent staff buy-in implementing RTI2-B as tracked by the PIRS. By November 2017, we will increase family involvement by including parents in a survey on student rewards and ways parents can be involved in/contribute to RTI2-B, adding a parent representative to the committee, and setting up RTI2-B booths at family nights.By the end of the 2017-2018 school year, we will select effective evidence-based strategies for Tier II, as evidenced by a drop in the number of Tier III students.RTI2-B School TeamTeam Composition and NormsOur RTI2-B School Team reflected on the professional behaviors that characterize efficient and effective meetings during their training. The working agreements are listed below in an effort to support the team’s productivity.RTI2-B School Team Composition ChartName School RoleEmailPhone NumberMattie Pyles *Alyssa Sypert LeaderMattie.hutcherson@Alyssa.sypert@ Leah Embry Laura Sircy Larae Johnson CommunicatorLeah.embry@ Laura.mao@Larae.johnson@Holly Zitza RecorderHolly.zitza@Rich Saporiti & Julie Moore DataRich.saporiti@ Julie.moore@Katy Hicklin Charlea Owen Time keeperKaty.hicklin@Charlea.owen@January Finch Back-up recorderjanuary.finch@Amy Duncan Amy.duncan@Day to meet: One Thursday a monthTime: 2:50Location: conference room Dates to present to staff: August 24th, quarterly Reminders:Place a star next to the Team LeadTeams should meet at least monthly, and information should be shared with staff at least quarterlyProposed Norms for the RTI2-B School TeamListen to understandOn time, leave earlyStay on taskBe prepared w/ dataFollow upBehavioral Expectations and Teaching the Plan to StudentsBehavioral Expectations and Behavioral Expectations MatrixOur school’s agreed upon behavioral expectations are operationally defined with examples of what the expected behavior looks like in each location. This will improve clarity and consistency of what is expected throughout the school. **See next page for Behavior Matrix.Our Crestview Elementary Behavioral Expectations are called: "Bee" a Leader 1. Be Respectful Leaders2. Be Responsible Leaders3. Be Safe LeaderscentercenterVoice level 0= SilentVoice level 1= Whisper voice Voice level 2= Normal speaking voice Voice level 3= Recess voice 00Voice level 0= SilentVoice level 1= Whisper voice Voice level 2= Normal speaking voice Voice level 3= Recess voice Area of SchoolRespectful LeaderResponsible LeaderSafe Leader1HallwaysVoice Level 0Voice Level 0Stay in your personal spaceWalk with a purposeLook for directionStay in your laneStay with group2RestroomVoice Level 0Honor privacyUse only what you needFlush and wash and be on your wayPersonal Hygiene3CafeteriaVoice Level1Listen/Follow adult requestsSay please and thank youClean up after yourselfRaise your hand firstPick a seat and eatEat your own lunchTable Etiquette4Morning MeetingsVoice Level 1Sit quietly with classListen/ Follow Adult request3 A’s Attend Appreciate ApplaudUse stairs only 5BusVoice 1Listen /follow adult requestUse kind wordsFollow bus rulesStay seatedKeep belongings in backpacksStay in personal space6RecessVoice Level3Be kind and play Include othersReport safety concerns to adultsListen/follow adult requestRemember personal belongingsStay in designated play areasUse playground equipment appropriately7DrillsVoice Level 0Listen/Follow Adult requestStay with or find a groupWalk with a purposeStay in LaneFollow Directions Immediately8ClassroomVoice levelListen/ Follow teacher directiveGive best effortCome PreparedComplete assigned tasksKeep hands, feet, and objects to selfKeep a tidy work areaTeaching Expectations to Students, Staff, Family and CommunityLesson PlansLesson Plans are an important way to consistently teach all students the behavioral expectations in all locations throughout the school. Together as a team, we created lesson plans for every setting, and the completed lesson plans are located in the appendix of this implementation manual. See AppendixCalendar The RTI2-B School Team added the RTI2-B Calendar Components to our school calendar in an effort to organize our implementation efforts.RTI2-B Calendar ComponentsDate(s)RTI2-B School Team Meetings1 Thursday per monthInitial Session to Teach Core Components to StaffAugust 24th, 2017Booster Sessions to Teach Core Components to StaffAfter every breakBegin School-wide Implementation (e.g., Kick-off Celebration)September 11th-15th (skits) Kick off Celebration September 21st and 22ndTeaching Expectation Lesson Plans to Students in All SettingsSeptember 11th-15thRe-teaching Expectation Lesson Plans to Students in All SettingsMonthly (September-January) and as new students enrollRefresher lessons as indicated by school wide dataCelebrations/AssembliesQuarterlySeptember 21st and 22nd- Kick off Celebration, October 6th- End of quarter celebrationFamily NightsQuarterlyFall carnivalDanceField day(RTI2-B booth)Other:Teaching the Plan Our RTI2-B Team worked through the logistics of teaching the plan to all students, staff, family and community in our school, and the details are listed in the charts below. Teaching the Plan to StudentsHow will you introduce the plan to students?(e.g., describe steps for first introducing the school-wide plan to all students)How:Skit – warm up during morning meetingLessons (K/1, 2/3, 4/5) will be taught by classroom teacher in specific location with any effected adults (café staff, bus driver, etc.) presentWhen: September 2017How will you create and post the matrix in all locations?How:The matrix was created by the Tier 1 team CVES will then enlarge the matrix and post them in all appropriate areas.When: September 2017How will you use lesson plans to teach expected behaviors in all settings?How:All teachers will present their specific classroom expectations to their classroomsSchool- wide expectations will also be taught by the teacher in their classrooms as well as in morning meeting. When: September 2017How will you review the plan and reteach lessons throughout the year?(e.g., after each break)How:Whole lessonSkit @ morning meetingVideo of skits during lunchWhen: Monthly September-JanuaryReteach in March and as-neededHow will you teach the plan to new students throughout the year?How:Classrooms will designate a newcomer liaison that will inform all new students of the classroom and school-wide expectations(Student led) When: When a new student arrives to CVES(Adapted from Mid-Atlantic PBIS Tier I Team Implementation Workbook)Teaching the Plan to StaffWho will be trained on the plan?(e.g., custodians, cafeteria workers, bus drivers, office staff, paraprofessionals, teachers)How:Transportation Director will come into morning meeting and communicate bus safety practices and expectations while riding and exiting the bus Cafeteria worker will join morning meeting when the skit for cafeteria expectations are presentedAll other staff is currently present during morning meetingWhen: September 2017How will you train staff to teach expectations and deliver acknowledgements?How:RTI2-B rollout at faculty meetingSupervising teacher/ supervisor will instruct their staff about CVES acknowledgment systemWhen: August 2017How will you teach the components of the discipline process to all staff?(e.g., behavior definitions, office-managed vs. staff-managed, discipline process flowchart)How:RTI2-B rollout at faculty meetingWhen: August 2017How will you teach core features of the plan to substitute teachers?(e.g., expectations, acknowledgements, discipline) How:Classroom expectations and acknowledgement system cheat sheet will be in sub folder and posted in classroomWhen: September 2017What important dates will you share?How: Emails, morning meeting, faculty meeting, calendarWhen: Monthly review September-JanuaryMarch reviewCelebration datesPresentation datesWeekly emails/faculty meetingTeaching the Plan to Family and CommunityHow will core features of the plan be shared with family/community members at the beginning of the school year? (e.g. expectations, acknowledgements, discipline)Parent Letter, PTO Meeting, Post on school website, surveyHow often will information about the plan be shared with family/community members? Letter, Parent teacher conference, Fall Festival, PTO meeting - FallRTI2B survey, Dance, Book Fair -SpringWebsite, class dojo- DailyHow can families incorporate RTI2-B in the home?(e.g., home matrix, home acknowledgement system)Provide a blank matrix for homeProvide sticker chartClass dojoWhat additional resources can family/community members access for more RTI2-B information and support? (e.g., online resources, resources within the district)TBSP WebsiteUpdates on School’s Website for strategies and ideas (Quarterly)Class dojoWho will be the liaison between the school and family/community?CVES Administration and TeachersHow can family/community members get involved with RTI2-B at your school?Community members will have the opportunity to provide tangible rewards and incentivesCommunity and family members will have an opportunity to celebrate with the students at family nights Does your school have an established parent organization? If so, who will communicate with the parent organization?PTO, CVES AdministrationPlanning for Stakeholder Input Our RTI2-B team discussed possible ways to involve our school community (students, staff, family/community) in developing the RTI2-B framework at our school. We hope to receive their input and continued feedback.We will receive input from staff/ family/ students/ and community by sending out surveys and evaluating the survey results. Acknowledgment System Acknowledgement System Matrix Our RTI2-B team discussed possible ways to acknowledge students, staff, and family/community throughout the school year in an effort to acknowledge expected behaviors and show appreciation of their continued support. School-wide Acknowledgment System MatrixNameDescriptionWhen (frequency)Where (location)Who (distributors)52070-1280160Students00StudentsDojo DollarsDojo dollars will be given to students outside of the classroom when they are following expectations that are identified in that specific area. Daily SporadicRelated Arts, Custodians, Assistants, Special Education staff, Cafeteria workers, Admin.Dojo DollarsDojo dollars will be put into a glass box and there will be a drawing from the box where students will receive prizes.QuarterlyMorning MeetingAdmin.Dojo PointsPoints are given out to reinforce children following the 3 expectations (Be Respectful, Be Responsible, and Be Safe).DailySchoolwideClassroom or related arts teacher60325-497840Staff00StaffEmail/ ShoutoutTeachers recognize other staff members for going above and beyond. WeeklyComputer/ M.M.Anyone, tell admin.Food/ Candy/ gift cardTeacher and/or staff will receive a food, candy, or gift card when exhibiting outstanding attendance or other behavior.9 weeksClassroom/mailbox/M.M.Admin.Jeans DayTeacher and/or staff will receive a “Jeans Day”.SporadicM.M.Admin.Happy CartTeacher and/or staff will receive an item from “Happy Cart” when exhibiting expectations.SporadicThroughout SchoolAdmin43180-1836420Family/Community00Family/CommunityCall/postcardStaff will call community/family members and thank them for supporting Crestview. When appropriateTeacherProblem Behavior Definitions and Discipline Procedures Problem Behavior Definitions and Office-Managed vs. Staff-Managed ChartOur school categorizes problem behaviors as office-managed and staff-managed. We used our school’s discipline handbook and the behavior definitions to determine which problem behaviors will be office-managed and which will be staff-managed in our discipline process. We also agreed on the definitions, examples, and non-examples listed below. Staff-Managed Problem BehaviorViolationDefinitionExamplesNon-ExamplesDishonesty/TheftStudent engages in lying, cheating, and/or forgery. Student engages in taking property belonging to someone else without permission. Value is less than $10.Lying, cheating, forgery, and/or isolated incidents of theft.Physical contactStudent engages in non-serious but inappropriate physical contact that does not result in injury.Horseplay DisruptionAny disturbance or interference that takes away from the learning environment causing potential harm to oneself or others.TalkingTapping pencilsRepeated noisesBlurting outProperty MisuseUse of property in a way in which it was not designed.Kicking furniturePurposefully breaking classroom materialsTechnology violations (minor)Teasing/TauntingTStudent engages in making inappropriate comments and/or unwanted verbal, physical, or emotional advances without a pattern of offenses.Non-complianceStudent engages in brief or low intensity failure to respond to adult requests. Refusing to obey, challenging or resisting authority, engaging in power struggles.Talking backNot following teacher or staff directionsYelling at the teacherLeaving class without permissionInappropriate LanguageStudent engages in low intensity instance of inappropriate language.Name callingInappropriate toneEye rollingInappropriate gestures ** If a student has an IEP or FBA/BIP, adhere to those plans first.Office-Managed Problem BehaviorViolationDefinitionExamplesNon-ExamplesAbusive LanguageStudent repeatedly delivers verbal messages that include swearing or cursing in a demeaning or provoking manner. Racial and sexual slurs Singing a rap songNon-complianceStudent engages in repeated refusal to follow directions, leaving classroom without permission, or direct refusal to obey.Repeated or continualLeaving classroomYelling at an adultDisruptionAny disturbance or interference that takes away from the learning environment causing potential harm to oneself or others.Prolonged yellingTurning over furnitureEscalated confrontation between studentsSlamming books/knocking books to the floor in angerActs of rageFighting/AggressionStudent engages in actions involving serious physical contact where injury may occur.TheftStudent is in possession of, having passed on, or being responsible for removing someone else’s property. Value over $10. Could include repeated incidents of minor theft.Harassments/ThreatsStudent repeatedly 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 origin, disabilities, or other personal matters.Property Misuse/DamageIntentional destruction/misuse of property.Inappropriate websitesDestruction of textbooksDamage to higher valued propertyWeaponsHaving possession of a weapon or weapon look alike capable of causing bodily harm.Drugs and AlcoholAny possession of drugs and alcohol, including tobacco products or look alikes.** If a student has an IEP or FBA/BIP adhere to those plans first.333184548260Office ManagedRepeated minor infractionsDestruction of propertyCursing peers or staffLeaving classroom withoutpermissionUsing, controlling, transferring orpossessing weapons or objectsused to cause physical harmInappropriate sexual touchingThreat of harm to self or othersInappropriate sexual/racialcommentsPhysical aggressionSevere or repeated BullyingSpitting at someoneLeaving buildingViolating any criminal lawPhysically hurting self/othersStealing propertyStudent is a serious/majordisruption to the learningenvironment (student/staff could be hurt)Severe defiance or profanity after adult intervention 00Office ManagedRepeated minor infractionsDestruction of propertyCursing peers or staffLeaving classroom withoutpermissionUsing, controlling, transferring orpossessing weapons or objectsused to cause physical harmInappropriate sexual touchingThreat of harm to self or othersInappropriate sexual/racialcommentsPhysical aggressionSevere or repeated BullyingSpitting at someoneLeaving buildingViolating any criminal lawPhysically hurting self/othersStealing propertyStudent is a serious/majordisruption to the learningenvironment (student/staff could be hurt)Severe defiance or profanity after adult intervention -21844053975Teacher ManagedNot completing class workNot having materialsNot following staff directionsBeing disrespectful with staffBeing off taskLeaving designated area in roomBeing out of seatMaking disruptive noisesTalking outLying or cheatingSpreading rumors/gossipCutting in lineRunning/horseplay in buildingInappropriate languageInappropriate gesturesCursing (isolated)Throwing objects (no safety concern)Using/taking other’s belongingsNot keeping hands/feet to self00Teacher ManagedNot completing class workNot having materialsNot following staff directionsBeing disrespectful with staffBeing off taskLeaving designated area in roomBeing out of seatMaking disruptive noisesTalking outLying or cheatingSpreading rumors/gossipCutting in lineRunning/horseplay in buildingInappropriate languageInappropriate gesturesCursing (isolated)Throwing objects (no safety concern)Using/taking other’s belongingsNot keeping hands/feet to selfOffice Discipline Referral FormOffice Discipline Referral Forms are an important way to collect data on problem behaviors occurring in our school. Together as a team, we checked to see if the essential elements are included in our school’s ODR form, and our updated form is located in the appendix of this implementation manual. See AppendixDiscipline Process Flowchart Together as a team, we updated our Discipline Process Flowchart using the one provided below. The completed Discipline Process Flowchart for our school will also be located in the appendix of this implementation manual.*Please see reactive flowchart below5143500-414655Office ManagedRepeated minor infractionsDestruction of propertyCursing peers or staffLeaving classroom withoutpermissionUsing, controlling, transferring orpossessing weapons or objectsused to cause physical harmInappropriate sexual touchingThreat of harm to self or othersInappropriate sexual/racialcommentsPhysical aggressionSevere or repeated BullyingSpitting at someoneLeaving buildingViolating any criminal lawPhysically hurting self/othersStealing propertyStudent is a serious/majordisruption to the learningenvironment (student/staff could be hurt)Severe defiance or profanity after adult intervention 00Office ManagedRepeated minor infractionsDestruction of propertyCursing peers or staffLeaving classroom withoutpermissionUsing, controlling, transferring orpossessing weapons or objectsused to cause physical harmInappropriate sexual touchingThreat of harm to self or othersInappropriate sexual/racialcommentsPhysical aggressionSevere or repeated BullyingSpitting at someoneLeaving buildingViolating any criminal lawPhysically hurting self/othersStealing propertyStudent is a serious/majordisruption to the learningenvironment (student/staff could be hurt)Severe defiance or profanity after adult intervention -342900-186055Teacher ManagedNot completing class workNot having materialsNot following staff directionsBeing disrespectful with staffBeing off taskLeaving designated area in roomBeing out of seatMaking disruptive noisesTalking outLying or cheatingSpreading rumors/gossipCutting in lineRunning/horseplay in buildingInappropriate languageInappropriate gesturesCursing (isolated)Throwing objects (no safety concern)Using/taking other’s belongingsNot keeping hands/feet to self00Teacher ManagedNot completing class workNot having materialsNot following staff directionsBeing disrespectful with staffBeing off taskLeaving designated area in roomBeing out of seatMaking disruptive noisesTalking outLying or cheatingSpreading rumors/gossipCutting in lineRunning/horseplay in buildingInappropriate languageInappropriate gesturesCursing (isolated)Throwing objects (no safety concern)Using/taking other’s belongingsNot keeping hands/feet to selfOur Discipline Process Flowchart2057400120015Observe Problem Behavior00Observe Problem Behavior2276475270510Is BehaviorOffice-Managed?00Is BehaviorOffice-Managed?3014979120015002219325744220001615044311439STOP!STOP!131816131450632791404245610Administrator provides feedback to teacher in a timely manner.00Administrator provides feedback to teacher in a timely manner.390905937611050032924752953385Administrator follows through on consequence.00Administrator follows through on consequence.31667451666240Complete Choice Review Form00Complete Choice Review Form39090592422525003452495971550039096941097280003014980309245Send student to Office, or call Office to have student removed.00Send student to Office, or call Office to have student removed.NOYES14487901958691377538199209What are you doing?What should you be doing?Show Me.0What are you doing?What should you be doing?Show Me.1317625280670Consequence Hierarchy00Consequence Hierarchy19811994445002660073231857242824037465NO!!NO!!1981199302895001371600246380Problem Resolved00Problem ResolvedConsequence HierarchyStart of day: Set Goal for Daily Dojo points 1st offense: Verbal Warning and reminder of expectation 2nd offense: 2-5 minute time out and reminder of expectation3rd offense: Student calls home for a word of encouragement and reminder of expectations4th offense: 5-10 minute time out in another classroom with a reflection (loss of next privilege)5th offense: Walk at recess and/or loss of class privileges6th offense: Behavior Referral to Office AppendixLesson Plan: CafeteriaObjective: All students at Crestview Elementary will demonstrate appropriate behavior by entering, eating, & then exiting the cafeteria. The students should use the cafeteria as if were a restaurant.Questions to think about :“In the cafeteria, what would a visitor see or hear that would show we are being safe?”“In the cafeteria, what would a visitor see or hear that would show we are being responsible?”“In the cafeteria, what would a visitor see or hear that would show we are being respectful?”* Appropriate behavior in social settings is important because it is a skill we will need for our entire lives, even outside of school. Inappropriate behavior can keep yourself and others from hearing and participating. Appropriate behavior reflects positively on yourself, your family, your class, and your school. It shows you are mature, responsible, and you respect yourself and others.* Before entering the café use the restroom and wash your hands so you will not need to leave while you are at lunch. While walking into the café be thinking about what you order this morning so you know what to ask for to eat when you get to the line.* When entering the café make sure you remember everything (silverware, packets, milk, etc). Use your manners (please, thank you, yes ma’am, no ma’am, etc). Be sure to hold your tray with 2 hands and hold tray where the lunch ladies can reach your tray without reaching to far. Pay attention to other in line and give others in line enough space.* Walk to you assigned table/seat with two hands holding your tray. When you get to your seat start eating. Try to open everything and if you need help then raise your hand and wait for a lunchroom monitor to help you.* Stay seated on your bottom the entire time in the café. If you need something raise your hand and wait for an adult to assist you.* While lining up in the Café’ you need to go to your designated area. You should line up quietly and give each other space. You will wait there silently until your teacher comes to lead you back to your class.* Silver spoons are given out to classes when the entire class has excellent behavior.Review Questions:How does you class receive a silver spoon? (the ENTIRE class must follow all rules in the Café’)What do you do if you need help opening part of your lunch? (try first, stay seated, raise your hand and wait)What kind of voice should you use in the Café? (whisper voice, only talk to those in front or beside you)What is the first thing you will pick up while in line? (silverware pack then tray)What should you do if you forgot something in the lunch line? (stay seated raise your hand and wait for lunch room _______ or teacher comes over to you)In the cafeteria, what would a visitor see or hear that would show we are being safe?In the cafeteria, what would a visitor see or hear that would show we are being responsible?In the cafeteria, what would a visitor see or hear that would show we are being respectful?Teacher leads class through a modeled practice of these procedures in the Café each student will practice going thought the line pretending to pick up food items and then sit at table. The teacher will model appropriate voice level, then the students will follow.The teacher will then demonstrate inappropriate behavior. (Only the teacher will act out behavior NOT wanted).Lesson Plan: DrillsObjective: All students at Crestview Elementary will demonstrate appropriate behavior by entering their designated area and staying in drill mode for the length of the drill in order to be prepared if there was a real need. The students need to have their attention on their teacher for any new instructions. Crestview students will exit their area and report back to class in a line with their teacher.* Appropriate behavior is social settings is important because it is a skill we will need for our entire lives, even outside of school. Inappropriate behavior can keep yourself and others from hearing and participating. Appropriate behavior reflects positively on yourself, your family, your class, and your school. It shows you are mature, responsible, and you respect yourself and others.* When you hear an announcement/ bell over the intercom or from your teacher to get to your safe place immediately stop what you are doing. Quickly get in a line and stop talking.You will silently walk with your teacher to your safe place.* For fire drill- Walk silently into the hallway and exit designated door. Walk silently to the front of the building and stand in line silently with your class. Wait and listen for instructions from your teacher.* For weather drill- Walk silently to your safe place. When there get in the safe position (on knees, head down touching knees, with hands on top of head) Stay in that position, silent and wait for instructions from your teacher.(teacher should demonstrate position)* For safety drill- Walk silently to your safe place. DO NOT TALK. Wait there silently until your teacher / announcement states to return to regular activitiesIf you are in the hallway/bathroom during a drill go to the closet classroom and follow the directions of that teacher.Review QuestionsWhat are the expectations for a fire drill? (Walking, silent, straight to our designated area, & listening for further instructions from teacher)How do we show your teacher that you are listening? (Silent, eyes on the speaker, following directions)What position should you be in for a weather drill? (on knees, head down, chin touching knees, & hands on top of head)What are the expectations for a safety drill? (Walking, silent, straight to our designated area, listening for further instructions from teacher)Teacher leads class through a modeled practice of these procedures.Lesson Plan: Bus ProceduresObjective: All students at Crestview Elementary will demonstrate appropriate behavior loading onto and riding the bus. Crestview students will follow all rules onboard their bus and unload at the correct destination.* Following procedures on the bus is highly important because it is connected to being safe. The bus driver needs a calm, quiet tone so that they can properly operate the bus. If students are disruptive this can endanger everyone onboard. Following the procedures on the bus reflects on yourself, your family, your fellow bus riders, and your school.* Before you exit the building, you should be in the correct line for the bus. If there are any changes to how you get home make sure to give your teacher any notes from your parents at the START of the day. This will show you are responsible in getting information from home to school. Follow your bus line in a quiet, orderly fashion. This may mean waiting in the hallway. Do so quietly because the entire school will be moving through the halls at this time and it can get very noisy. Look to the teacher in charge of your bus group to know where to stand and when to move. This is not a time to talk with your friends because you could miss important information if you are in conversation.* Get onto the bus one at a time, single file. Listen to any instructions the bus driver gives. Go to your seat and remain seated until the bus arrives at your drop off. Stay seated and try to talk as quietly as possible on the ride home. Just like in the hallways during dismissal, things can get very loud very quickly on the bus. This can be dangerous to the driver's concentration. Exit the bus one at a time. Thank the driver for the safe trip home. Bus drivers have such an important job and it is important we help them feel appreciated.Review Questions How should we prepare to dismiss to the bus? (In our correct line, standing quietly in the hallway, getting notes to teachers at the START of the day)How should we leave the building? (Follow directions from teachers, stay quiet in the hallway, stay in a straight line) How should we behave on the bus? (Sit in our seat, listen to the driver for instructions, get on and off one at a time)Model and practice with students.Lesson Plan: Hallway ProceduresObjective: All students at Crestview Elementary will demonstrate appropriate behavior in the hallways by walking quietly and with a purpose.* Appropriate behavior on the playground is important because everyone has the right to a quiet and safe learning environment. Inappropriate behavior can cause people to get hurt and / or be distracted from learning. Appropriate behavior reflects positively on yourself, your family, your class, and your school. It shows you are mature, responsible, and you respect yourself and others.* Before walking with your class in the hallway, you should line up quietly and give each other space. Your teacher may have a special order for you to be in. You should get in that order quickly.* The line leader should listen to the teacher’s instructions carefully about where to take the class. You should walk behind the line leader and stay on the line he/she is on. You should face the direction you are travelling with your hands at your sides.* While waiting outside the restroom or a classroom, your line should remain silent, hands should be at your side, and you should give space to the person in front of and behind you. Your feet should be on the grey line.* If you are in the hallway without your class, you should walk with the purpose of reaching your destination quickly and quietly. You should behave as if your teacher is walking beside you.* If you see another student or teacher you know, it is ok to smile and wave with your index finger (demonstrate). However, you should stay in your line and remain silent.Review QuestionsWhat is the expectation for walking in the hallway with your class? (Follow the line leader, stay in my line order, no talking, hands at sides)How should we travel in the hallway without your class? (walk with a purpose, pretend my teacher is with me)What should you do if you see a friend or a teacher you know? (smile, wave with your index finger)Teacher leads class through a modeled practice of these procedures.Lesson Plan: Morning Meeting ProceduresObjective: All students at Crestview Elementary will demonstrate appropriate behavior by entering the gym for Morning Meeting and given their attention when the administrators begin. Crestview students will exit the gym at the close of Morning Meeting in line with their class and teacher.* Appropriate behavior is social settings is important because it is a skill we will need for our entire lives, even outside of school. Inappropriate behavior can keep yourself and others from hearing and participating. Appropriate behavior reflects positively on yourself, your family, your class, and your school. It shows you are mature, responsible, and you respect yourself and others.* When you enter the gym for Morning Meeting, you walk directly to your grade levels bleacher seats. You slide to the left hand side of the bleachers, either to the edge or where the next person is sitting. You will keep food or drink in your backpack while sitting in the gym so we can keep this space clean. You will keep your body to yourself and on your own property while sitting on the bleachers.* When Mrs. Smith or the adult who is leading Morning Meeting uses the quiet sign you will stop talking with your classmates and give her your complete attention. When observing the moment of silence you will remain silent. When observing the Pledge of Allegiance you will stand and recite. You will show active listening when Mrs. Smith and others give announcements. When Mrs. Smith or the adult who is leading Morning Meeting finishes, you will give your attention to your teacher and leave the bleachers in an orderly line to your class' exit.Review QuestionsWhat are the expectations for how we enter the gym for Morning Meeting? (Walking, quiet, straight to our bleacher seat, no food or drink out)How do we show Mrs. Smith that we are listening? (Silent, eyes on the speaker, following directions)How do we leave the gym at the end of Morning Meeting? (In line with our class, following our teacher, through our exit)Teacher leads class through a modeled practice of these procedures.Lesson Plan: Playground ProceduresObjective: All students at Crestview Elementary will demonstrate appropriate behavior on the playground by respecting their classmates, using playground equipment properly, and listening to their teacher.* Appropriate behavior on the playground is important because everyone has the right to an enjoyable and safe recess. Inappropriate behavior can cause people to get hurt and / or lose their recess. Appropriate behavior reflects positively on yourself, your family, your class, and your school. It shows you are mature, responsible, and you respect yourself and others.* While you cross the parking lot to get to the playground, you will walk with your class after ensuring there is no oncoming traffic. If going to the blacktop area, students should stay with their teacher until they are dismissed to play. At least one teacher on the playground should borrow a walkie-talkie from the office in case of emergency.* You must stay in the sight and within hearing-distance of your teacher. You should not leave the playground / blacktop area without permission from your teacher.* You should be respectful of your classmates by using kind works, keeping your hands and feet to yourselves, and watching out for others when they are running or throwing balls. You should allow others to have a turn on the swing after a reasonable amount of time (same for basketballs: pass the ball to other players). As much as possible, you should make an effort to include others.* You should use playground equipment appropriately. Sit on your bottoms on swing seats and keep the chains straight. You should slide one at a time down slides while on your bottom. You should not hang from the basketball hoops.* You should spread out, move around (this is more for 4th and 5th graders who hang out in groups).* You should notify a teacher of problems you have.* You should listen for your teacher to call your class to line up. You should line up quickly.Review QuestionsWhat are the expectations for getting to the playground or blacktop? (Stay with class, look both ways in the parking lot, wait to be dismissed by the teacher)How should we treat other students while at recess? (respectfully, don’t hurt anybody, include othersHow should we use the playground equipment? (Take turns, use the equipment correctly)Teacher leads class through a modeled practice of these procedures.Lesson Plan: Restroom ProceduresObjective: All students at Crestview Elementary will demonstrate appropriate behavior by waiting for, using, and exiting the restrooms appropriately when they are with their teacher or on their own.* Appropriate behavior in the restrooms is important because everyone has the right to feel safe. Inappropriate behavior can cause people to feel uncomfortable and can cause a messy, unsanitary environment. Appropriate behavior reflects positively on yourself, your family, your class, and your school. It shows you are mature, responsible, and you respect yourself and others.* While you travel to the restroom area you will follow hallway expectations. If you are visiting the restroom with your class, restroom monitors should check the restrooms for problems before sending students in a few at a time (the number is up to teacher discretion) and report those problems to their teacher.* You should remain silent as they use the restroom and give each other space and privacy* You should wash and/or sanitize your hands after using the restroom. 1-2 paper towels should be used and dropped in the trash on the way out.* Restroom managers should check to see that the restroom is neat before they leave and report any concerns to their teacher.* You should join your class or return to your classrooms while following Crestview’s hallway expectations.Review QuestionsWhat are the expectations for how we wait for the restroom? (Quiet, following hallway expectations)What is the job of the restroom manager? (note and report any messes or issues in the restroom prior to the class entering and leaving)How should we treat others while we are in the restroom? (No talking. Give each other space and privacy)Teacher leads class through a modeled practice of these procedures.Our Office Discipline Referral FormChoice Review- Student InterviewWhat did I do?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Why did I do it?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________I could have…Been Proactive- Stop and ThinkBegin with the End in Mind- FocusPut first things first- Get organized Think Win-Win- Think of others and ForgiveSeek First to Understand, and Then to Be Understood Synergize- Think PositiveSharpen the saw- Make FriendsMy Game Plan- (Power of 5)5 minutes5 hours5 days5 weeksAdministrative action-299656538100003912870247650016230603429000-171454762500 conference with student remove from class call parent referral to counselor391287020955002489835209550013106402095500-171455905500 parent conference reserved lunch conflict resolution isolation24879304000500-152404191000 In-school suspension on __________ Out-of-school suspension on _________Student signature _________________________________Admin. signature_________________________________Parent signature_________________________________Comments: ______________________________________________________________________________________________________________________________________________ Must be completed before student returns to classChoice Review-Teacher NarrativeStudent _____________________________Date ________________Teacher ____________________________What did I do?# of OffenseTimeStudent BehaviorAction Taken1st 2nd 3rd 4th 5th 6th Notes for AdministratorHindsight StatementI wish I would have/ If I could do it again, I:Teacher Signature __________________________________________Must be completed before student comes to officeI acknowledge that I have received a copy of the RTI2-B Implementation Manual, which describes important information about the Crestview Elementary RTI2-B plan. I understand that I should consult with Administration or the RTI2-B team if I have questions or concerns. I understand and agree that I have read and will comply with the procedures contained in this implementation manual. I understand that I need to promote and focus on the positive rather than the negative behaviors observed.___________________________________Employee Name (Printed)___________________________________Employee Signature____________________________Date ................
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