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Mt. Pisgah Middle School

RTI2-BImplementation

Manual

RTI2-Behavior Implementation Manual

(Mt. Pisgah Middle School)

(Shelby County Schools)

DATE CREATED: 11/12/2018

DATE LAST MODIFIED: 03/19/2019

(2019-2020) TEAM MEMBERS:

Principal: LaVonda Jones

Assistant Principal: Angela Knox

School Counselor(s): Devonah Bowers, *Angela Sanders

General Education Teacher: William Wilson, Tarvis Mull

Special Ed. Teacher(s): Monica Towles

Parents: Angelia Webster, LaShunda Nance and Rachon Johnson

Behavioral Specialist: Ms. Kimberly Carter

Ed. Assistant(s)/Non-Certified Staff: Ms. Driver

Student Members: Student Council Members

Community Member: Calvary Church, Virtue Quest, Girls Inc., MADC

School Social Worker: Laura Strong

ISS Assistant: LeTedrick Wiggins

Campus Monitor: MADC Members

Cafeteria/Custodial Staff: Sharon Dodson and Vincent Newsome

Bus Driver: Mr. Brown

External PBIS Coach: Gina True

TABLE OF CONTENTSRTI2-B Overview…………………………………………………………………………………………….

Purpose Statement……………………………………………………………………………………….

Team Composition and Norms……………………………………………………………………..

School -wide Behavioral Expectations…………………………………………………………..

School-wide Behavioral Expectations Matrix………………………………………………..

Lesson Plans………………………………………………………………………………………………….

Teaching the Plan………………………………………………………………………………………….

Acknowledgement System……………………………………………………………………………

Operational Definitions with examples and non-examples……………………………

Minor vs. Major Offenses……………………………………………………………………………..

Minor Incident Report Form………………………………………………………………………….

Discipline Process Flowchart………………………………………………………………………….

Classroom Checklist………………………………………………………………………………………

Calendar of Events………………………………………………………………………………………..

Planning for Stakeholder Input……………………………………………………………………..

RTI2-B Evaluations…………………………………………………………………………………………

Appendix………………………………………………………………………………………………………

RTI2-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.

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 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.

PURPOSE Mt. Pisgah Middle School 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 ensure that students understand the behavior expectations of the school as we work to cultivate a positive & nurturing school climate.

TEAM COMPOSITION AND NORMS

The school leadership team for 2019-2020 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 CompositionNAME School Role E-mail Address Phone No.

LaVonda Jones Principal [email protected] 416-2619Angela Knox Assistant Principal [email protected] 416-3074William Wilson Teacher [email protected] 416-2620*Angela Sanders School Counselor [email protected] 416-0297Devonah Bowers School Counselor [email protected] 416-3128Tarvis Mull Teacher [email protected] 416-2620Monica Towles Resource Teacher [email protected] 416-2620Angelia Webster Parent [email protected] 258-2666Lashunda Nance Parent [email protected] 497-0227Rachon Johnson Parent [email protected] 581-9157Kimberly Carter Beh. Specialist [email protected] 461-6004Laura Strong Social Worker [email protected] 619-8756LeTederick Wiggins ISS Teacher [email protected] 416-2620Sharon Dodson Cafeteria Mgr. [email protected] 416-3088Vincent Newsome Custodian 416-8625Day to meet: 2nd Wednesday of each month Time: 7:15amLocation: Conference RoomDates to present to faculty: 2nd Faculty meeting of each monthEXPECTATIONS (norms) OF LEADERSHIP TEAM MEMBERS:All meetings will start on time and end on time. Time will be monitored and enforced by our timekeeper. All team members will respect the opinions of the other team members.All team members will stay on task and refrain from sidebar conversations.All team members will agree to be active participants during the meeting.

mailto:[email protected]

STUDENT BEHAVIORAL EXPECTATIONS

Our school’s agreed-upon school-wide behavioral expectations are operationally defined. This will improve clarity and consistency of what is expected throughout the school.

Mt. Pisgah Middle School’s Behavioral Expectations are calledThe Pisgah Pledge:

(I will act as a responsible, respectful, safe, honest, and kind Eagle at all times.)School – Wide Expectations:

• Be Responsible• Be Respectful• Be Safe• Be Honest• Be Kind

Our 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 school-wide behavioral expectation poster is located in the appendix of this implementation manual.

SCHOOL-WIDE BEHAVIORAL EXPECTATIONS TEACHING 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 follow and 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 PLAN

Our 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 Students and Faculty

What will be done? How will it be done? When will it be done?

RTI2-B Booster training for faculty beginning of each new school year.

This will take place during DLD (teachers)

At the beginning of the school year.

Introduce the plan to students This will take place during the Principal’s Grade Level Meetings

At the beginning of each school year.

Create and display posters for each setting before students arrive.

The posters will be displayed throughout the building as defined by the matrix with double sided tape. All posters will be removed at the end of the school year and stored in the supply closet.

Posters will be designed prior to the end of the 2018-19 school year.

Use lesson plans to teach expected behaviors in all settings.

Designated Classroom and MAPS teachers will teach lessons to students on a rotational schedule. Faculty will be trained in August during in-service, and a refresher will be conducted in January after winter break.

August and January.

Review the plan and reteach lessons throughout the year.

Lessons will be taught using a rotational schedule.

August, January, and March.

Teach the plan to new students throughout the year.

Beta Club students will teach lessons to new students.

Monthly.

Establish a STUDENT LEADERSHIP TEAM.

Beta Club students will serve as part of our Student Leadership team. Mrs. Bowers and Mrs. Sanders will oversee this team.

Team will meet once a month.

Teaching the Plan to Staff

Who will be trained on the plan? Classroom teachers, MAPS teachers Teacher Assistants, Cafeteria Staff, Custodial Staff, and Office staff will be trained on this RtI2-B plan.

How: Our School Wide Discipline Plan will be presented to all faculty and staff members during in-service week.

When: August

How will you train staff to teach expectations and deliver acknowledgements?


When: August

How will you teach the components of the discipline process to all staff?


When: August

How will you teach core features of the plan to substitute teachers?

How:A copy of the School Wide Discipline Plan will be placed in each teacher’s Substitute folder.

When: August

What important dates will you share? A copy of our School Wide Calendar will be provided to our substitute teachers for reference.

How: A copy of our School Wide Calendar will be located in each teacher’s Substitute Folder

When: Calendars will be placed in folders at the beginning of each school year, and revised as needed.

Teaching the Plan to Family and Community

How will core features of the plan be shared with family/community members at the beginning of the school

year? (e.g. expectations, acknowledgements, discipline)

Components of the School Wide Discipline Plan will be conveyed to parents and community stakeholders during our Open House event in August.

How often will information about the plan be shared with family/community members?

Components of the School Wide Discipline Plan will be shared during each parent/community meeting.

How can families incorporate RTI2-B in the home?(e.g., home matrix, home acknowledgement system)

Parents will be encouraged to implement the matrix at home, and develop incentives to their students for good behavior. A copy of the matrix is on our school’s website.

What additional resources can family/community members access for more RTI2-B information and support? (e.g., online resources, resources within the district)

Numerous RtI2-B resources are provided on our school’s website.

Who will be the liaison between the school and family/community?

Mrs. Bowers and Mrs. Sanders will serve as liaisons.

How can family/community members get involved with RTI2-B at your school?

Family and Community Stakeholders can assist by being a part of the RTI2-B team, helping to update our plan, volunteering to participate in School Wide Events (ex. Chaperone Sock Hop Parties/Dances when rewarding students with good behavior, Donations of tangible items to reward students for good behavior i.e., McDonald’s coupons, Wendy’s Coupons, Incredible Pizza Gift Cards

Does your school have an established parent organization? If so, who will communicate with the parent organization? Our school has a PTA. Mrs. Bowers and Mrs. Sanders will communicate regularly with this organization.

ACKNOWLEDGEMENT SYSTEM

Our 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 “With My Positive Behavior Eye” as a part of the acknowledgement system.

A copy of the acknowledgement ticket that will be used is located in the appendix of this manual.

School-wide Acknowledgment System Matrix

Name Description When (frequency)

Where (location)

Who (distributors)

Peace DayStudents will receive an incentive if they remain fight free.

10 days

25 days

50 days

75 days

100 days

130 days

Gymnasium

Field Trip (TBA)

RtI2-B Team

Birthdays Students are recognized over the intercom on their birthday.

Morning Announcements

Main OfficePrincipal

Jones

Character I-Spy

Students are recognized by staff for exhibiting the character trait of the month. Teachers will complete the “With My Character Eye” form and submit to the office for intercom recognition by our School Principal.August: Respect September: ResponsibilityOctober: KindnessNovember: HonestyDecember: FairnessJanuary: CitizenshipFebruary: TrustworthinessMarch: DiligenceApril: IntegrityMay: CourageResponsibility, Respect, Honesty & Kindness are all character traits that are a part of our school’s Eagle Expectations.

As identifiedIntercom

Announcement

Principal

Jones

Stud

ents

Staff

Teacher of the Month

Teacher is identified by the administrative team for going above and beyond the call of duty for their students and teammates.

Monthly

Intercom Announcements

Faculty Meeting

School Website

Principal Jones

Teacher of the Year Teacher of the Year is nominated by

fellow staff members. Yearly

Intercom Announcements

Faculty Meeting

School Website

Teacher Perfect Attendance

Teachers with perfect attendance will receive a gift card from the Administrative team. Quarterly

Faculty Meeting

Principal

Jones

Appreciation Breakfast

The PTA and the RTI2-B Leadership Team will host a quarterly appreciation breakfast for all stakeholders.

Quarterly Library

PTA and RTI2-B Leadership Team

StakeholderLuncheon

A Luncheon will be held to show appreciation to our stakeholders.

Yearly (End-of-the-year luncheon – May)

Conference Room

Principal Jones; Admin Team; and student presenters

School Website

A section of our school’s website will spotlight our parent and community stakeholders. Monthly

MPMS Website

Mrs. Bowers

Fam

ily/C

omm

unity

DEALING 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 lists 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 along with possible interventions.

MINOR INCIDENT REPORT FORM

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 reached 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 teacher can document what they have 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.

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.

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.

CALENDAR OF EVENTS

Together 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 Components Date(s)

RTI2-B School Team Meetings August 21, 2019; September 11, 2019; October 9, 2019; November 6, 2019; December 11, 2019; January 8, 2020; February 12, 2020; March 18, 2020; April 8, 2020; May 13, 2020

Initial Session to Teach Core Components to Staff May 21, 2019

Booster Sessions to Teach Core Components to Staff August 5, 2019

Begin School-wide Implementation August 26, 2019

Teaching Expectation Lesson Plans to Students in All Settings

August 19, 2019

Re-teaching Expectation Lesson Plans to Students in All Settings

October 21, 2019

January 6, 2020

March 23, 2020

Celebrations/Assemblies Every 20-Day Reporting Period

Family Nights September 12, 2019

February 13, 2020

Other:

PLANNING FOR STAKEHOLDER INPUT

Because 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 suggests ideas on how our school may receive feedback and input.

Behavioral Expectations

Teaching and Re-teaching of Expectations

Acknowledgement System

Discipline Process

Students

Student Council will review our SWDP and provide feedback.

Beta Club students will assist with teaching lessons on behavior expectations.

Students will complete surveys and provide suggestions for improvement regarding the acknowledgement system at Mt. Pisgah.

Selected students will participate in our school’s discipline process by using restorative circles and peer mediation.

Staff A draft of the RTI2-B handbook will be reviewed by all faculty and staff members for feedback through grade level team leaders.

Lessons will be sent to each grade level chair to be reviewed and suggestions offered before the lessons are taught to students.

A draft of the RTI2-B handbook will be sent to faculty and staff for feedback to be submitted to grade level team leaders.

Faculty and staff members will analyze behaviors and determine if they are office or classroom managed behaviors. In addition, faculty

and staff members will provide examples as well as non-examples.

Family/Community

All components of the SWDP will be reviewed will family and community members during Open House and Back to School nights.

Ms. Driver has been recruited as our parent team member for the RTI2-B Leadership Team.


Families will be notified after each break that expectations are being retaught. They will also be encouraged to review expectations at home with their students.


The administrative team will solicit feedback from our PTA representatives.


Parents will be provided via our school website information regarding Mt. Pisgah’s RTI2-B Implementation Manual. They will also be able to provide feedback.

EVALUATION PLAN

Data 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.

Data Evaluation Tool Date to be Completed

System to collect, organize, and summarize Discipline

Data

Our school uses: Power School, Power BI

_______________________

Our plan: Discipline data is reviewed every 20 days.

Fidelity Data Tiered Fidelity Inventory Our plan: TFI will be conducted in August and March.

Social Validity Primary Intervention Rating Scale

Our plan: The PIRS will be conducted in April.

APPENDIX

TABLE OF CONTENTSPosters

Expectation Poster

Matrix

Posters by location

Lesson Plans by Location

Acknowledgement Ticket

Operational Definitions

Teacher managed (minors) / Office managed (majors)

Steps for Correction

Possible Interventions

Minor Incident Report Form (MIR)

Office Discipline Report Form (ODR)

Flowchart

Classroom Checklist

POSTERS

EXPECTATIONS POSTER

MATRIX

POSTERS BY LOCATION

SCHOOL WIDE ACKNOWLEDGEMENT TICKET

Please tell why you have recognized this student. ____________________________________________________________________________________________________________________________________________________________________________ Teacher: _______________________________


Please tell why you have recognized this student. ____________________________________________________________________________________________________________________________________________________________________________ Teacher: ________________________________


The Schoolwide Acknowledgment Ticket will be distributed and explained to teachers and staff during the RTI2- B development session in July, and additional copies will be available in the main office. Teachers will use the Schoolwide Acknowledgment Ticket to recognize students who are exhibiting the schoolwide behavior expectations as outlined on the Schoolwide Behavior Matrix. School teams (i.e., grade level, MAPS, Cafeteria/Custodial Staff) will be asked to submit a Schoolwide Acknowledgment Ticket anytime a student is caught exhibiting our school’s behavioral expectations. The name, as well as the specific behavior and action exhibited by the student, will be announced during morning/afternoon announcements. These students will also receive a token of appreciation. (Note: The tokens of appreciation will be determined from student surveys which will be distributed and analyzed in August 2019).

With myPositive Behavior Eye

_______________________(Student’s Name)

Showing_______________________

(Behavior)


_______________________(Student’s Name)

Showing_______________________

(Behavior)


_______________________(Student’s Name)

Showing_______________________

(Behavior)


_______________________(Student’s Name)

Showing_______________________

(Behavior)

Behavioral Expectation Lesson Plan : Hallway/School GroundsLesson plans should be taught in the area and take 10-15 minutes

Objective: The students will demonstrate being RESPONSIBLE, being RESPECTFUL, being SAFE, being HONEST, and being KIND in the hallways/school grounds.

Setting: Hallways/School Grounds

Expectations Taught:

Responsible: Be on time and go directly to your destination, making certain to retrieve all materials during locker breakRespectful: Listen to all adults, help your peers, and keep our school clean and litter freeSafe: Keep hands and feet to yourself, Walk to the right side of the hallway, have a hall pass when out of classHonest: Use assigned locker, Tell the truth, Turn in found items to a teacher Kind: Use level “1” voice, Be helpful to peers and adults, walk away from conflict

Examples:

Teach using “I do, we do, you do”

1. Students will walk, stay to the right, and loop.

2. Students will face forward while walking.

3. Students will get materials during locker break

4. Students must have a hall pass when out of class.

Non-examples:(Adults model only)

1. Walking to the left of the hall

2. Talking loudly

3. Running in the hall

4. No hall pass

Follow Through and Practice:

(How will behavior expectations continue to be taught throughout the school year?)

1. Teachers may utilize PowerPoint or handouts to teach expectations. After expectations have been taught, teachers will check for understanding.

2. Students will practice and model the correct expectations.

3. Students will be refreshed on each expectation after return from each break (fall, winter, spring break)

Acknowledgement:

(How will behaviors be acknowledged in this setting?)

Students who exhibit exemplary behavior will receive a $5 game card to Incredible Pizza. The game cards can be used as currency in the Incredible Pizza Fairgrounds to play games.

Behavioral Expectation Lesson Plan : ClassroomLesson plans should be taught in the area and take 10-15 minutes

Objective: The students will demonstrate being RESPONSIBLE, being RESPECTFUL, being SAFE, being HONEST, and being KIND in the classroom.

Setting: Classroom

Expectations Taught:(see behavior expectation matrix)

Responsible: Be on time and prepared for class, begin work when prompted, listen without interrupting, be an active participant, raise hand for assistanceRespectful: Enter classroom with level 2 voice, listen and take turns when talking to peers and adults, follow adult expectations, respect the property of othersSafe: Keep hands and feet to yourself, keep materials stored properly under desk, remain seatedHonest: Do your own work, do not eat or drink in the classroomKind: Speak at a level “1” voice, be helpful, work cooperatively, walk away from conflict

Examples:


1. Begin work immediately

2. Listen without interrupting

3. Raise your hand for help

4. Participate

5. Enter and exit quietly


1. Get up without permission

2. Talk without permission

3. Wait to complete assignments

4. Refusing to participate






Acknowledgement:



Behavioral Expectation Lesson Plan : BusesLesson plans should be taught in the area and take 10-15 minutes

Objective: The students will demonstrate being RESPONSIBLE, being RESPECTFUL, being SAFE, being HONEST, and being KIND on the bus.

Setting: Bus


Responsible: Follow all bus rules, keep seats and aisles clean and clearRespectful: Follow bus driver’s directivesSafe: Report any dangerous behavior to an adult, remain seated, keep hands and feet in your own spaceHonest: Turn in found objects to bus driverKind: Walk away from conflict, speak using a level “1” voice

Examples:


1. Keep your hands and feet in your own space

2. Keep seats and aisles clean

3. Stay seated

4. Avoid conflict


1. Walk around the bus without permission

2. Hit/kick the seat in front of you

3. Yell on the bus

4. Entertaining Conflict






Acknowledgement:


Students who exhibit exemplary behavior will receive a $5 game card to Incredible Pizza. The game cards can be used as currency in the Incredible Pizza Fairgrounds to play games

Behavioral Expectation Lesson Plan : RestroomLesson plans should be taught in the area and take 10-15 minutes

Objective: The students will demonstrate being RESPONSIBLE, being RESPECTFUL, being SAFE, being HONEST, and being KIND in the restroom.

Setting: Restroom


Responsible: Flush toilet after each use, use two pumps of soap when washing hands, use two paper towels when drying hands, properly dispose of personal hygiene items, place used paper towels in trash canRespectful: Give others and yourself privacy, keep restroom graffiti-freeSafe: Keep water in the sink and turn off faucets with a paper towel, report all spills immediately to your teacher Honest: Return to class immediately after taking care of restroom needsKind: Clean up after yourself, Use level “1” voice, walk away from conflict

Examples:


1. Clean up after yourself, flush toilet

2. Wash your hands with soap and water

3. Take care of your needs and return to class quickly

4. Do not write on walls or stalls


1. Splash water

2. Play in the restroom

3. Leave water faucet running






Acknowledgement: (How will behaviors be acknowledged in this setting?)


Behavioral Expectation Lesson Plan : CafeteriaLesson plans should be taught in the area and take 10-15 minutes

Objective: The students will demonstrate being RESPONSIBLE, being RESPECTFUL, being SAFE, being HONEST, and being KIND in the cafeteria.

Setting: Cafeteria


Responsible: Stay in a straight line and do not cut in front of others in the line, Clean up your messRespectful: Use good manners with cafeteria staff and other students. Wait patiently.Safe: Stay seated and keep hands, feet and other objects to yourself, eat only your foodHonest: Do not skip the lineKind: Touch only your food

Examples:


1. Eat only your food

2. Clean up after yourself

3. Throw away all trash

4. Enter the cafeteria with your class, stay in line and walk along the perimeter


1. Run in the cafeteria

2. Skip in front of students

3. Take food from other students








Behavioral Expectation Lesson Plan : AssembliesLesson plans should be taught in the area and take 10-15 minutes

Objective: The students at Mt. Pisgah Middle School will act as responsible, respectful, safe, honest and kind Eagles at all times.

Setting: Assemblies


Responsible: Listen to speakers and performersRespectful: Use “0” voice level. Give speaker your attention, follow directives of presenterSafe: Enter and exit using “0” voice level or “1” as instructed. Stay in designated area, use steps to walk up/down bleacher area.Honest: Keep food, drinks, and gum out of gymKind: Applaud appropriately

Examples:Teach using “I do, we do, you do”

1. Students will listen to speakers attentively.

2. Students will respond appropriately to program speakers.

3. Students will enter and exit the gymnasium quietly.

4. Students will not eat drink or chew gum while in the gymnasium.


1. Talking while the speaker is talking.

2. Eating, drinking or chewing gum in the gymnasium.

3. Booing, or making other inappropriate comments.

Follow Through and Practice:(How will behavior expectations continue to be taught throughout the school year?)




The Principal (or designated individual) will praise students for entering the assembly area in a quiet manner.

Behavioral Expectation Lesson Plan : Computer LabLesson plans should be taught in the area and take 10-15 minutes


Setting: Computer Lab


Responsible: Follow the acceptable use policy& report problems to teacherRespectful: Leave equipment as you found it, clean up your areaSafe: Enter and exit quietly, Keep hands, feet and objects to yourselfHonest: Work only on assigned projects, keep food, drinks and gum out of computer labKind: Make sure your area is clean before exiting the computer lab.

Examples:Teach using “I do, we do, you do”

1. Students will inform teachers of any problems while using the lab.

2. Students will respect the equipment utilized in the computer lab.

3. Students will only work on assigned projects.


1. Destroying computer equipment

2. Visiting unapproved sites

Follow Through and Practice:(How will behavior expectations continue to be taught throughout the school year?)



Acknowledgement:


Students will be acknowledged by receiving “shout outs” on the intercom for exhibiting good behavior in the computer lab as a class.

Behavioral Expectation Lesson Plan : LibraryLesson plans should be taught in the area and take 10-15 minutes


Setting: Library


Responsible: Pay fines promptly, arrive with a pass, return books on timeRespectful: Use library materials properly, follow book check out procedures, use voice level “1”Safe: While seated keep 2 feet and 4 legs on the floorHonest: Follow the acceptable use policy for computer useKind: Help others, clean up after yourself

Examples:


1. Students will have a pass if they are not accompanied by their teacher.

2. Students will maintain proper voice control while in library.

3. Students will remain on assigned websites while using the computer.


1. Excessive noise

2. Damaging books/materials

3. Visiting unapproved sites while on computer



Students will practice and model the correct expectations.



Our librarian will recognize classes monthly for good behavior in the library.

Behavioral Expectation Lesson Plan : Main OfficeLesson plans should be taught in the area and take 10-15 minutes


Setting: Office


Responsible: State your purpose politely, wait patiently to be helpedRespectful: Say “please and thank you”, cooperate with office staffSafe: Follow sign in/out procedures, stand in lineHonest: Return to class immediately after you have been assistedKind: Attend only to your business

Examples:


Responsible: State your purpose politely, wait patiently to be helped

Respectful: Use good manners and polite language, cooperate with office staff

Safe: Follow sign in/out procedures

Honest: Take care of your needs and return to class immediately

Kind: Attend only to your business


Skipping the line

Rude/disrespectful behavior towards office staff

Visiting other areas of the building before returning to class





Acknowledgement:


Office staff will praise students for exhibiting the correct behavior(s) when visiting the main office.

Behavioral Expectation Lesson Plan : Science LabLesson plans should be taught in the area and take 10-15 minutes


Setting: Science Lab


Responsible: Adhere to Mt. Pisgah’s Science Lab Expectations Policy, Report equipment and material problems immediately to your teacherRespectful: Leave equipment and materials as you have found them, follow teacher directives first time givenSafe: Wear proper PPE, Follow disposal procedures for materials and wasteHonest: Work only on assigned tasksKind: Clean up after yourself. Help others as needed

Examples:


Responsible: Follow lab expectations policy, make sure the lab teacher is aware of any damaged materials or equipment

Respectful: Wait your turn to use equipment, then put it back in its proper place when finished

Safe: Wear the proper PPE, Dispose of materials and waste as instructed

Honest: Only work on/complete tasks that have been assigned to you

Kind: Help others complete their tasks if needed and requested by teacher


Skipping the line

Rude/disrespectful behavior towards office staff

Visiting other areas of the building before returning to class





Acknowledgement:


Science Lab teacher will praise students for exhibiting the correct behavior(s) when visiting the science lab.

Major Problem Behavior Definition

EXAMPLE

IMMEDIATE OFFICE REFERRAL

NON-EXAMPLE

Abusive 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-verbal

Put downs, taunts, or slurs of a non-offensive nature, saying stupid, ugly, shut up, etc. 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 items.

Student is carrying a lighter

Bomb 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, planted an explosive device on school grounds/property, making or attempting to construct a school bomb at school

Defiance/Disrespect/ Insubordination/

Non-Compliance

(Disrupt)

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/argumentative

Mildly talking back, not following directions, sleeping, ignoring teacher, refusal to complete assignment

Disruption

(Disruption)

Student eages 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 environment.

Intentional distractions, noises, pranks, annoying statements/question, breaking line, making messes, throwing paper wads, tapping pencil, out of seat, passing gas


EXAMPLE


NON-EXAMPLE

Dress 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 dictates.

Shirt untucked, no belt, jeans with holes worn without leggings underneath, dresses/skirts above the knee, cropped shirts, tight jeans or pants, shirts showing cleavage

Fighting

(Fight)

Student is involved in mutual participation in an incident involving physical violence.

Hitting with intent to hurt, punching, kicking, hair pulling, scratching, choking

Horse 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 stealing

Gang 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.

Repeated verbal harassment or abuse, inappropriate touching, gesturing, notes or pictures

Inappropriate 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 adult

Students give a brief hug of friendship

Inappropriate 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 property

Student in restroom without a pass


EXAMPLE


NON-EXAMPLE

Other 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 hurt

horseplay

Property 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 property

Skip class

(Skip)

Student leaves or misses class without permission.

Truancy

(Truancy

Student receives an ‘unexcused absence’ for ½ day or more.

Tardy

(Tardy)

Student is late (as defined by the school) to class or the start up of the school day (and Tardy is not considered a minor problem behavior in the school).

Student enters class after bell

Student is in the door when the bell rings

Technology 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 other inappropriate device visible

Devices are properly stored, but not turned to silence

Use/Possession of Alcohol

(Alcohol)Student is in possession of or is using alcohol.

Smelling of alcohol, possession of alcohol

Use/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 of

Use/Possession of Drugs

(Drugs)

Student is in possession of or is using illegal drugs/substances or imitations.

Has possession of

Use/Possession of TobaccoStudent is in possession of or is using tobacco. Has possession of


EXAMPLE


NON-EXAMPLE

(Tobacco)

Use/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

Minor Problem Behavior DefinitionEXAMPLE

Handled by teacher

NON-EXAMPLE

Defiance/Disrespect/ Non-compliance

(M-Disrespect)

Student engages in brief or low-intensity failure to respond to adult requests.

Excessive talking

Talking during announcements

Inappropriate words while excessive talking.

(i.e. Calling a peer Gay)

Disruption

(M-Disruption)

Student engages in low-intensity, but inappropriate disruption.

Out of their seat without permission and speaking to another student.

Out of seat and disruption of instruction

Dress Code

Violation

(M-Dress)

Student wears clothing that is near, but not within, the dress code guidelines defined by the school/district.

Wearing stretch pants without appropriate shirt.

Wearing clothes that are not prepare for school. (short tight spandex dress or/and pants hanging below hips.

Lying/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 own

Student makes up story regarding homework or not have appropriate materials

Inappropriate Language

(M-Inapp Lan)

Student engages in low-intensity instance of inappropriate language.

Checking or outburst without use of foul language.

Screaming at peers and teachers calling them names (foul language)

Other

(M-Other)

Student engages in any other minor problem behaviors that do not fall within the above categories.

Excessive crying

Physical Contact/ Physical Aggression

(M-Contact)

Student engages in non-serious, but inappropriate physical contact.

Hugging other students in hallway and/or class

Hugging with wrong intentions

Property Misuse

(M-Prpty Misuse)Student engages in low-intensity misuse of property.

Banging on the computers when using them.

Breaking windows in the gym or cafeteria area.

Tardy

(M-Tardy)

Student arrives at class after the bell (or signal that class has started).

Student arriving to class 2 to 5 minutes late.

Arriving to class 20 minutes late without a pass.

Technology 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.

Student on YouTube website without permission.

Student videotaping other students without permission and posting to social media.

The following clarifies behaviors that will be handled by the school office and by the classroom teacher.

Office Managed Problem Behavior Teacher Managed Problem Behavior

Arson Lying/Cheating

Bomb Threat Electronic Violation

Defiance/Disrespect/Insubordinate Property Misuse

Fighting/Physical Aggression Inappropriate Language

Forgery/ Theft Physical Contact/ Aggression

Gang Affiliation Display Eating in Class

Harassment/Bullying Disruption

Inappropriate Display of Affection Defiance/Disrespectful/ Non-compliance

Property Damage/ Vandalism Dress Code

Use/ Possession of Alcohol Excessive Talking

Use/Possession of Combustibles Off Task

Use/Possession of Drugs or Weapons Tardy

STEPS TO FOLLOW WHEN ADDRESSING PROBLEM BEHAVIORS:RESPONSES TO INAPPROPRIATE BEHAVIORS ARE ALWAYS:

Calm Consistent Brief Immediate Respectful

STEPS TO SPECIFIC ERROR CORRECTION:

Respectfully address the student Describe inappropriate behavior Describe expected behavior/expectation Anchor to expectation on Matrix Redirect back to appropriate behavior

PREVENTIVE STRATEGIES TO DISCOURAGE PROBLEM BEHAVIOR

Active supervision Pre-corrects Increased praise

ACTIVE SUPERVISION PRE-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

Name: Grade: Teacher:

1st Incident Date Time Positive Reinforcement Location Problem Behavior Staff Intervention/Action Taken Teacher Action Taken o Classroom o Cafeteria o Gym o Locker Room o Restroom o Outside Building o Other: __________________

o Disruption: excessive talking o Dress code Violation o Profanity o Non-compliance (class rules,

cheating, cell phone, off task) o Property Misuse o Tardy o Other: _________________ Student Initials: ____________

o Warning/Retaught Expectation o Contact Parent via: o Email: ___________________ o Phone: __________________ o P/T Conference: ___________ o Detention o Silent Lunch Table o Seat Change/Student

Conference o Other: __________________ Teacher Initials: ____________ .

o Verbal Praise o Positive Note o Lunch with the Principal o Free Seating in Cafeteria o Positive Phone Call o “Eagle” Bucks o Admission to Rec. Room o Admission to School Activity Teacher Initials: __________

2nd Incident Date Time Positive Reinforcement

Minor Incident Report Form

Name: Grade: Teacher:

1st Incident Date Time Positive Reinforcement Location Problem Behavior Staff Intervention/Action Taken Teacher Action Taken o Classroom o Cafeteria o Gym o Locker Room o Restroom o Outside Building o Other: __________________

o Disruption: excessive talking o Dress code Violation o Profanity o Non-compliance (class rules,

cheating, cell phone, off task) o Property Misuse o Tardy o Other: _________________ Student Initials: ____________

o Warning/Retaught Expectation o Contact Parent via: o Email: ___________________ o Phone: __________________ o P/T Conference: ___________ o Detention o Silent Lunch Table o Seat Change/Student

Conference o Other: __________________ Teacher Initials: ____________ .

o Verbal Praise o Positive Note o Lunch with the Principal o Free Seating in Cafeteria o Positive Phone Call o “Eagle” Bucks o Admission to Rec. Room o Admission to School Activity Teacher Initials: __________

2nd Incident Date Time Positive Reinforcement

Behavior Flowchart

Observe Problem Behavior

What type of behavior is it?Re-direct student

Intervention 1:

Re-teach appropriate behavior/Verbal reflection

Document minor Appropriate intervention

Intervention 1:

Call office to notify that student is on the way or to be picked up.

Teacher Managed(Minor)

Office Managed(Major)

Office Discipline Report Office Discipline Referral Form

Name:________________________________ Grade: _______________ Date:_____________

Time: ___________________ Referring Staff: ________________________________________Others Involved in incident:

_____None _____Peers _____Staff _____Teacher _____Substitute _____Other

Location:_____Classroom _____Hallway _____Restroom _____Cafeteria _____Outside

Intervention 2:

Re-teach/Verbal Reflection

Document minor Appropriate intervention

Office Managed Problem Behavior Teacher Managed Problem Behavior

Arson Lying/Cheating

Bomb Threat Electronic Violation

Defiance/Disrespect/Insubordinate Property Misuse

Fighting/Physical Aggression Inappropriate Language

Forgery/ Theft Physical Contact/ Aggression

Gang Affiliation Display Eating in Class

Harassment/Bullying Disruption

Inappropriate Display of Affection Defiance/Disrespectful/ Non-compliance

Property Damage/ Vandalism Dress Code

Use/ Possession of Alcohol Excessive Talking

Use/Possession of Combustibles Off Task

Use/Possession of Drugs or Weapons Tardy

Intervention 3:

Re-teach/Written Behavior Reflection

Contact home Document minor Appropriate intervention

After 3rd intervention if minor behavior reoccurs:

1. Write an ODR2. Attach minor behavior

form and reflection sheet to ODR.

3. Call office to notify that student is on the way or to be picked up

PLEAS NOTE…

Interventions start over at the beginning of the week. (Mondays)

Movement through the interventions occurs when the same minor behavior is exhibited in the same class by a student.

Remember to teach and review the Eagle expectations and reinforce students for demonstrating the expectations to prevent student

misbehavior.

Intervention 2:

Submit ODR by the end of the same day

Intervention 3:

Administration determines consequence

Intervention 4:

Administration provides feedback to staff

_____Library ______Arrival/Dismissal ______Other

Staff-Managed Problem Behavior

Office Managed Problem Behavior

Possible Motivation

Inappropriate Language

Physical Contact Defiance Dress Code Property Misuse Tardy Electronic Violation Lying/Cheating Inappropriate Display

Affection Other

Abusive Language Fighting/Physical

Aggression Disrespect Harassment/Bullying Sexual Harassment Skipping Class Arson Vandalism Possession of

Drugs/Weapons Other

Obtain peer attention Obtain adult attention Obtain

items/activities Avoid Peer(s) Avoid Adult Avoid task or activity Nurse School Counselor Don’t Know Other

Administrative Decision:

_____ Conference with Student _____ In-School Solutions (____Days)_____ Loss of Privilege _____ Out-of-School Suspension (____Days)_____ Parent Contact _____ Assigned Supervised Study_____ Parent – Admin. Conference_____ Referral (Counselor, Social Worker, Behavior Specialist, Psychologist)

Student Signature:__________________________________ Date:___________________

Administrator Signature:_____________________________ Date:___________________

Parent Signature:___________________________________ Date:___________________

CLASSROOM CHECKLIST

RTI2-B Core Components Features in the Classroom

Behavioral 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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