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RTI2-Behavior Implementation ManualAdolesscent Behavioral ExpectationsShelby County SchoolsDATE CREATED: November 2020DATE LAST MODIFIED: N/A2019-2020 TEAM MEMBERS: William Hess, Carolyn Smith and Zellaery Smith15240029781500 The mission of the Adolescent Parenting Program is to use a collaborative effort to ensure that the needs of pregnant and parenting students attending Shelby County Schools are met desired outcomes:Responsible parentingDrop-out preventionGraduationDevelopment of career goalsResponsible future family planningTable of Contents TOC \o "1-3" \h \z \u RTI2-B Overview PAGEREF _Toc17795337 \h 3Purpose PAGEREF _Toc17795338 \h 5Team Composition And Norms PAGEREF _Toc17795339 \h 5Student Behavioral Expectations PAGEREF _Toc17795340 \h 6School-Wide Behavioral Expectations Matrix PAGEREF _Toc17795341 \h 6Lesson Plans PAGEREF _Toc17795342 \h 8Teaching The Plan PAGEREF _Toc17795343 \h 8Acknowledgement System PAGEREF _Toc17795344 \h 12Dealing With Problem Behaviors PAGEREF _Toc17795345 \h 13Discipline Process Flowchart PAGEREF _Toc17795346 \h 13Minor Incident Report Form (MIR) and Office Disicipline Referral Form (ODR) PAGEREF _Toc17795347 \h 14Classroom Checklist PAGEREF _Toc17795348 \h 14Planning For Stakeholder Input PAGEREF _Toc17795349 \h 14Calendar Of Events PAGEREF _Toc17795350 \h 16Evaluation Plan PAGEREF _Toc17795351 \h 17Appendix PAGEREF _Toc17795352 \h 18School-Wide Behavior Matrix PAGEREF _Toc17795353 \h 18Posters PAGEREF _Toc17795354 \h 19Expectations Poster PAGEREF _Toc17795355 \h 19Behavior Matrix Poster PAGEREF _Toc17795356 \h 19Posters By Location PAGEREF _Toc17795357 \h 20Lesson Plans PAGEREF _Toc17795358 \h 24School-wide Acknowledgement Ticket PAGEREF _Toc17795359 \h 25Steps To Follow When Addressing Problem Behaviors PAGEREF _Toc17795360 \h 25Staff-Managed vs. Office Managed Chart PAGEREF _Toc17795361 \h 26Operational Definitions of Problem Behaviors PAGEREF _Toc17795362 \h 27Discipline Process Flowchart PAGEREF _Toc17795363 \h 32Minor Incident Report Form PAGEREF _Toc17795364 \h 33Office Discipline Referral Form PAGEREF _Toc17795365 \h 34Classroom Checklist PAGEREF _Toc17795366 \h 35RTI2-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). 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.54254402872740002569845491299500The 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 these 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.PurposeAdolescent Parent Program RTI2-Behavior Leadership Team is committed to the development and support of the social and behavioral climate of our school. The purpose for implementing RTI2-B at our school is to. The purpose of Adolescent Parenting Program High School is to develop a student centered, innovative and rigorous education environment where students and babies strive for excellence in behavior and academics and interact positively and respectfully with peers, faculty and staff. Teachers and staff offer a safe and positive learning environment, to interact positively and strive for excellence in all areas at Adolescent Parenting Program.Team Composition And NormsThe school leadership team for 2020-2021 is listed below. The team will meet monthly to review school data and report findings to the faculty. Faculty and staff are encouraged to contact a team member at any time if there are questions or concerns that need to be addressed at team meetings. Each year up to 50% of team members may roll off as members of the team and new members may be instated. Team member expectations are listed below.RTI2-B School Team Composition*William HessCoach and CommunicatorBehavioral Specialist hesswl@901-416-6335Carolyn SmithTime KeeperTeacher P.E/ Artsmithca@901-416-4412Zellaery SmithCommunicator and data AnalystSchool Counselorsmithz@901-416-6320Day to meet: FridayTime: After SchoolLocation: Counselor’s OfficeDates to present to faculty: Tuesday, January 2021Reminders:Place a * next to the name of the team coachTeams meet monthly and information is shared with faculty at least quarterly (preferably monthly in order to keep faculty abreast of information).Student Behavioral ExpectationsOur school’s agreed-upon behavioral expectations are operationally defined. This will improve clarity and consistency of what is expected throughout the school. Adolesscent Behavioral Expectations are called Butterfly Expectations Accountable, Positive and ProductiveSchool – Wide Expectations: Butterfly Expectations are AccountablePositive ProductiveOur school designed and created posters to reflect expected behaviors in the school. Posters are displayed throughout the school to prompt students and remind them to follow the expectations. A picture of the behavioral expectation poster is located in the appendix of this implementation manual.School-Wide Behavioral Expectations Matrix The RTI2-B School-wide matrix anchors expected social skills, in all locations of the school, to the school-wide expectations listed above. Students will no longer guess what is expected of them in each location but will, instead, be taught what is expected and positively acknowledged for following the school-wide expectations and social skills. Posters of the matrix with expectations and social skills will be displayed in designated locations in the building to remind and prompt students to follow the expectations/social skills listed on the matrix. Faculty will have a copy of the matrix in order to remind students of expectations as they transition from one location to the next. A copy of the matrix is located in the appendix of this implementation manual.To further prompt and remind students and teachers of expectations and social skills, posters (for designated locations) will be displayed highlighting the social skills anchored to the expectation for the specific area. Pictures of these posters are located in the appendix of this manual.Lesson Plans In order to consistently teach the behavioral expectations with social skills in all locations throughout the school, lesson plans have been developed. There is a scripted lesson plan for each location listed on the matrix. Faculty members will be given a schedule at the beginning of each school year that will list when groups of students will be taught the expectations and social skills in each location listed on the matrix. Once lesson plans have been initially taught in each location, teachers will continue to use lesson plans to re-teach and make corrections. Completed lesson plans are located in the appendix of this implementation manual.Teaching The PlanOur School-wide Leadership Team worked through the logistics of teaching the plan and putting it into place. Details are listed below on how our school will prepare for implementation each year for students, faculty, and family/community. The team has created charts for each group that will be followed each year.Teaching the Plan to StudentsHow will you introduce the plan to students?How: Team will model to the students.When: Upon student return.How will you create and post the matrix in all locations?How: Display posters of behavioral expectation for each location thoughtout the building.Accountable PositiveProductiveWhen: : Before the student’s return.How will you use lesson plans to teach expected behaviors in all settings?How: Teacher will use lesson plan to teach behavioral ecpectation for each location.When: Upon student return; Summer Vaction and after each break or holiday.How will you review the plan and reteach lessons throughout the year?How: Teacher will use lesson plan to teach behavioral ecpectation for each location.When: Upon student return and after each break or holiday.How will you teach the plan to new students throughout the year?How: Teacher will use lesson plan to teach behavioral ecpectation for each location.When: Upon new student orientation. Teaching the Plan to StaffWho will be trained on the plan?How: Team will present RTI2-B Plan to staff.When: January 2021How will you train staff to teach expectations and deliver acknowledgements?How: Team and PBIS Cancelor will teach to the staff. When: January 2021 How will you teach the components of the discipline process to all staff?How: The training will prove the discipline process to all staff. When: January 2021How will you teach core features of the plan to substitute teachers? How: The teachers will leave a copy the discipline in folders for the Substitute Teacher.When: Every time a teacher has a substitute.What important dates will you share?How: N/AWhen: N/ATeaching 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?We will implement it during orientation.How often will information about the plan be shared with family/community members? MonthlyHow can families incorporate RTI2-B in the home?Families can help by supporting the RTI2-B Programs. What additional resources can family/community members access for more RTI2-B information and support?Go to TBSP (TN RTI2-B) website to find resources.Who will be the liaison between the school and family/community?The Behavior SpecialistHow can family/community members get involved with RTI2-B at your school?By VolunteeringDoes your school have an established parent organization? If so, who will communicate with the parent organization?N/AAcknowledgement SystemOur RTI2-B Leadership Team investigated several options for positively acknowledging students and faculty; and, family and community. The purpose of the acknowledgement system for students is to promote a positive culture within the building and to encourage and motivate students to be the best they can be. The purpose of the acknowledgement system for faculty, family and community is to show appreciation for their support. The acknowledgement system matrix for each group is below.As a team, we determined that our school will use the ticket system as a part of the acknowledgement system. A copy of the Butterfly Bucks that will be used is located in the appendix of this manual.School-wide Acknowledgment System MatrixNameDescriptionWhen (frequency)Where (location)Who (distributors)52070-1280160Students00StudentsButterfly BucksWhen students are showing Butterfly Bucks she is given a Ticket.These tickets are entered in a weekly drawing for various prizes.Throughout the day- students can receive as many as they are presented. HallLockerLunchroomRestroomClassroomTeachersBus DriversOffice StaffAdministratorsButterfly Bucks CelebrationStudents who have not received a written referral in a grading period will be treated to a celebration in our school gym or football stadium. It will start over every 9-weeks.Each 9-weeksCelebration:Free time with games & snacks.TeachersAdministratorsParent PhoneParents will be given phone calls praising their student for showing Butterfly pride. Once a week. Teachers will document their positive calls in a log provided by the RTI2-B Team.Teachers204470-1920240Staff00StaffSchool News ArticlePosting students on social media and school weekly news. As needed.Principals newsletterRTI2-B Team, Teachers64770-1376045Family/Community00Family/CommunityDealing With Problem Behaviors Our RTI2-B Leadership Team prepared a chart containing operational definitions of problem behaviors showing examples and non-examples to clarify what is considered a minor misbehavior and a major misbehavior. Faculty will refer to this chart to help assist in making decisions regarding the school’s discipline process. The operational definitions of problem behaviors are located in the appendix of this manual.To further clarify what is to be handled in the classroom (minor offense) and what is to be handled in the principal’s office (major offense), the RTI2-B Leadership Team created a chart that list offenses that may be seen in the classroom, handled by the classroom teacher, and offenses that require an immediate trip to the principal’s office. Please note that the teacher managed offenses are not all inclusive. There are minor offenses that may not be listed. It is expected that teachers will use discretion and be consistent. This chart is located in the appendix of this manual.In order to give guidance to teachers on handling minor problem behaviors, guiding steps to follow are located in the appendix of this manual.Discipline Process Flowchart Together as a team, a discipline process flowchart has been created. The flowchart is designed to show steps faculty will take when dealing with behavioral issues and for the major offenses that are sent immediately to principal’s office. It is deemed important that all faculty follow the flowchart to promote consistency in the school environment. The flowchart is located in the appendix of this manual.Minor Incident Report Form (MIR) and Office Disicipline Referral Form (ODR) Though using the guiding steps to change problem behaviors into good behaviors, it does not always work for all students. With this in mind, the team determined that once a student has reach 4 similar minors with one teacher, the minor then becomes a major and the student is sent to the principal’s office for further discipline. In order to document the minors, the team created a Minor Incident Report form (MIR) so that teachers can track minor behaviors and the principal can document what the teacher has done to try to eliminate the problem. When sending a student with minors to the office, the teacher will include the MIR form along with an office discipline report form (ODR). The MIR and ODR forms are located in the appendix of this manual.Classroom Checklist Together as a team, in order to insure that all teachers are consistent, a classroom checklist has been created. The checklist will be used to check classrooms to determine how the RTI2-B components are being implemented and if with fidelity. Teachers are encouraged to do self-checks to make sure all components are in place throughout the year. The classroom checklist is located in the appendix of this manual.Planning For Stakeholder InputBecause it is important that our school receive feedback and input from all stakeholders, possible ways were discussed to involve our school community (students, faculty, family/community) in developing the RTI2-B framework. By planning ways to involve them, it is hoped to receive continued input and feedback from them on the components of the RTI2-B framework. The following chart suggest ideas on how our school may receive feedback and input.Behavioral ExpectationsTeaching and Re-teaching of ExpectationsAcknowledgement SystemDiscipline ProcessStudents Student Leadership team will review and provoke feedback.Teachers will be responsible for the reviewing the school-wide expectations and teaching lessons during designated times(beginning of the year and after all breaks*).Classes will be surveyd annually to provide ideas for acknowledgements, student leaders will create a Suggestion Box for students to provide input.Students will be part of the discipline process using Restorative Circles. Student leaders will provide input on how to create student ownership at the school.StaffA draft of the RTl2BHandbook will be sent to faculty and staff for feedback through grade level chairs.Lessons will be sent to each grade level chair to be reviewed and suggestions offered before RTI2B workshop day.Faculty/staff will be asked t provide feedback verbal and/or written regarding acknowledgement system.All behaviors will be sorted with the staff into office vs. classroom managed during RTI2B workshop, team will create defintions, faculty and staff will provide examples and non-examples.Family/CommunityAll parts of the plan will be reviewed with family and community during back to school night.Administrators will ask for feedback from PTO Representative.Students will recruit from a parent team member from the RTI2B Leadership team. Matrix will be sent home in order to reinforce the same expectations as those taught in school. A copy of the Matrix will also be printed in the student agenda books for parents and students to review and reinforce , as needed. All parts of the plan will be reviewed with family and community memebers during back to school night, open house , Parent Teacher meetings , PTO meetings, and Family Engagement Night/Activites. All parts of the plan will be reviewed with families and community memebers during back to school night.Administrators will ask for feedback from PTO representative.Students will recruit a parent team member from the RTI2B Leadership team.RTI2B parent team member will be asked to provide suggestions/feedback.All parts of the plan will be reviewed and community members during back to school night. Administrators will ask for feedback from PTO representative.Students will recruit a parent team member from the RTI2B Leadership team.RTI2B parent team member will be asked to provide suggestions/feedback.Calendar Of EventsTogether as a team, RTI2-B calendar components are listed with approximate dates for the school year. At the beginning of each year, the team will add confirmed dates to the school calendar. The approximate dates with components are listed below.RTI2-B Calendar ComponentsDate(s)RTI2-B School Team MeetingsMonthly on FridaysInitial Session to Teach Core Components to StaffJanuary 2021Booster Sessions to Teach Core Components to StaffAs neededBegin School-wide Implementation (e.g., Kick-off Celebration)Januaray 2021 (students return to the building_Teaching Expectation Lesson Plans to Students in All SettingsAugust-September 2020Re-teaching Expectation Lesson Plans to Students in All SettingsAs neededCelebrations/AssembliesAs neededFamily NightsWhen we can or via Microsoft TEAMSOther:Evaluation PlanData will be collected and reviewed monthly to identify any weak areas and to make important decisions regarding student behavior. A collection of data will also be used to determine fidelity of the process and teacher satisfaction. The chart below will identify evaluation tools that will be used and when the evaluations will be completed.DataEvaluation ToolDate to be CompletedSystem to collect, organize, and summarize Discipline Data(e.g., SWIS, PowerSchool, Infinite Campus)Our school uses: Power BI, Power School, Bright BitesRecommendation:Our plan: review data displinary monthlyFidelity DataTiered Fidelity Inventory (TFI)Recommendation:Our plan: Fall and SpringSocial ValidityPrimary Intervention Rating Scale (PIRS)(Also called the “Staff Input Survey”)Recommendation:Our plan: we will complete the PIRS in each Spring.AppendixSchool-Wide Behavior MatrixLocations Behavior Expectations HallwayLockerCafeteriaRestroomClassroomAccountable_ Use Hall Pass_ Arrive on time_Go to assigned class_Use inside voice_Use your own locker_Keep locker clean and organized_Return to class quickly_Use inside voice_Know your lunch number_Follow orders in lunch line_Use inside voice_One student at a time_Flush_ Wash your hands_ Use inside voice_Be prepared to learn_Use material correctly_Do your best_ Use inside voicePositive_Keep hands and feet to yourself_Pick up trash if on the floor _Lock your locker_Small outside pictures on locker_Report misusage of lockers_Keep area clean_Ask for help_Be polite_Use equipment properly_Give others their privacy_Make good choices_Be a good classroom citizen_Follow directions first time given Productive_Report quicklyto class_Know your time_Keep socializing to a minimum_Use time wisely_Make good choices_Follow direction the first time._Stay in your seat_Keep hands, feet and other objects to yourself_Report anything that is unsafe_Wait your turn to use the restroom_Say thank you when needed_Use paper towels and tissue only when needed _Refer to the board for direction and began bell work_Complete all assignments and turn them in on time_Keep your desk area clean and for from graffiti1514551820400PostersExpectations PosterBehavior Matrix Poster-1755657292300Posters By Location Hallway-6286590805Use Hall Pass Arrive on timeGo to assigned classUse inside voiceKeep hands and feet to yourselfPick up trash if on the floor Report quickly to classKnow your timeKeep socializing to a minimumUse Hall Pass Arrive on timeGo to assigned classUse inside voiceKeep hands and feet to yourselfPick up trash if on the floor Report quickly to classKnow your timeKeep socializing to a minimumRestroom-62865154940One student at a timeFlushWash your handsUse inside voiceUse equipment properlyGive others their privacyMake good choicesWait your turn to use the restroomSay thank you when neededUse paper towels and tissue only when needed0One student at a timeFlushWash your handsUse inside voiceUse equipment properlyGive others their privacyMake good choicesWait your turn to use the restroomSay thank you when neededUse paper towels and tissue only when neededleft233655Know your lunch numberFollow orders in lunch lineUse inside voiceKeep area cleanAsk for helpBe politeStay in your seatKeep hands, feet and other objects to yourselfReport anything that is unsafe0Know your lunch numberFollow orders in lunch lineUse inside voiceKeep area cleanAsk for helpBe politeStay in your seatKeep hands, feet and other objects to yourselfReport anything that is unsafeCafeteria86288962839Be prepared to learnUse material correctlyDo your best Use inside voiceBe a good classroom citizenFollow directions first time given Refer to the board for direction and began bell workComplete all assignments and turn them in on timeKeep your desk area clean and for from graffiti0Be prepared to learnUse material correctlyDo your best Use inside voiceBe a good classroom citizenFollow directions first time given Refer to the board for direction and began bell workComplete all assignments and turn them in on timeKeep your desk area clean and for from graffitiClassroomLocker09957Use your own lockerKeep locker clean and organizedReturn to class quicklyUse inside voiceLock your lockerSmall outside pictures on lockerReport misusage of lockersUse time wiselyMake good choicesFollow direction the first time.0Use your own lockerKeep locker clean and organizedReturn to class quicklyUse inside voiceLock your lockerSmall outside pictures on lockerReport misusage of lockersUse time wiselyMake good choicesFollow direction the first time.Activity #7: Lesson PlansBehavioral Expectation Lesson PlansLesson plans should be taught in the area and take 10-15 minutesObjective:The student will demonstrate Adolescent Expectations by Accountable, Positive, and Productive.Setting:Setting HallwayExpectations Taught:(see behavior expectation matrix)Accountable: Use Hall PassArrive on timeGo to assigned classUse inside voicePositive:Keep hands and feet to yourselfPick up trash if on the floorProductive: Report quickly to classReport quickly to classKnow your timeKeep socializing to a minimumExamples:Teach using “I do, we do, you do”1.Be mindful of the time2.Transition swiftly to be on time for class.3.Keep hand, feet, object to yourself.Non-examples:(Adults model only) 1. Running and yelling 2. Going the wrong way and being late to class 3. Hitting and bumping into several studentsFollow Through and Practice:(How will behavior expectations continue to be taught throughout the school year?)1. Show a fun positive video of effective hallway behavior from other schools 2. Have students generate a rap and/or song to demonstrate proper hallway behavior that implements the Viking Pride standards. 3. Video each group to be displayed on the cafeteria monitors.Acknowledgement: (How will behaviors be acknowledged in this setting?)1. Provide Adolescent Bucks tickets and praise good decision-making A-P-P full participation.Behavioral Expectation Lesson PlansLesson plans should be taught in the area and take 10-15 minutesObjective:The student will demonstrate Adolescent Expectations by Accountable, Positive, and productive.,Setting:Setting: LockerExpectations Taught :(see behavior expectation matrix)Accountable:Keep locker clean and organizedReturn to class quicklyUse inside voicePositive:Lock your lockerSmall outside pictures on lockerReport misusage of lockersProductive:Use time wiselyMake good choicesFollow direction the first time.Examples:Teach using “I do, we do, you do”Student keeps locker neat and free of clutter.Student sees other students pushing and shoving trying to get in their lockers and reports to nearby teacher.Non-examples:(Adults model only)1. Students pushing someone out of the way to get in locker. 2. Student has messy locker with papers visible, locker door is open.Follow Through and Practice:(How will behavior expectations continue to be taught throughout the school year?) 1. Demonstration of neat and well organized locker. 2. Videos or demonstrations of non-examples.Acknowledgement: (How will behaviors be acknowledged in this setting?) 1. Teachers thank students for being patient when trying to get into their lockers. 2. All adults monitoring the hallways will provide positive reinforcement for appropriate behavior or give corrective feedback as necessary.Behavioral Expectation Lesson PlansLesson plans should be taught in the area and take 10-15 minutesObjective:The student will demonstrate Adolescent Expectations by Accountable, Positive, and productive.Setting:Setting: CafeteriaExpectations Taught :(see behavior expectation matrix)Accountable:Know your lunch numberFollow orders in lunch lineUse inside voicePositive: Keep area cleanAsk for helpBe politeProductive:Stay in your seatKeep hands, feet and other objects to yourselfReport anything that is unsafeExamples:Teach using “I do, we do, you do”Using polite table manners.Cleaning up after self.Student stands in line correctly…respecting the personal spaceof others, facing forward.Non-examples:(Adults model only) 1. Running and yelling 2. Going the wrong way and being late to class 3. Hitting and bumping into several studentsFollow Through and Practice:(How will behavior expectations continue to be taught throughout the school year?) Show (loop) positive behavior videos on TV screen in cafeteria change the videos weekly. Put cafeteria objectives on bulletin board in cafeteriaAcknowledgement: (How will behaviors be acknowledged in this setting?)Classes who do the best job will be recognized and rewarded(monthly).Behavioral Expectation Lesson PlansLesson plans should be taught in the area and take 10-15 minutesObjective:The student will demonstrate Adolescent Expectations by Accountable, Positive, and Productive.Setting:Setting: RestroomExpectations Taught :(see behavior expectation matrix)Accountable:One student at a timeFlushWash your handsUse inside voicePositive:Use equipment properlyGive others their privacyMake good choicesProductive:Wait your turn to use the restroomSay thank you when neededUse paper towels and tissue only when neededExamples:Teach using “I do, we do, you do”Be mindful of the timeTransition swiftly to be on time for class.Keep hand, feet, object to yourself.Non-examples:(Adults model only) 1. No horse playing during restroom time. 2. Go to the nearest restroom 3. Wash hands after usageFollow Through and Practice:(How will behavior expectations continue to be taught throughout the school year?)Check regularly for proper usage of the restroomRecognize good behaviorDemonstrate good behavior mannersAcknowledgement: (How will behaviors be acknowledged in this setting?) 1. Provide Adolescent Expectations tickets and praise good decision-making A-P-P full participation.Behavioral Expectation Lesson PlansLesson plans should be taught in the area and take 10-15 minutesObjective:The student will demonstrate Adolescent Expectations by Accountable, Positive, and Productive.Setting:Setting: ClassroomExpectations Taught :(see behavior expectation matrix)Accountable:Be prepared to learnUse material correctlyDo your bestUse inside voicePositive:Be a good classroom citizenFollow directions first time givenProductive:Refer to the board for direction and began bell workComplete all assignments and turn them in on timeKeep your desk area clean and for from graffitiExamples:Teach using “I do, we do, you do”Be mindful of the timeTransition swiftly to be on time for class.Keep hand, feet, object to yourself.Non-examples:(Adults model only) 1. Running and yelling 2. Going the wrong way and being late to class 3. Hitting and bumping into several studentsFollow Through and Practice:(How will behavior expectations continue to be taught throughout the school year?) 1. Show a fun positive video of effective classroom behavior from other schools 2. Have students generate a rap and/or song to demonstrate proper classroom behavior that implements the Adolescent Expectations 3. Video each group to be displayed in the classrooms..Acknowledgement: (How will behaviors be acknowledged in this setting?) 1. Provide Adolescent Expectations tickets and praise good decision-making A-P-P full participation.Activity #8: Teaching the Plan to StudentsTeaching the Plan to StudentsHow will you introduce the plan to students?How:Students will be invited to a TEAMS meeting and introduced to the expectations and reward system. A demonstration of the reward system through grade level drawings for a prize.When: January 2021How will you create and post the matrix in all locations?How:A Team member will be asked to hang all posters in designated locations. The matrix will be hung at the entrance of the school and in the office of the person in charge of discipline. Each teacher will be responsible for hanging the classroom poster in their classrooms. Expectation posters will be hung throughout the building.When: January 2021 – When and if students return to the building.How will you use lesson plans to teach expected behaviors in all settings?How:Each team member will be assigned a location to teach the lesson plan in that location. A schedule will be developed to identify when small groups, with teacher, will go to each location to hear the lesson plan. Teachers will follow up the lesson plan with planned activities to reinforce the lesson plan.When: January 2021 Teachers follow-up will be ongoing.How will you review the plan and reteach lessons throughout the year?How:After each break in school (fall, Christmas, Spring), the lesson plans will be re-taught to small groups in each location. Teachers will be responsible for completing this activity.When: After each break in the school year.School-wide Acknowledgement Ticket Butterfly Bucks16071333580000Steps To Follow When Addressing Problem BehaviorsResponses To Inappropriate Behaviors Are Always:CalmConsistentBriefImmediateRespectfulSteps To Specific Error Correction:Respectfully address the studentDescribe inappropriate behaviorDescribe expected behavior/expectation Anchor to expectation on MatrixRedirect back to appropriate behaviorPreventive strategies to discourage problem behaviorActive supervisionPre-correctsIncreased praiseACTIVE SUPERVISIONPRE-CORRECTSWhat is it?Moving, scanning, and positively interacting with students.A general reminder preceding the context in which the behavior is expected.Why?Sets students up for success and reminds teacher to watch for desired behaviors.Provides students with a reminder to increase the probability of their success.Staff-Managed vs. Office Managed ChartThe following clarifies behaviors that will be handled by the school office and by the teacher.Staff-Managed Problem BehaviorOffice-Managed Problem BehaviorNon-compliance with staff directionClassroom disruptionExcessive talkingOff-taskTeasing/Name-callingDishonestyInappropriate conversational languageUnprepared for classInappropriate hallway behaviorInappropriate computer use Inappropriate locker behaviorDress code violation (noncompliance)Throwing objectsEating/drinking in classAcademic Dishonesty/Cheating Sleeping in classElectronic devices/cell phones (visible)Physical horseplay (non-dangerous)Passing notesMinor property damagePassing notesEquipment misuseBombThreat/FalseAlarmTardinessPossession of a Weapon/Explosive DeviceThreats of bringing/using WeaponsFighting/Physical AggressionPhysical Assault/HarassmentIntimidation/Threats/BullyingSexual Harassment/Sexual OffenseOut of AreaGang RelatedActivityTheft/BurglaryCell phone in Class with Refusal to Give to Teacher Verbal Abuse and/or Threat of ViolenceInappropriate Bus BehaviorTruancy/Chronic TardinessVandalism/ Property DamageFalse Fire Alarm or ArsonPossession/Distribution/Use of OTC Medication, Controlled Substance, Tobacco, or AlcoholLeaving the Classroom without permissionLeaving School without permissionForgery/ExtortionGamblingChronic Violation of Teacher Managed Behaviors (Teacher must have documentation)Possession/Use of Imitation WeaponsPossession/Use of Imitation DrugsOperational Definitions of Problem BehaviorsMinor Problem BehaviorDefinitionExampleNon-examplesDefiance/Disrespect/ Non-compliance(M-Disrespect)Student engages in brief or low-intensity failure to respond to adult requests.Talking back, not following directions, sleeping, ignoring teacher, refusal to complete assignmentDisruption(M-Disruption)Student engages in low-intensity, but inappropriate disruption.Intentional distractions, noises, pranks, annoying statements/questions, breaking line, making messes, throwing paper wads, tapping pencil, out or seat, passing gasDress CodeViolation(M-Dress)Student wears clothing that is near, but not within, the dress code guidelines defined by the school/district.Shirt untucked, no belt.Inappropriate Language(M-Inapp Lan)Student engages in low-intensity instance of inappropriate language.Put downs, taunts, or slurs of a non-offensive nature, saying stupid, ugly, shut up, etc., Other(M-Other)Student engages in any other minor problem behaviors that do not fall within the above categories.Physical Contact/ Physical Aggression(M-Contact)Student engages in non-serious, but inappropriate physical contact.Horse play, playful grabbing, pinching, non-aggressive punching or slapping, chasing, shoving. “not keeping hands and feet to self.”Property Misuse(M-Prpty Misuse)Student engages in low-intensity misuse of property.Breaking pencils/crayons, kicking furniture, mishandling textbooks/library books/tearing up paper/assignments, handouts, slamming lockerTardy(M-Tardy)Student arrives at class after the bell (or signal that class has started).Students enters classroom after bell rings without excuse or an admit slipTechnology Violation(M-Tech)Student engages in non-serious but inappropriate (as defined by school) use of cell phone, pager, music/video players, camera, and/or computer.Using computer time inappropriately, possessing electronic devices without permissionTaunting/teasingInappropriate comments and/or unwanted verbal, physical, or emotional advancesMaking faces, calling other students names such as gay, fag, retard, whore, or pimp without the receiver felling uncomfortable or threatenedProfanityInappropriate language, cursingInappropriate language or curse word not directed at anyone specifically.Name callingUse of disrespectful, hurtful languagePutdowns, taunts, or slurs of a non-offensive nature, mild oaths not directed at an individual. Offensive communications targeting race, gender, faith, etc. of others.Major Problem BehaviorDefinitionExampleNon-exampleAbusive Language/ Inappropriate Language/ Profanity(Inapp Lan)Student delivers verbal messages that include swearing, name calling or use of words in an inappropriate way.Cursing, slandering another person, hostile threats either written, spoken, or non-verbalPut downs, taunts, or slurs of a non-offensive nature, saying stupid, ugly, shut up, etc., mild oaths not directed at an individual. Offensive communications targeting race, gender, faith, etc. of others.Arson(Arson)Student plans and/or participates in malicious burning of property.Setting fires to or on school property. Possession of combustible itemsStudent is carrying a lighterBomb Threat/False Alarm(Bomb)Student delivers a message of possible explosive materials being on-campus, near campus, and/or pending explosion.Written or verbal bomb threat, deliberately pulling fire alarm when not warranted, planting an explosive device on school grounds/property, making or attempting to construct a bomb at schoolDefiance/Disrespect/ Insubordination/Non-Compliance(Disrespect)Student engages in refusal to follow directions, talks back and/or delivers socially rude interactions.Refusing to comply with rules/expectations, leaving class without permission, verbal defiance/ argumentativeMildly talking back, not following directions, sleeping, ignoring teacher, refusal to complete assignmentDisruption(Disruption)Student engages in behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, or screaming; noise with materials; horseplay or roughhousing; and/or sustained out-of-seat behavior.Screaming, loud talk, fighting. Any behavior more than nagging that impedes the educational environmentIntentional distractions, noises, pranks, annoying statements/questions, breaking line, making messes, throwing paper wads, tapping pencil, out or seat, passing gasDress Code Violation(Dress)Student wears clothing that does not fit within the dress code guidelines practiced by the school/district.Wearing something other than what dress code dictatesShirt untucked, no beltFighting(Fight)Student is involved in mutual participation in an incident involving physical violence.Hitting with intent to hurt, punching, kicking, hair pulling, scratching, chokingHorse play, playful grabbing, pinching, non-aggressive punching or slapping, chasing, shoving. “not keeping hands and feet to self.”Forgery/ Theft(Forge/Theft)Student is in possession of, having passed on, or being responsible for removing someone else's property or has signed a person’s name without that person’s permission.Forged notes from parents, doctors, teacher, etc.Stealing, hiding/purchasing stolen property, aiding someone in stealingGang Affiliation Display(Gang Display)Student uses gesture, dress, and/or speech to display affiliation with a gang.Harassment/Bullying(Harass)Student 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.Repeated verbal harassment or abuse, inappropriate touching, gesturing, notes or picturesInappropriate Display of Affection(Inapp affection)Student engages in inappropriate, consensual (as defined by school) verbal and/or physical gestures/contact, of a sexual nature to another student/adult. Inappropriate contact with another student or adultStudents give a brief hug of friendshipInappropriate Location/ Out of Bounds Area(Out Bounds)Student is in an area that is outside of school boundaries (as defined by school).Caught in inappropriate area of school propertyStudent in restroom without a passLying/Cheating(Lying)Student delivers message that is untrue and/or deliberately violates rules.Forged notes from parents, doctors, teachers. Takes someone else’s work and claims it to be their ownStudent makes up story regarding homework or not have appropriate materialsOther Behavior (Other)Student engages in problem behavior not listed. Physical Aggression(PAgg)Student engages in actions involving serious physical contact where injury may occur (e.g., hitting, punching, hitting with an object, kicking, hair pulling, scratching, etc.).Fighting with the intent to hurtHorseplayProperty Damage/Vandalism(Prop dam)Student participates in an activity that results in destruction or disfigurement of property.Purposely breaking classroom materials, throwing desks, chairs, computers, destruction of any school propertySkip class(Skip)Student leaves or misses class without permission.Truancy(Truan)Student receives an ‘unexcused absence’ for ? day or more. Tardy(Tardy)Student is late (as defined by the school) to class or the startup of the school day (and Tardy is not considered a minor problem behavior in the school).Student enters class after bellStudent is in the door when the bell ringsTechnology Violation(Tech)Student engages in inappropriate (as defined by school) use of cell phone, pager, music/video players, camera, and/or computer.Has cell phone or another inappropriate device visibleDevices are properly stored, but not turned to silenceUse/Possession of Alcohol(Alcohol)Student is in possession of or is using alcohol. Smelling of alcohol, possession of alcoholUse/Possession of Combustibles(Combust)Student is in possession of substances/objects readily capable of causing bodily harm and/or property damage (matches, lighters, firecrackers, gasoline, lighter fluid).Has possession ofUse/Possession of Drugs(Drugs)Student is in possession of or is using illegal drugs/substances or imitations.Has possession of Use/Possession of Tobacco(Tobacco)Student is in possession of or is using tobacco.Has possession ofUse/Possession of Weapons(Weapons)Student is in possession of knives or guns (real or look alike), or other objects readily capable of causing bodily harm.Has possession of-317962-28771200356235052070000356006418147626295390256667000629539037471350062953904888865002919730234950Observe Problem Behavior00Observe Problem BehaviorDiscipline Flow chart2231390195580Warning/Conference with Student/Parent Contact00Warning/Conference with Student/Parent Contact5309061422448Complete Office Disciplinary Referral00Complete Office Disciplinary Referral570172405666900right6439593Parent and Student Conference with Admin00Parent and Student Conference with Admin51428072948247AdministratorDetermines Consequence00AdministratorDetermines Consequence60516654089862Administrator Follows Through with Consequence00Administrator Follows Through with Consequence60516655220393Administrator provides teacher feedback00Administrator provides teacher feedback1238253170555Complete Counselor Referral. Counselor will determine Referral to Behavioral Specialist, or Social Worker 00Complete Counselor Referral. Counselor will determine Referral to Behavioral Specialist, or Social Worker 1170964444160Complete office disciplinary form 0Complete office disciplinary form 58801004100830590550282448057785017386305715006210301079502221230Refer to for behavioral InterventionRefer to for behavioral Intervention952501122680Give Redirection of behavioral expectation/ Complete Minor Incident FormGive Redirection of behavioral expectation/ Complete Minor Incident FormWarning/Retaught ExpectationWarning/Retaught Expectation Is Behavior Teacher or Administration Managed?Is Behavior Teacher or Administration Managed? Classroom ManagedOffice ManagedDisruptive BehaviorMissing AssignmentsLow level Disrespect/ DisobedienceNo MaterialsDress CodeTardiesLow Level Parent ConcernsProfanity (not directed at sta?)Food PolicyHall Pass MisuseLeaving Class EarlyCell Phone/electric devicePeer ConcernsMinor InsubordinationClassroom Rules ViolationSkipping Class (less than 2)DefianceClassroom Rules ViolationBullying/HarassmentContinued Willful DisobedienceHabitually DisruptiveExtreme Disrespect (profanity toward sta?)Blatant Open De?anceWillful Destruction of School or Individual PropertyTheft/RobberyThreats of ViolenceSerious ViolationsDangerous Weapons, Drugs,Alcohol and TobaccoDrug Related ConcernsGang Related ConcernsAssault/ViolenceTechnology MisuseScholastic DishonestyInsubordination Skipping Class (3 or more)Tardy to school (more than 2)ForgeryInitial Teacher Response ExamplesSample Admin ConsequencesState ExpectationsCall Parents/guardianDetentionLoss of Privileges (e.g. Natural Consequences)Reinforce others for appropriate behaviorRestitutionLoss of PrivilegesCall Parent/GuardianRestorative Practice/Restorative JusticeIn School SuspensionSchool Counselor/ Behavior SpecialistSuspension Discipline Process1st IncidentDateTimeLocationProblem BehaviorStaff Intervention/Action Taken?Classroom?Cafeteria?Hallway?Outside Building/Playground?Restroom?Other: ______________?Disruption: Excessive talking, argumentative. ?Dress Code Violation?Horseplay?Profanity/Inappropriate Language?Non-Compliance: Class rules, cheating, cell phone, off taskStudent Signature: _______________________________________?Warning/Retaught Expectation?Contact Parent via?Email: _______________?Phone: ______________?Note Home Date: ________?Parent Conf Date: ________ ?Lunch Detention: __________________?Seat Change/Student Conference?Other: ____________________________Teacher Initials: ______________2nd IncidentDateTimeLocationProblem BehaviorStaff Intervention/Action Taken?Classroom?Cafeteria?Hallway?Outside Building/Playground?Restroom?Other: ______________?Disruption: Excessive talking, argumentative. ?Dress Code Violation?Horseplay?Profanity/Inappropriate Language?Non-Compliance: Class rules, cheating, cell phone, off taskStudent Signature: _______________________________________?Warning/Retaught Expectation?Contact Parent via?Email: _______________?Phone: ______________?Note Home Date: ________?Parent Conf Date:_________ ?Lunch Detention: __________________?Seat Change/Student Conference?Other: ____________________________Teacher Initials: ______________3rd IncidentDateTimeLocationProblem BehaviorStaff Intervention/Action Taken?Classroom?Cafeteria?Hallway?Outside Building/Playground?Restroom?Other: ______________?Disruption: Excessive talking, argumentative. ?Dress Code Violation?Horseplay?Profanity/Inappropriate Language?Non-Compliance: Class rules, cheating, cell phone, off taskStudent Signature: _______________________________________?Warning/Retaught Expectation?Contact Parent via?Email: _______________?Phone: ______________?Note Home Date: ________?Parent Conf Date:_________ ?Lunch Detention: __________________?Seat Change/Student Conference?Other: ____________________________Teacher Initials: ______________After the 3rd Minor Infraction, this completed form should be sent to the office along with the Office Discipline Referral FormOffice Discipline Referral Form Office Discipline Referral FormName: ________________________________________________Date: _________________________ Time: __________________Teacher: ______________________________________________Grade: 9 10 11 12 Referring Staff: _________________________________________Others Involved in Incident: ?None ?Peers ?Staff ?Teacher ?Substitute ?Unknown?Other: _______Location Outside Cafeteria Hallway Classroom Bathroom Arrival/Dismissal Other: ________Activity the student was engaged in when the event took place: ?Whole group instruction ?Small group instruction ?Individual Work ?Alone?Working with peers ?One-on-one instruction ?Interacting with peers ?Other_________Staff-ManagedProblem BehaviorOffice-ManagedProblem BehaviorPossible Motivation Inappropriate Language Physical Contact Defiance Disruption Dress Code Property Misuse Tardy Electronic Violation Other: ________________ Abusive Language Fighting/Physical Aggression Defiance/Disrespect Harassment/Bullying Dress Code Inappropriate Display Aff. Electronic Violation Lying/Cheating Skipping Class Other: ________________ Obtain peer attention Obtain adult attention Obtain items/activities Avoid Peer(s) Avoid Adult Avoid task or activity Don’t know Nurse School Counselor Other: ________________Administrative DecisionOther Comments Loss of privilege Time in office Conference with student Parent Contact Individualized instruction In-school suspension ( _____ hours/days) Out of school suspension ( _____ hours/days) Other: ________________Parent Signature: _______________________________________ Date: _______________Classroom ChecklistRTI2-B Core ComponentsFeatures in the ClassroomBehavioral Expectations I have the school-wide behavioral expectations posted in my classroom. My classroom expectations align with the school-wide behavioral expectations. 80% of my students can state the school-wide behavioral expectations.Teaching Behavioral Expectations I have taught the school-wide behavioral expectations in my classroom. I have retaught the school-wide behavioral expectations throughout the year in my classroom. I refer to the school-wide behavioral expectations regularly. My substitute plans include RTI2-B core components.Acknowledgement System I use a variety of strategies to give specific positive feedback in my classroom. My students can tell how they receive acknowledgement for expected behavior. I give out acknowledgements that are tied to the school-wide behavioral expectations in my classroom. My students are able to participate in the school-wide acknowledgement system.Discipline Process I consider behavioral definitions when determining if problem behaviors are office-managed or staff-managed. I use the Office Discipline Referral form when students engage in office-managed problem behavior. I refer to the school-wide discipline process flowchart when students engage in problem behavior. I provide students an opportunity to get back on track after engaging in problem behavior. ................
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