here

Report
Informational Presentation about
our School’s Culture, Student
Expectations, and Discipline
SY 2013 -2014 USP VI D2
School-Wide
Common
Language
Proactive
Communicate
Acknowledge
POSITIVE
It’s All
BEHAVIOR
About…
Encourage
Why?
Establish
Common
Expectations
Preventative
Approach
How?
Consistently
Encourage and
Communicate
Ongoing
Reinforcement
and Recognition
Creates a
positive, safe
school climate to
maximize success
Example of PBIS – Matrix of Expectations
SETTING
All Settings
EXPECTATION
Be on task.
Respect
Give your
Ourselves
best effort.
Be prepared.
Respect
Others
Respect
Property
Hallways
Walk.
Playground
Cafeteria
Library/
Computer
Lab
Assembly
Bus
Have a
plan.
Eat all your
food.
Select
healthy
foods.
Study,
read,
compute.
Sit in one
spot.
Watch for
your stop.
Practice
good table
manners
Listen/watch
Use a quiet
Whisper.
.
voice.
Return
Use
Stay in your
books.
appropriate
seat.
applause.
Be kind.
Use normal Play safe.
Hands/feet to
voice
Include
self.
volume.
others.
Help/share
Walk to
Share
with others.
right.
equipment.
Recycle.
Clean up
after self.
Pick up
litter.
Maintain
physical
space.
Use
equipment
properly.
Put litter in
garbage
can.
Replace
trays &
utensils.
Clean up
eating
area.
Push in
chairs.
Treat
books
carefully.
Pick up.
Treat chairs
appropriately
Wipe your
feet.
Sit
appropriately
The Purpose of The Guidelines for Student
Rights and Responsibilities
Explains the rights and responsibilities of students
Describes behavior which violates the rights and
responsibilities
Aims for consistency throughout the District
Assures the rights of students when disciplinary action is taken
When
They May
Do These
Also
Guidelines
ApplyApply
When
students
are
When
a student's
behavior
going
to school
and from
away
from
has a
negative
effect on the
school (“portal
to
other
students.
portal”)
If the action disrupts the
During
the school
day
educational
process.
All activities
The violation
is directly
connected with
to prior
associated
the
violations
school.
school
in at
any
way
o
LEVEL 2
Reassignment To Different
Class
o
Behavior Contract
o
Behavior Intervention Group
o
Threat Assessment
o
Behavior Intervention Plan
o
Lunch Detention
o
Monitoring of Selected
Problem
Behaviors
o
Other Action (consistent with
other Level 1 interventions and
approved by the RPPSC).
Any Action from the prior level(s) may also be imposed.
o
Restorative Conference and/or Restorative Circle
o
Social Skills Groups and/or Mentoring
LEVEL 3
o
o
o
o
o
Detention (before or after school)
Peer Mediation
Privileges Suspended
Restitution
Saturday School
Teen Court
Functional Behavioral
Assessment
Behavior Learning Packets
Time Out
Reflective Essay
Meeting With School Counselor
Community Service (not work
detail)
Any Action from the prior level(s) may also be imposed.
o
Short-Term In School Action and/or Abeyance
o
Restorative Conference and/or Restorative Circle
o
In School Suspension – Short-Term (1-10 Days)
o
Out Of School Suspension and/or Abeyance – Short-Term (1-10 Days)
*OUT-OF-SCHOOL SUSPENSIONS ARE SUBJECT TO LIMITATIONS DESCRIBED ON PG 17
o
Department of School Safety may be contacted in Appropriate Circumstances
LEVEL 4
LEVEL 1
o
o
o
o
o
o
o
Any Action from the prior level(s) may also be imposed.
o
Out of School Suspension and/or Abeyance – Long-Term (11-30 Days)
*OUT-OF-SCHOOL SUSPENSIONS ARE SUBJECT TO LIMITATIONS DESCRIBED ON PG 17
o
Restorative Conference and/or Restorative Circle (upon re-entry to school)
o
Removal By Hearing Officer For Likely Injury To Self Or Others
o
Removal By Student’s IEP Team To An Interim Alternative Education Setting
LEVEL 5
o
Parent Notification
and Conference Request
o
Student Conference
o
Restorative Circle
o
Restorative Conference
o
Confiscation of
Contraband
o
Student Verbal Apology
o
Student Written Apology
o
Warning
o
Referred to Outside
Agency
Any Action from the prior level(s) may also be imposed.
o
Out of School Suspension and/or Abeyance – Long-Term (11-180 Days)
*OUT-OF-SCHOOL SUSPENSIONS ARE SUBJECT TO LIMITATIONS DESCRIBED ON PG 17
o
Restorative Conference and/or Restorative Circle (upon re-entry to school)
o
Expulsion
1 LEVEL
345 2
LEVEL
LEVEL
LEVEL
LEVEL
o
Detention (before or after school)
o
Reassignment To Different Class
o
Parent Notification
Any
Any
Action
Action
from
from
the
the
prior
prior
level(s)
level(s)
may
may
also
also
be
be
o
imposed.
imposed.
Peer
Mediation
o
Behavior Contract
and Conference Request
o
Privileges
Suspended
o
Behavior Intervention Group
o
Student Conference
o Abeyance
Restitution
o
Threat Assessment
o
Restorative
Short-Term
Out of School
Conference
InSuspension
School Action
and/or
and/or
and/or
Restorative
Abeyance
Circle
– Long-Term (11-30
(11-180Days)
Days)
o
Restorative
Circle
o
Saturday
School
o
o
Social
SkillsConference
Groups
SUSPENSIONS
and/or Mentoring
ARE
SUBJECT TO
LIMITATIONS DESCRIBED ON PG 17 Behavior Intervention Plan
Restorative
o *OUT-OF-SCHOOL
Restorative
Conference
and/or
Restorative
Circle
o
Teen Court
Lunch Detention
Confiscation
of Conference
Contraband
o
Restorative
and/or
Restorative
Circle (upon re-entry to school) o
o
In
School Suspension
– Short-Term
(1-10
Days)
o
Functional
Behavioral
Assessment
o
Monitoring of Selected Problem
o
Student
Verbal
Apology
Out
Removal
Expulsion
Of School
By Hearing
Suspension
Officer
and/or
For Likely
Abeyance
Injury
– Short-Term
To Self Or Others
(1-10 Days)
o
Behavior Learning Packets
Behaviors
o
Student
Apology
*OUT-OF-SCHOOL
RemovalWritten
By Student’s
SUSPENSIONS
IEP Team To An
ARE
Interim
SUBJECT
Alternative
TO LIMITATIONS
Education Setting
DESCRIBED ON PG 17
o
Time
Out
o
Other Action (consistent with
o
Warning
Department of School Safety may be contacted in Appropriate Circumstances
o
Reflective Essay
other Level 1 interventions and approved by the
o
Referred to Outside Agency
o
Meeting With School Counselor
RPPSC).
o
Community Service(not work detail)
Violation
Recklessness
Action Level
1
Unintentional, careless behavior that may pose a safety or health risk for yourself or for
others.
Minor Aggressive Act
2
Student engages in non-serious but inappropriate physical contact.
Examples: hitting, poking, pulling, tripping, or pushing.
Other Aggression
Includes other acts of aggression not specifically listed within the Aggression section
including, but not
3
limited to, serious and inappropriate physical contact.
Examples: pulling a chair out from underneath another person, or other behaviors that
demonstrate low-level hostile behaviors.
Disorderly Conduct
A person commits disorderly conduct if, with intent to disturb the peace or quiet
of a neighborhood, family or person, or with knowledge of doing so, such person:
a. Engages in violent or seriously disruptive
behavior.
b. Uses abusive or offensive language or gestures
to any person present in a manner likely to
provoke immediate physical retaliation by such
person.
c. Makes any protracted commotion, utterance or
display with the intent to prevent the
transaction of the business of a lawful meeting,
gathering or procession.
d. Refuses to obey a lawful order to disperse
issued to maintain public safety. (see A.R.S.
§13-2904)
e. Recording/distributing fights on any social
media outlet.
3
Let’s go through an example….
Two students are walking in
the hall after leaving a
class…
One student trips the other
student causing the student
to fall.
How We Respond
What could the
consequences be
for the student?
Guidelines for
Rights and
Responsibilities
How can the
student repair the
harm they have
done?
Restorative
Practices
Should this have
happened?
Positive Behavioral
Intervention and
Supports
Our Mission
Safe and
Orderly
Environment
Maintain
Community Equitable
Built on
Treatment
Trust and
of One
Respect
Another
Written
or verbal
the findings
If
suspension
is
notice
of
charges
warrant
short
long term, theor
need term
toLong-Term
be given to
long
formal
the student. the
suspension,
Suspension
administrator must
Hearing must be
inform the
held
within
parents
in ten
(10)
school
days.
writing
of the
violations and the
conditions of the
suspension.
A meeting
a
Parents
are with
notified
During
suspension,
school
in
the
suspension
the student is
administrator
letter
of access
the
allowed
to
must
be
held
Governing
Board
class assignments.
where aand
student
Policy
Homework must
can
share
side of
Appeal Process.
be
made
the story and the
available
for pick
school official
will
up
at
the
school
explain the
office.
Additional
evidence
of the
misconduct
the
assignmentstowill
student.
be
provided only
after the student
has completed and
returned previous
assignments.
Atparent
all times,
a
A
When
a student
parent
must
be
conference
returns from should
notified
of the
be
scheduled
Suspension
anif
violation.to discuss
possible
administrator
must
the situation.
conduct a reentry
conference to
review the
expectations for
student conduct
and provide
supports to assist
the success of the
student.
*Only in extreme situations involving safety can disciplinary action be taken before these steps
are completed.
Short-Term
If the suspension has been upheld
Request a review of the school
or
modified
after the
initial
appeal,
official's
decision
by the
school
the student
may further
appeal by
official's
immediate
supervisor.
Such
be of
made
within
filing request
a writtenshall
notice
appeal
to
three
(3) school
days within
following
the Governing
Board
fivethe
(5)
imposition of the suspension. The
days
after receiving
the decision
Administrator
will review
all the of
the
Officeand
of Student
Equity and
material
make a final
determination.
Intervention.
Long-Term
The student may appeal a decision
imposing a long-term suspension by
filing a written appeal with the
Office of Student Equity and
Intervention within three (3) school
days after the date the notice of
suspension was received, or within
a time limit agreed upon by the
student and the Office of Student
Equity and Intervention during the
same three (3) school days.
Further Appeal
Step 4
1
2
3
Discuss
your
concern
Submit
Discuss
a
your
with the appropriate
written
concern
with
school liaison
at
district
level at to
one
complaint
the school
siteof
these offices:
the
personnel
administrator
next level
-Elementary/K-8
Steps
to
Leadership,
supervisor.
(teacher,225(principal,
6304
Resolveor
counselor
assistant
-Secondary
Concerns
staff
principal).
member).
Leadership,
2256422
-Student Equity and
Intervention, 2256294
Steps for Students
Concerns
The majority of issues are resolved in
the classroom through student and
teacher communication.
Talking
and
Listening
P.B.I.S.
Restorative
Practices
Questions?
Informational Presentation about our School’s
Culture, Student Expectations, and Discipline.
SY 2013 -2014 USP VI D2

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