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School Board Policy Requiring School Behavior PlansCitywide Discipline Policy 5200, Regulation 5200A

FromSection I Schools (Reprinted below)

A.Accountability and Continuous Improvement1. Develop a school-wide behavior plan with input from

teachers, administrators, other staff, students and families.2. Ensure that the behavior plan includes the six key areas ofresponsibility previously referenced (Accountability andContinuous Improvement;Relationships and Community

Building;Define and Teach Expectations; Communicationbetween Families and School; Interventions for Misbehavior;Use of Data and Problem and Solving.) The plan will identifyroles and responsibilities for all concerned. In addition, the plan

will specify which staff are responsible for handling behaviorconcerns, including which issues are handled within classrooms,

which issues are referred to a team or support staff and whichare referred to administration.

3.

Support development of practices consistent with this policy.4. Formulate building procedures necessary to enforce this policy.5. Ensure that new teachers, administrators and other staff know

and understand the school wide plan and regularly review theschool plan with all staff.

6. Document participation in staff development activities.7. Review outcomes and modify plan, with particular attention to

whether the school is reducing the disproportionate suspensionof African American and Native American students.

B.Relationships and Community Building1. Use defined strategies for building a sense of community in

school, including forming relationships with all students and

helping all members of the school community learn about andrespect their own and each others culture.

2. Provide a clear process for addressing student concerns.3. Develop and use a system so that every student knows to whom

they can go for help in the classroom and the school as a whole.

C.Define and Teach Expectations:1. Develop school-wide expectations, based on the district

expectations and rules, defined with input from staff, studentsand families.

2. Implement a defined system for teaching the expectations at thebeginning of the school year and periodically throughout the

year. Teach social skills to increase students repertoire ofappropriate responses.

D. Communication between Families and School1. Ensure that the school is welcoming to families of all

cultures and backgrounds.2. Communicate school expectations to families.3. Inform families of both their students positive behavior and of

behavior-related concerns. Communication must be adequate,timely and culturally appropriate.

4. At a minimum, families must be notified, in a language theyunderstand:a. When a students behavior is repeatedly disruptive or resultsin a significant amount of lost instruction time

b. By the end of the day or beginning of the following day in thecase of suspensionc. In accordance with a students individual behavior plan.

5. Families should be invited to participate in problem solving andplanning for their student.

6. Communicate with families whose students have been victimizedat school.

E.Interventions for Misbehavior1. Provide a continuum of interventions that include

reinforcement, support and re-teaching opportunities as well asconsequences for misbehavior in order to address the needs ofthe student who misbehaved, those people directly affected by

the behavior, and the school community as a whole.2. Implement a system for documenting interventions used by

individual staff and the school as a whole and their impact.3. Identify how community partners will be involved with school

discipline and in responses to behavior concerns.4. Track the implementation of interventions to assure they are

implemented as intended and to assess the degree ofeffectiveness.

5. Identify and use a process for resolving conflict6. Identify procedures for temporarily removing a student from the

classroom when necessary and for re-teaching expectations7. Identify procedures for re-entry when a student has been


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October 10, 2007 | Key to Student Success 38

removed from class and / or suspended. Whenever possible a re-entry conference following a suspension should include any staffinvolved in the incident leading to the suspension, the studentand his /her parent / guardian. The conference should include adiscussion of how to repair harm done.

F. Use of Data and Problem Solving1. Monitor behavior; including tracking the number of out of class

behavior referrals and other office referrals, and number andlength of suspensions.

2. Review data with staffand engage them in identifyingpatterns, problem solving, and using the data to inform practice.

3. Disaggregate data by gender, culture, grade, and other variables

identified by the school to identify areas of need, includingindividual students who are struggling with behavior issues,classrooms and staff who need additional intervention orprofessional support, times and places where problems occur.

4. Ensure that teams of teachers and support staff provideinterdisciplinary problem solving and to address identified needs

5. Involve students and families in problem solving for individualconcerns

6. Solicit input from students and families about school climate andother concerns. Invite students and families to be involved inproblem solving


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Effect of PBIS on Percentage of Students AtSullivan Communications Center Receiving Behavior Referrals

PBIS examines school-wide behavior referral data to gauge how well behavior strategies are working in a school. The Green Zonerepresents the number of students in a school who receive 1 or zero behavior referrals in a year. The Yellow Zone represents 2-5 referrals,and the Red Zone represents 6 or more. The goal is to get more students into the Green Zone, which will result in less time focused on

behavior management and more time focused on t eaching and learning.

In the first year of implementation alone, PBIS has been effective in the districts five pilot schools, with schools typically moving from 60-70% of students in the green zone, to 70-80% of students in the green zone. The example below shows how Sullivan moved morestudents into the green zone over a three-year period of time.

n Percentage of students receiving 1 or zero behavior referrals in a year.nPercentage of students receiving 2-5 behavior referrals in a year.nPercentage of students receiving 6 or more behavior referrals in a year.


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Indicators of Positive Behavior Interventions and Supports (PBIS)Best Practices for Minneapolis Public Schools

Educating the Whole Child within the Context of the Principles of Learning (POL)Supporting Academic Rigor by Building Students Social Emotional Competence with

Positive Behavior Support (PBIS)

Rationale for linking POL and PBIS: Research indicatesthat schools can create and establish clear expectations forlearning and positive behavior, while providing firm and fairdiscipline. Students will be more motivated if they are inenvironments that are perceived as safe,positive and predictable.Increased motivation is associated with improved acquisition ofskills that will be of value for years following formal education(Katz cited in Sprague & Horner, in press).

Principle of Learning: Organizing for EffortPBIS links: Commitment to a sustained school focus on positive and

preventative aspects of school climate and safety using athree-tier supportive approach (all, some, few)

80% of staff supports implementation of PBIS Representative school-wide PBIS team organizes school

effort and accountability system Administrators support effort and are active members of

school-wide PBIS team Positive school-wide expectations are set and promoted

and linked to SIP School-wide plan to teach, practice and recognize expectedbehavior

Active supervision in common areas provided to protect,expect, connect and correct students regularly

Problem behaviors are clearly defined, systems andconsequences in place to effectively correct problem

behaviors for students and staff Systematic assessment of the nature, prevalence and

effects of behavior using performance-based data used foractive decision-making to improve targeted behaviorsupport

Principle of Learning: Clear ExpectationsPBIS links:

3-5 positively stated school-wide are set and promoted Develop clear goals and objectives for improving school

discipline, supported by the entire school community(including guidelines to help school to identify, preventand address incidents)

Clear lesson plans to teach, practice and acknowledgebehavior expectations exist for all levels (i.e., school-wide,classroom-wide, common areas and for individuals)

Students and staff can name expectations, understandrationale and have been acknowledged for demonstratingexpectations regularly

Behavior expectations developed and taught directly(lesson plans in embedded matrix) in all school areas (e.g.,classrooms, halls, lunchroom, bathrooms, assemblies,community trips, dances, etc.)

Principle of Learning: Fair and Credible

EvaluationPBIS links: Performance-based data used for active, ongoing decision-

makingo Regular evaluation of behavior and academic data

linked to evidence-based support systemso Effective Behavior Systems (EBS) survey conducted

yearly to assess school climateo School Evaluation Tool (SET) conducted yearly to

directly observe and assess areas of strength andneeds and determine fidelity of implementation


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Principle of Learning: Recognition ofAccomplishmentPBIS links:

Frequent recognition (4:1 minimum) of positivebehavior/positive interactions to reprimands in school forboth adults and students

Regular school-wide celebrations of accomplishment withfamily and community

Additional PBIS links: (related to Principles ofLearning: Thinking Curriculum, Accountable Talk,

Socializing Intelligence, Self-management of Learningand Learning as Apprenticeship):

Social skills curriculum adopted, taught, modeled,practiced, recognized and generalized school-wide

Students able to demonstrate skills in problem solving,empathy, impulse control and anger management

Teachers scaffold student performance during initiallearning, gradually remove supports as students internalizeskills

Reference:Sprague, J., Walker, H. (in press); School Wide Positive Behavior Supports; In S. R. Jimerson & M.J. Furlong (Eds.), The Handbook of School Violence and

School Safety: From Research to Practice. New Jersey: Lawrence Erlbaum Associates

This guide for creating a School-Wide Positive Behavior Plan was supported in part by Safe Schools Healthy Students.

For more information about creating a school-widepositive behavior plan, please contact Larry Burgess,Director of Student Support, at 612-668-0860.

keys to student success (7 of 7) school-wide positive behaviorp37-41

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