· web viewthe team will share the updated implementation data in 10a including: the...

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

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

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

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

School Name: North Side Elementary

School Number: 0041

SPBP Contact Person: Mrs. Christine Walker

Direct Phone Number: 754-322-7461

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http://www.browardprevention.org/mtssrti/rtib/%20%E2%86%92

CRITICAL ELEMENT # 1: Functioning Team and Administrative Support

1A. List your current (SY 2016/17) team members: (must have 6-8 team members) Each name on this list verifies attendance in ongoing team meetings and participation in developing this SPBP. Each member is responsible for representing stakeholders (i.e. Educational Support Personnel, grade level teachers, specials teachers, support staff, etc.) and sharing SPBP content and updates with respective groups.

Full Name Position StakeholderRepresentation

Heilange Porcena Principal* Administration

Christine Walker RtI:B Point of Contact* RtI:B Team

Henretta YoungBTU

Representative/Literacy Coach*

School

Debra Blaides Parent/Community* Representation Community

Danella Patterson SAC Chair School

Mrs. Laura Trelivng SAC Co-chair School

Marjorie Alexis Guidance Counselor School

Ashley LaganiESE Specialist

School

Louis CristadoroMath Coach

School

Gretchen MyersTeam Leader

School

Melissa Lagani Team Leader School

Erika Ranslow Team Leader School

Lamarsharee Wilson Team Leader School

Marlen Angulo Team Leader School

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

Meeting Date Time Responsible Person

9/4/2017 9:00 am Marjorie Alexis




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CRITICAL ELEMENT # 2: Faculty & Stakeholder Commitment:

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

Action Steps:Date(s)

(Before April 30th

THIS YEAR)Content

(2-3 sentences)

Presented the 2017/18 SPBP to Staff 4/5/2017

The RtI:B team presented the staff with the new 2017-2018 SPBP. Staff understood that there is a new school wide behavior plan in place. Staff provided their opinions and had a positive reaction to the plan.

Presented the 2017/18 SPBP to stakeholders (parents and community) 4/24/2017

Community/Parents were provided an opportunity to give feedback regarding this plan. There was an increased understanding of our 2017-2018 SPBP presented. All were in consensus.

Held a faculty vote on the 2017/18 SPBP 4/26/2017

99% of the faculty approved the 2017/2018 SPBP.

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

Action: Date(s)(NEXT YEAR) Content

Provide a professional development on the 2017/18 SPBP for all staff

Prior to students’ 1st day:8/15/2017 The team will present the SPBP for the 17/18 school

year. Details of modifications and updates will be included. All stakeholders will be provided with access to the SPBP. Feedback will be collected for future team meetings.

Present the 2017/18 SPBP to stakeholders (parents and community)

Prior to Oct 1st, 20179/25/2017

Present updated fidelity of implementation from Critical Element 10A and student outcome data from Critical Element 10B to all staff(Quarterly: minimum of 4 each year)

1. 10/5/2017 The team will share the updated implementation data in 10A including: the “marketing” of expectations and rules, lesson plan implementation, and discipline processes.

The team will share the updated student outcome data in 10B including: top 3 event locations, type of behavior incidents, and core effectiveness data as well as analysis of this data.

2. 12/15/2017

3. 3/16/2018

4. 5/18/2018

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CRITICAL ELEMENT # 3: School-wide Expectations

3A. Collect behavior data from BASIS 3.0: 3B. Group similar problem behaviors to develop:

Top 10 Behavior Incidents(put N/A in any blank spaces) 3-5 Negative Characteristics

1. Unruly/Disruptive Behavior Disrespect

2. Disobedience/Insubordination Disruptive

3. Fight - Minor/Altercation/Conflict Irresponsibility

4. Insulting/Profane obscene language

5. Fighting – Medium

6. Disruptive/Unruly Behavior

7. Possession of Prohibited Items

8. NA

9. NA

10.NA

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

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

Be respectful to others and yourself

Follow rules and expectations

Conduct yourself in a safe and responsible manner

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

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Teaching School-wide ExpectationsLesson Plan

School-wide Expectation #1: Be respectful to others and yourself

Definition of expectation:Being thoughtful of consequences will allow you will be kind and considerate of others and yourself. Rationale for having this expectationOur school is very diverse. When we show respect to others, we get along better with one another and can focus on learning.

Positive examples: “looks like” Non-examplesListening to others when they are talking Arguing with others Keeping hands and feet to yourself Hurting other students Listening to authority Listening to authority

List 2 resources (website addresses, curriculum with location, books with page numbers, programs with lesson plan number, etc.) you will use to teach this lesson plan. Be specific enough so the resources can be located by anyone.

1. http://www.cloud9world.com/

2. http://www.afb.org/info/living-with-vision-loss/for-job-seekers/lesson-plans-for-teachers-and-professionals/assertiveness-training/lesson-3-self-respect-and-respect-for-others/12345

List the steps of this lesson plan (Include lesson format, activities, and materials). Be detailed enough so the lesson can be implemented by anyone.1. The instructor will introduce the lesson my implementing the “I do”, “we do” and “you do” strategies. 2. The instructor will generate conversation around what is acceptable and non-acceptable behavior and chart responses on a “T” Chart. Through the use of the “T” Chart the behaviors listed under the Acceptable behaviors will be modeled by the teacher.3. The instructor will incorporate role-playing with the students. 4. Students will practice and act out positive and acceptable behaviors.

5. The instructor will provide an opportunity for students to reflect on their learning.

WHEN will this lesson plan be taught?

Beginning of school year date(s) and time(s):

On the Tuesday during the first week of school (August 22, 2017 @ 9:00 am) schoolwide and ongoing as needed.

After long holidays Use your quarterly team meetings to not only review and analyze your behavior data, but to plan and develop additional lesson plans you will use throughout the year to re-teach and reinforce this expectation.3rd quarter

WHO will teach this lesson plan? WHERE will the lesson plan instruction occur?Classroom Teacher In the classroom

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School-wide Expectation #2: Follow rules and expectation

Definition of expectation:A guide for the appropriate conduct and actions. Rationale for having this expectationWhen we follow school rules we can achieve goals and more positive behaviors will occur.

Positive examples: “looks like” Non-examples

Focused on assignment Off Task/disruptive behavior Actively Listening Calling out/arguing with others Following Rules Being disrespectful

List 2 resources (website addresses, curriculum with location, books with page numbers, programs with lesson plan number, etc.) you will use to teach this lesson plan. Be specific enough so the resources can be located by anyone. 1. www.goleaps.com

2. http://www.cloud9world.com/

List the steps of this lesson plan (Include lesson format, activities, and materials). Be detailed enough so the lesson can be implemented by anyone.1. The instructor will introduce the lesson my implementing the “I do”, “we do” and “you do” strategies.2. The instructor will generate conversation around what is acceptable and non-acceptable behavior and chart responses on a “T” Chart. Through the use of the “T” Chart the behaviors listed under the Acceptable behaviors will be modeled by the teacher.3. The instructor will incorporate role-playing with the students. 4. Students will practice and act out positive and acceptable behaviors. 5.The instructor will provide an opportunity for students to reflect on their learning.



On the Thursday during the first week of school (August 24, 2017 @ 9:00 am) schoolwide and ongoing as needed.


WHO will teach this lesson plan? WHERE will the lesson plan instruction occur?Classroom teacher In the classroom

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School-wide Expectation #3: Conduct yourself in a safe and responsible manner

Definition of expectation:Follow the school dress code for safety and to eliminate distractions to learning. Treat others with kind words and actions to establish and maintain a bully-free environment. Rationale for having this expectationA safe school allows for the maximum amount of productive time. When we are respectful we are better able to get along with others.

Positive examples: “looks like” Non-examples

Wearing school uniform Wearing flip flop or jeans Using technology appropriately Searching inappropriate website Keeping hands and feet to yourself Hitting and kicking teachers or classmates

List 2 resources (website addresses, curriculum with location, books with page numbers, programs with lesson plan number, etc.) you will use to teach this lesson plan. Be specific enough so the resources can be located by anyone.1. http://www.cloud9world.com/

2. http://www.discoveryeducation.com/teachers/free-lesson-plans/resolving-conflicts.cfm

List the steps of this lesson plan (Include lesson format, activities, and materials). Be detailed enough so the lesson can be implemented by anyone.1. The instructor will introduce the lesson my implementing “I do”, “we do” and “you do” strategies.2. The instructor will generate conversation around what is acceptable and non-acceptable behavior and chart responses on a “T” Chart. Through the use of the “T” Chart the behaviors listed under the Acceptable behaviors will be modeled by the teacher.3. The instructor will incorporate role-playing with the students. 4. Students will practice and act out positive and acceptable behaviors. 5. The instructor will provide an opportunity for students to reflect on their learning.



On the Tuesday during the second week of school (August 29, 2017 @ 9:00 am) schoolwide and ongoing as needed.


WHO will teach this lesson plan? WHERE will the lesson plan instruction occur?Classroom teacher In the classroom

CRITICAL ELEMENT #4: Location-based Rules

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4A. Determine top 3 locations for Event problems from the BASIS 3.0 Behavior Dashboard. We have determined that there is a great need to target “classroom”.

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

Expectations and Rules Chart

ExpectationsCopy and paste

expectations from 3C.

Locations Copy and paste locations from 4A.

Location #1: Classroom

Rules

Location #2: Hallway

Rules

Location #3: Playground

RulesExpectation #1:


Keep hands and feet to yourself

Stay in a single file line Always walk with or without an adult or classmate

Play respectful with playground toys

Expectation #2:


Raise your hand for permission to speak or leave your seat

Only go to where you have been given permission

Take turns while playing with playground toys

Expectation #3:


Speak to your classmates and teacher using kind words

Walking feet Use nice hands and keep your feet on the ground while playing with classmates

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

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Top 3 LocationsSchool Location # Incidents

1. Classroom 45

2. Hallway 11

3. Playground 9

Teaching RulesLesson Plan

Location #1: Classroom

Location Rules:(from 4B chart) Positive Example: Non-example:


Keeping hands, feet and objects to yourself

Yelling and being disruptive


Raise your hand for permission to leave your seat

Getting out of seat without permission

Conduct yourself in a safe and responsible

Using inside voices and speaking kindly to your classmates and teacher

Using profanity towards classmates or teacher

List 2 resources (website addresses, curriculum with location, books with page numbers, programs with lesson plan number, etc.) you will use to teach this lesson plan. Be specific enough so the resources can be located by anyone.1. 7 Habits of Happy Kids Strategies

2. Cloud9World Monthly Character Traits

List the steps of this lesson plan (Include lesson format, activities, and materials). Be detailed enough so the lesson can be implemented by anyone.1. The instructor will introduce the lesson my implementing the “I do”, “we do” and “you do” strategies.2. The instructor will generate conversation around what is acceptable and non-acceptable behavior and chart responses on a “T” Chart. Through the use of the “T” Chart the behaviors listed under the Acceptable behaviors will be modeled by the teacher.3. The instructor will incorporate role-playing with the students. 4. Students will practice and act out positive and acceptable behaviors. 5.The instructor will provide an opportunity for students to reflect on their learning.



1st Quarter (August 23rd) ~ Behavior assemblies will be held in the cafeteria to discuss positive behavior throughout the school. Teachers will review expectations as needed in the classroom

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

WHO will teach this lesson plan? WHERE will the lesson plan instruction occur?Administration and classroom teacher Café and the classroom

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Location #2: Hallway



Using silent voices while walking in line

Yelling and screaming while walking in line


Walking feet while in line Running, skipping, jumping or walking backwards


Sitting “criss-cross applesauce”, while waiting for your teacher

Standing nicely during your wait time for transitioning after specials



List the steps of this lesson plan (Include lesson format, activities, and materials). Be detailed enough so the lesson can be implemented by anyone.1. The instructor will introduce the lesson my implementing the “I do”, “we do” and “you do” strategies.2. The instructor will generate conversation around what is acceptable and non-acceptable behavior and chart responses on a “T” Chart. Through the use of the “T” Chart the behaviors listed under the Acceptable behaviors will be modeled by the teacher. 3. The instructor will incorporate role-playing with the students. 4. Students will practice and act out positive and acceptable behaviors. 5.The instructor will provide an opportunity for students to reflect on their learning.



1st Quarter (August 23rd) ~ Behavior assemblies will be held in the cafeteria to discuss positive behavior throughout the school. Teachers will review expectations as needed in the classroom



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Location #3: Playground


Demonstrate self-control Playing respectful with playground toys

Hitting classmates with playground toys

Share with classmates Taking turns while playing with playground toys

Keeping playground toys to yourself while playing outside

Keep hands and feet to yourself

Using nice hands and keeping feet on the ground while playing with classmates

Hitting or kicking classmates while on the playground



List the steps of this lesson plan (Include lesson format, activities, and materials). Be detailed enough so the lesson can be implemented by anyone.1.The classroom teacher will review playground expectations. 2. The teacher can have the students (whole group) develop and create playground norms to be posted in the classroom and reviewed as needed. 3. The teacher will then have the students role play the appropriate ways to play with classmates while on the playground.4. The instructor will provide an opportunity for students to reflect on their learning



1st Quarter (August 23rd) ~ Behavior assemblies will be held in the cafeteria to discuss positive behavior throughout the school. Teachers will review expectations as needed in the classroom.



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CRITICAL ELEMENT #5 Reward and Recognition Programs

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

5. Describe in detail one positive school-wide intervention plan you will use to reward/recognize students who follow your school-wide expectations and/or location-specific rules: (2 - 6 sentences for each section)

Plan Section PlanA. What do students need to do to earn the reward? Link to expectations and rulesMust be measurable

Terrific Kids ~ Students will be rewarded when they are displaying the Cloud9World

characteristics behavior in the cafeteria, classroom, hallway and on the playground. (Monthly Reward System)

STARS “Students Teaching and Reaching Success” Reward System ~ Students will be rewarded a STAR when they are displaying 7 Habits of

Happy Kids characteristics or behaviors. (Weekly/Quarterly Reward System)B. What reward/recognition will they earn?Include person(s) responsible for organizing

Administration, Coaches and all teachers will be responsible for rewarding students that are following school rules and expectations by giving students earned STARS. STARS will be earned for a chance to win an incentive.

Grade Level Rewards include: Movie/Popcorn Party, School Dance, Ice Cream Party, Ice Pop Party and Lunch with Administration.

C. How will you collect data to determine who has earned the reward?include person(s) responsible for organizing and analyzing

STARS “Students Teaching and Reaching Success” Reward System Every grade level will be assigned a colored STAR. Students will be rewarded a STAR, when they are displaying 7 Habits of

Happy Kids characteristics or behaviors throughout school day. Students will write their names and grade level on the STAR. STARS will be earned during the week and placed into assigned grade level

boxes in the media center. Administration or school counselor will select one student from each grade

level box bi-weekly and announce the winners on the Morning Announcements. Winners receive an incentive reward. Grade Level Contest ~ At the end of each Quarter a chart will be placed in the

Cafe displaying the collection of STARS for each grade level (charted). The grade level with the most STARS will receive a Popcorn/Movie Party.

Each Quarter starts a new collection of STARS.Terrific Kid Award

Classroom Teachers will determine students that receive Terrific Kid monthly award. Teachers will use Cloud9 Character Traits storybooks for instruction.

Each teacher will turn in the name of one student monthly to the guidance counselor. Students must display the monthly Cloud9World character trait in order to be recognized for the Terrific Kid Award.

Responsible Person(s) Administration Classroom Teachers School Counselor

D. When and how will the reward be provided?Include timelineInclude actual date

September 25, 2017 October 30, 2017 November 27, 2017 December 18, 2017 January 29, 2018 February 26, 2018 March 19, 2018 April 30, 2018 May 29, 2018

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CRITICAL ELEMENT #6 Effective Discipline Procedures

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

Staff-Managed Misbehaviors

Minor Misbehaviors Moderate Misbehaviors

Misbehavior Definition Misbehavior Definition1.Touching another Not monitoring self; Accidental 1. Repetitive Minor

Misbehaviors

More than 2 minorbehaviors in 30 minutes

2. Calling outAnswering a question without being called upon

2. Physical contact; Altercation

Intent to hurt or cause harm to another

3. Out of seatGetting up without permission 3. Saying a curse

wordIntentionally using a curse word as part of language

4. Not following a minor direction Not listening or paying attention 4. Name Calling

Teasing or calling another a name; hurting another’s feelings

5.Horseplay Not monitoring self; Accidental 5. YellingShouting out to disrupt the class and lasts longer than 30 seconds

6. Out of Line Not walking in line in an orderly fashion

6. Minor Insubordination

Disobeying or not following the staff’s direction

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

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

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

Reteach the appropriate behavior 10 minutes of “cool down time” in classroom

Verbal redirection Time out in another classroom

Telling the student to stop Note to parent in student agenda book

5 minutes of “cool down time” in classroom Phone call home to parents

5 minutes of “cool down time” during recess 10-15 minutes of “cool down time” during recess

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

Office Discipline Referrals (ODRs)

Behavior Definition

1. Repetitive moderate misbehaviors More than 4 moderate misbehaviors in 1 Day

2.Fighting A mutual altercation involving punching, slapping, kicking with an intent to harm

3. Cursing at an adult Use of profanity (verbal or non-verbal) directed at an adult

4.Disruptive/Unruly Behavior Behavior causing a disruption of the learning environment

5.Out of Area/Skipping Leaving the classroom or out of the classroom without permission

6.Defiance of Authority Consistent major disobedience/insubordination (More than 3 times in a week)

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

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

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CRITICAL ELEMENT # 7: Data Collection and Analysis

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

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

Total Population: 405 Calculation to

determine % rate % Core Evaluation# Referrals #

Students

1 Referral 14 (405 − (15) – (3)) ÷ 405 = 98Universal students: (# 0-1 Referrals should be >80%)

>80%?

☒YES ☐NO

2-5 Referrals 15 (15) ÷ 405 = .04At risk students:(# 2-5 Referrals should be <15%)

<15%?

☒YES ☐NO

>5 Referrals 3 (3) ÷ 405 = .007High risk students:(# >5 Referrals should be <5%)

<5%?

☒YES ☐NO

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

☒YES ☐NO

If YES, although your core is effective, how will you assist any at-risk and high risk students at the beginning of the next school year? We will assist the 18 identified at-risk and High Risk students with behavior modification through the MTSS/RtI Model.

If one or more are “NO”, what supports and interventions will you implement at the beginning of the next school year to improve your core?

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

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CRITICAL ELEMENT # 10: Monitoring Plans

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

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

Fidelity of Implementation PlanWHO:

Responsible Person(s)

WHAT: Data Analyzed

WHAT: Criteria for “Success” of Implementation

WHEN: Dates of Analysis

(quarterly dates)

HOW: Shared with Staff and

Stakeholders?

1. SAC Chair, Guidance Counselor, Assistant Principal

School-wide expectations and location-specific rules are posted across campus (“marketing”).

School-wide expectations and location-specific rules are posted in 100% of all classrooms as well as in the Café and Main Office 8/15/17

10/5/1712/15/173/16/175/18/17

Staff Development/ Roll-out ~ Preplanning Week

SAC/PTA Community Meeting at 6:00 pm

Team Meetings2. SAC Chair, Guidance Counselor, Assistant Principal

Behavior lesson plans are being taught as written

Behavioral incidents will decrease by 20% as compared to 2016-2017 school year data


Team Meetings


Discipline consequences and flow chart are being used by all staff as written

Behavioral incidents will decrease by 20% as compared to 2016-2017 school year data


Team Meetings

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

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

Student Outcome

WHO:Responsible

Person(s)WHAT: Data Analyzed WHAT: Criteria for “Success”

of Student Outcome

WHEN: Dates of Analysis(quarterly

dates)

HOW: Shared with Staff and

Stakeholders


# of IncidentsDisobedience/Insubordination ~ 29 Unruly/Disruptive Behavior ~ 15Fight-Minor/Altercation/Conflict ~ 10Insulting/Profane/Obscene Lang ~ 4

Anticipated # of Incidents 17-18(decrease of 20%)Disobedience/Insubordination ~ 23 Unruly/Disruptive Behavior ~ 12Fight-Minor/Altercation/Conflict ~ 8Insulting/Profane/Obscene Lang ~ 3 8/15/17

10/5/1712/15/173/16/175/18/17


Team Meetings


Current # of Incidents by Area 16/17Classroom ~ 45Hallway ~ 11Playground ~ 9

Anticipated # of Incidents by Area 17/18 decrease of 20%)Classroom ~ 36Hallway ~ 9Playground ~ 7


Team Meetings


We will analyze discipline data and behavior modification interventions through frequency charts to monitor the 18 identified at-risk and High Risk students

Decrease in identified behaviors and a positive outcome as a result of successful implantation of interventions.


Team Meetings

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· web viewthe team will share the updated implementation data in 10a including: the...

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