Kynoch PBIS Handbook

Walter Kynoch Elementary Kynoch Cubs ROAR

Respectful ∞ Organized ∞ Accountable ∞ Responsible

Positive Behavior Intervention and Support

PBIS Handbook 1

Table of Contents What is PBIS?

3

Mission, Vision, Motto, Goals

4

Calendar of Events

5

ROAR Incentive Program

6

What does ROAR Mean? Examples of ROAR Qualities

7

Cub Cards / ROAR

8

Behavior Matrix

9

Classroom Management Strategies/Checklist

10-12

Documentation of Academic/Behavioral Interventions

13-14

Discipline Flow Chart for Minors/Majors

15

Identifying Major & Minors

16-17

Dot Tickets/Procedures

18-19

Kynoch Referral Form

20

Behavior Contract

21

Schoolwide Rules & Procedures

22

Kynoch Levels of Intervention & Supports

23

Kynoch Reference for Counseling

24

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What is Positive Behavior Interventions and Supports (PBIS)?

Positive Behavior Interventions and Supports is a process for creating a school environment that is consistent in effectively achieving academic and social goals. PBIS will enhance our current systems and practices to improve our school culture.

How does it work?

A key strategy of the PBIS process is prevention. Typically, the majority of students follow school expectations, but are rarely acknowledged for their positive behaviors. Through instruction, comprehension and regular practice, all teachers and staff members will use a consistent set of behavior systems and rules. When some students do not meet behavioral expectations, we view it as an opportunity for re-teaching, not simply punishment.

Does it make a difference?

The PBIS model is a research based strategy that is supported by the state of California and the U.S. Department of Education. The 3-tiered approach reduces problem behavior as a barrier to student achievement. Research shows that effective use of instructional time is critical to achieve academic progress; therefore, schools following the PBIS model recover thousands of hours of instructional time otherwise spent on corrective behavior.

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Mission

Vision

The Walter Kynoch Elementary ROAR program seeks to ensure positive behavior and provide interventions and support for students to succeed academically, emotionally, and socially.

Our vision is to create exemplary students who exhibit the following characteristics: R- Respectful O- Organized A- Accountable R- Respectful

Motto Kynoch Cubs R.O.A.R Respectful ∞ Organized ∞ Accountable ∞ Responsible

Goals 2022-2023 All teachers will use Cub Cards as recognition for ROAR behavior.

ALL students in a teacher’s class will receive at least one Cub Card per month.

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Calendar of Events Kynoch PBIS Meetings - Monthly Character Trait & Toolbox Tool

Aug 29, 2022 - Optimism & “Breathing Tool” Sep 26, 2022 - Responsibility/Self-Control & “Listening Tool” Oct 17, 2022 - Empathy & “Empathy Tool” Nov 28, 2022 - Gratitude & “Please and Thank You Tool” Dec 6, 2022 - Patience & “Patience Tool” Jan 30, 2023 - Kindness & “Using Our Words Tool” Feb 27, 2023 - Forgiveness & “Apology & Forgiveness Tool” March 20, 2023 - Perseverance & “Taking Time Tool” April 24, 2023 - Courage & “Courage Tool” May 15, 2023 - Respect & “Garbage Can Tool”

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ROAR Incentive Program Intermediate Rewards PBIS Rewards Recess: The last week of every month Monday: 1-2 Tuesday: 3 Thursday: 4 Friday: 5 Students will get extra recess the last 25 minutes of the day. Popsicles will be provided by the school on hot days.

Lunch with the Principal

Ideas for Classroom Rewards Include Class party for behavior Class party for academics

Long Term Rewards A shirt for every student.

Students may earn an Iron-On award for each trimester without a behavior problem.

ROAR Medals, etc.

If a student earns all three Iron-On awards, students will get a PBIS Cubs Roar Medal

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What does

mean?

Respectful You show consideration, regard, and admiration for someone or something. ●

You put others before yourself

● Using language like “Please” and “Thank you” ●

Caring about others needs and feelings

Organized Having a formal organization to coordinate and carry out activities. ● ● ●

You have a clean working space Being ready and prepared for the next assignment Turning in your work on time

Accountable Capable to be relied on to do something. ● ●

You take responsibility for your words and actions Doing the right thing even when no one is looking

Responsible Able to be trusted to do what is right or to do the things that are expected or required. ● Realizing that my actions impact others ● Owning my actions, good or bad 7

Acknowledgement Ticket Process

After observing a student exhibit a ROAR trait, have a meaningful conversation with the student about why the student is earning a Cub Card. Having the conversation is key to the student making a connection between the positive behavior and the reward being given. After the conversation, fill out the Cub Card and give it to the student. This Cub Card is taken home by the student.

Special Cub Cards: For students that you would like to recognize at Kynoch Community, a special card will be filled out. Please write a comment at the bottom of the card why the student earned the card. This card will be placed in Derek’s mailbox that hangs on his door by the teacher.

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Student Behavior Matrix

9

Things to remember about….

Classroom Management Positive School Climate

Visibility, Accessibility, Distractibility

Goals, Procedures, and Routines

Clarity, Check for Understanding, Transitions

The foundation of a positive climate is positive interactions between the teacher and students.

The building blocks for establishing a positive classroom climate is as follows: 1. Speak courteously 2. Speak calmly 3. Make considerate statements instead of asking accusing questions 4. Make positive statements as often as possible 5. Make eye contact with every student 6. Live in the present. Let go of bad behaviors.

7. Accept the student 8. Honor the Parent/Guardian/Family member Visibility: A lack of equal visual access erodes student motivation and accountability.

V-- Be sure all students are easily seen by the teacher at all times V-- Be sure all students can easily see all instructions and displays Accessibility: Congestion increases the potential for problems A-- Keep high traffic areas free of congestion. Remove items that slow traffic.

A-- Keep frequently used teaching materials and student supplies readily accessible.

Objects, animals, and other students compete with you and academic materials for student attention.

D-- Seat students away from distractions Goals are target aspirations not necessarily obtained every day. Goals serve as the desired direction of growth and can be set for individuals, or groups of students as well as yourself as a teacher. Goals represent desired directions of student growth: academic and social emotional. ● Be safe ● Be responsible ● Develop skills for lifelong learning Rules are expected norms of general behavior-- “the constitution of the classroom.” They function to prevent or encourage certain behaviors. Rules do not change. ● Be in your seat and ready to learn ● Be prepared for class by bringing all needed materials ● Speak at appropriate times using appropriate voices Procedures are ways of getting classroom activities done. They function to make task routines so as to achieve continuity, predictability, and to save time. Unlike rules, they may change according to the needs that arise. ● In class discussion, raise your hand and wait to be called on ● Place make-up work in the basket ● Ask to use the restroom before leaving the classroom Clarity ● ● ●

Clear procedural directions enable students to know what to do and how to do it Clear academic instructions help them learn facts and master concepts Presenting content in clear and coherent ways leads to student success, a strong motivator in maintaining student interest and involvement.

Check for Understanding ● CU allows the teacher to look at students’ thinking and enables the teacher to catch errors and misunderstandings before they are overlearned ● Questions and activities that check for individual students’ understanding of facts, concepts, and processes can help maintain student involvement Transition ● Students tend to waste time, drift off task, and/or engage in disruptive behavior during transitions ● The teacher might tightly structure transitions and teach students transition procedures and cues. Transitions are prime events for teaching, monitoring, providing feedback, and reinforcing student social-emotional competencies.

Components ▪ Classroom rules are visually aligned with school-wide expectations

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▪ ▪ ▪ ▪

The teacher has a plan and a schedule to actively teach rules frequently throughout the year Rules are specific criteria for achieving expectations Prompts are used to pre-correct and are embedded into daily lessons and activities.

Rules meet the following 5 guidelines:

Guidelines:

This means:

Example:

Non-example:

Observable

I can see it

Raise hand and wait to be called on

Be your best

Measurable

I can count it

Bring materials

Be ready to learn

Positively Stated

I tell students what TO do

Hands and feet to self

No fighting

Understandable

The vocabulary is appropriate for age/grade level

Hands and feet to self

Maintain personal space (K_1 rule) *children this age do not have a concept of “personal space.”

Always Applicable

I am able to consistently enforce

Stay in assigned area

Remain seated until given permission to leave

Tips for Implementation ▪ Involve students ▪ Have students commit to the rules and post ▪ Teach classroom rules by demonstrating examples and discussing non-examples ▪ Monitor and give frequent feedback when students follow rules ▪ Share rules with families and others References: Brophy, J. (1998). Motivating students to learn. Boston: McGraw Hill.

Good, T. J., & Brophy, J. (2000). Looking into classrooms (8th Ed.) New York, NY: Longman Press.

Everston, C. M., & Emmer, E. T. (1982). Preventive classroom management. Alexandria, VA: Association for Supervision and Curriculum Development.

Johnson, T. C., Stoner, G. & Green, S. K. (1996). Demonstrating the experimenting society model with classwide behavior management interventions. School Psychology Review, 25(2), 199-214.

Jones, V. F., & Jones, L. S. (1998). Comprehensive classroom management (2nd. Ed.). Boston, MA: Allyn and Bacon.

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Procedures/Routines to Consider Read over the list below and do the following: Place a check by the procedures you use daily in your classroom and star procedures you would like to develop for your classroom.

Entering the classroom

Passing in papers

When student is tardy

Exchanging papers

When student is absent

Returning student work

End of period dismissal

Getting materials

Listening to questions

Moving around the room

Participating in discussions

Headings on papers

When student need supplies

Finishing work early

Working with others

Greeting a guest

Changing groups

Asking a question

Going to the office

When a student becomes ill

When student needs help

Reporting a problem

When visitors are in the classroom

When a student needs to use the washroom

When there is a substitute

When student is being disturbed

Returning to a task after an interruption

Responding to a drill or bad weather

Keeping student desk orderly

Going to the class library

Responding to questions

Responding to school-wide announcements

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How to document behaviors and interventions

Academic and behavioral interventions must be documented into Aeries. This allows for: ● A consistent and central database ● Information will follow the student throughout the district ● The educational system now requires documentation of interventions as proof that the interventions took place.

To enter information into Aeries, follow these steps: 1. Log into Aeries with your username and password 2. Once logged into Aeries, click on the Student Data tab.

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3.

Scroll down and click on the Interventions tab.

4.

Fill in all the information shown located in the black boxes shown below.

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Kynoch Elementary Minor/Major Discipline Flowchart

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Identifying Majors and Minors Major & Minor Offenses Defined: Bullying/ Harassment

MINOR

Always a MAJOR offense

MAJOR

Student delivers disrespectful messages to another person that includes threats or intimidation, obscene gestures, pictures, or written notes. * Disrespectful messages include negative comments based on race, religion, gender, age, and/or national origin; sustained or intense verbal attacks based on ethnic origin, disabilities, or other personal matters.

MINOR

Student engages in non-serious, but inappropriate lying/cheating.

MAJOR

Student delivers message that is untrue and/or deliberately violates rules.

Defiance, Disrespect, Noncompliance

MINOR

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

MAJOR

Student repeatedly engages in sustained (or high-intensity) failure to respond to adult requests (for verbal disrespect, see Inappropriate Language).

Disruption

MINOR

Student engages in low-intensity, but inappropriate disruption.

MAJOR

Student engages in sustained or high intensity disruption. Behavior causing an interruption in a class activity. Disruption includes sustained loud talk, yelling, or screaming; noise with materials; horseplay or roughhousing; and/or sustained out-of-seat behavior.

MINOR

Always a MAJOR offense

MAJOR

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

MINOR

Student delivers low-intensity verbal messages/gestures that include swearing, name calling, or use of words in an inappropriate way.

MAJOR

Student delivers abusive, profane verbal messages/gestures that include swearing, name calling, or use of words in an inappropriate way and directed at others.

MINOR

Always a MAJOR offense.

MAJOR

MAJOR Student is in an area that is outside of school boundaries.

Lying/ Cheating

Fighting

Inappropriate Language

Out-of-Bounds

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Physical Contact or Aggression

Property Misuse/Damage

Public Display of Affection

Technology Violation

Theft, Forgery, Plagiarism

MINOR

Student engages in non-serious, but inappropriate physical contact. Student touches another student or gets in another student’s personal space without permission and in such a manner that makes the other student uncomfortable.

MAJOR

Student engages in actions involving serious physical contact where injury may occur, such as hitting, punching, hitting with an object, kicking, hair pulling. Student touches another person’s private areas or displays own private areas.

MINOR

Student engages in low-intensity misuse of property.

MAJOR

Student engages in an activity that results in damage, disfigurement, destruction of property.

MINOR

Always a MAJOR offense.

MAJOR

Student engages in inappropriate, consensual verbal and/or physical gestures/contact, of a sexual nature to another student/adult

MINOR

Student engages in non-serious, but inappropriate use of cell phone, computer, camera, or other technology device.

MAJOR

Student engages in serious and inappropriate use of cell phone, computer, camera, or other technology device.

MINOR

Always a MAJOR offense.

MAJOR

Student is in possession of, having passed on, or being responsible for removing someone else’s property, has signed a person’s name without that person’s permission, or claims someone else’s work as their own.

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Dot Ticket and Procedures Dot Ticket Procedures The introduction of a Dot Ticket is to replace the old Bench Ticket. If a student has progressed through the Behavioral Flow Chart and now is a student to lose a recess as a consequence for a negative behavior, then a Dot Ticket will be issued. (If a Dot Ticket is issued, it is the teacher’s responsibility to inform the parent/guardian that the student lost their recess.) The procedure for a Dot Ticket is as follows: Teacher’s Responsibilities: 1. The teacher will fill out the following information: Issued by, Date, and amount of Recessed Owed.

2. Enter information into Aeries stating that the student received a Dot Ticket.

3. Inform parent/guardian that the student lost recess with a Dot Ticket due to misbehavior.

Student’s Responsibility: 1. Students will check-in with yard duty, telling them they have a Dot Ticket.

2. Students will sit on a dot until excused by supervising yard duty.

3. It is the student’s responsibility to have the Dot Ticket signed by a supervising yard duty before returning to class.

4. It is the student’s responsibility to use the bathroom and get a drink of water before going back to class.

5. If the Dot Ticket is not signed by a supervising yard duty, the student will owe another recess with a Dot Ticket.

6. If a student does not get a signature/initials on the second Dot Ticket, a referral should be written and given to the principal/vice principal.

Yard Duty’s Responsibility (2rd-5th): 1. With three yard duty supervising the playground, one teacher would supervise the area where the Dots are located (the end of wing 4). The students with Dot Tickets will sit on the Dots painted on the ground.

2. At the beginning of the recess, students will check in with the supervising yard duty.

3. Students should not leave Dots.

4. With 3 minutes left of recess, the supervising yard duy will ask students to come to them to have their Dot Ticket signed, sign the student’s ticket, and excuse them to get a drink and use the bathroom before returning to class.

Yard Duty’s Responsibility (1st): 1. With two yard duty supervising the playground, one teacher would walk the area by the dots.

The students with Dot Tickets will sit on the Dots painted on the ground.

2. At the beginning of the recess, students will check in with the supervising yard duty.

3. Students should not leave Dots.

4. With 3 minutes left of recess, the supervising yard duy will ask students to come to them to have their Dot Ticket signed, sign the student’s ticket, and excuse them to get a drink and use the bathroom before returning to class.

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Dot Ticket Example: Front and Back

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Kynoch Referral Form To be used for Minor Behavior Problem (4th offense of same behavior) or Major Problem Behaviors.

Office Referral Form Location Name:________________________________________

◻ Bathroom

◻ Hallway

◻ Bus

◻ Library

◻ Cafeteria

Date: __________________ Time: _____________

◻ Off-Campus

◻ Classroom Grade: K

1

2

3

4

5

◻ Playground ◻ PE

Referring Staff: ____________________________________

◻ Other _____________________

Student’s Teacher: __________________________________ Minor Problem Behavior

Major Problem Behavior

Perceived Motivation

◻ Defiance

◻ Abusive/ Inapp. Language ◻ Bullying

◻ Disrespect

◻ Defiance

◻ Disrespect

◻ Adult Attention

◻ Disruption

◻ Disruption

◻ Dress Code

◻ Items/Activities

◻ Dress Code

◻ Fighting

◻ Forgery/Theft/Plagiarism

◻ Inappropriate Language

◻ Gang Display/Affiliation

◻ Harassment

◻ Physical Contact

◻ Lying/Cheating

◻ Property Damage

◻ Adult

◻ Property Misuse

◻ Use/Possession of:

◻ Other ______________________

◻ Task/Activity

◻ Tardy

◻ Alcohol

◻ Combustibles

◻ Technology Violation

◻ Drugs

◻ Tobacco

◻ Other______________________

Obtain:

◻ Peer Attention Avoid:

◻ Peer

◻ Weapons

Action Taken ◻ Conference with Student

◻ Time Out

◻ Individualized Instruction

◻ In-School Suspension (_______hours/days)

◻ Loss of Privilege

◻ Out-of-School Suspension (_______hours/days)

◻ Parent Contact

◻ Action Pending

◻ Restitution

◻ Other _________________________________________

Others Involved

◻ None ◻ Peers

◻ Teacher ◻ Staff

◻ Substitute

◻ Unknown

◻ Other ______________________

Other Comments:__________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________

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Kynoch Behavior Contract Walter Kynoch Elementary Behavior Contract All parties agree that academic success is the product of a cooperative effort. To ensure that ___________________________ will benefit from this contract, each party has the following responsibilities.

As a student, ____________________________will: 1.

2.

3.

4.

5.

Be respectful to my classmates.

Put my best effort into my school work.

Come prepared to school with homework and materials.

Spend at least 15 minutes a day studying for each subject.

Obey all rules both at home and at school. Refer to back of contract:

As a parent, ____________________________ will: 1.

2.

3.

4.

1.

2.

Spend 15 minutes per day reading with my child.

Monitor my child’s school work and extracurricular activities.

Maintain a discipline policy with my child.

Attend parent-teacher conferences.

Home Rules: _____________________________________________________________________________________________ ___________________________________________________________ _____________________________________________________________________________________________ ___________________________________________________________

As a teacher, ____________________________ will: 1.

2.

3.

4.

5.

Provide a safe and comfortable environment for my students.

Provide ample time for my students to receive extra help at school.

Enforce school rules consistently.

Provide students with clear and concise expectations.

Work to ensure success.

Violation of this contract will result in _________________ attending Inhouse Suspension and/or Suspension.

Student Signature: ______________________________

Date: ________________

Parent Signature: _______________________________

Date: ________________

Teacher Signature: ______________________________

Date: ________________

Teacher Signature: ______________________________

Date: ________________

Teacher Signature: ______________________________

Date: ________________

Teacher Signature: ______________________________

Date: ________________

Administrator Signature: __________________________

Date: ________________

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Kynoch Elementary School-wide Rules Goal of Kynoch: ● ● ●

A safe, positive, and happy learning environment where all may learn and enjoy themselves.

Encouragement and support from teachers, peers, and support personnel Positive self esteem.

The underlying philosophies behind basic school rules are: 1.

2.

Students will assist teachers in promoting a teaching environment so that all students can learn. (No child will keep others from learning or the teacher from teaching).

All children will be considerate to self, to others and to property.

A. BE KIND 1.

2.

3.

Be Courteous!

Be safe, kind and respectful to yourself and others: treat all possessions and property with respect; stay out of other students' desks and personal property.

Express feelings and emotions in an appropriate manner. Avoid spreading rumors and gossiping. Profanity, name-calling or teasing are not tolerated at any time.

B. BE SAFE: 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

Keep hands, feet and objects to yourself.

Do not leave the playground area during break or lunch without permission from yard duty teacher.

Use the restrooms during break and lunch rather than during class time. No playing in or about the bathrooms.

Students are not allowed in the classrooms without supervision. A teacher, aide, or supervisor must be in the room.

Safe and proper use of the playground equipment is to be exercised at all times.

Sticks, knives, firearms, toy guns, pointed objects or other harmful objects, alcohol, tobacco, illegal drugs are not permitted on the school grounds. Possession of any dangerous items or drug will result in suspension or expulsion.

Students should always walk and not run in the halls.

Students should not climb on the poles/fences.

Students should not be behind portable buildings.

If balls go over the fence, the student should report it to the teacher on duty.

No crossing the boundary between Kynoch and McKenney.

C. BE PRODUCTIVE 1.

2.

3.

Follow directions the first time.

Students are expected to arrive at school no earlier than 7:45.

When the bell rings, students will stop play, freeze, and wait for whistle, before returning playground equipment to the appropriate place, and go immediately to designated areas.

D. GENERAL CONDUCT 1.

2.

3.

4.

5.

Be in proper school attire at required times. Refer to Dress Code Policy.

No gum chewing or gum in possession at any time.

Student's personal items (Skateboards, rollerblades, electronic games, Walkman, radios, cellular phones, trading cards, money, yo yo's, toys, baseball bats, softballs, basketballs, golf balls, tennis balls, or other sports equipment, etc.) should remain at home to avoid damage or loss (unless specific permission is given by the teacher). This list is not all-inclusive and serves as a guideline. If they are a nuisance during regular school hours, they may be confiscated.

Students are not permitted to sell things at school. Anything brought by students to be sold at school will be confiscated.

Remember and follow all other rules important enough to be stated by your teacher or staff during the school year.

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Kynoch Levels of Intervention and Support Kynoch PBIS Levels of Behavior Intervention

TIER 3: 5% of students Behavioral SST Counseling w/ Kynoch Counselor Suspension Expulsion

↑ TIER 2: 15 % of student Mentors Boys Club/Girls Club Behavioral COST Check in/Check out with Mrs. Justie/Teacher/Administrator Mrs. Billie’s Social/Emotional Group: also being used as a placement for difficult/non-diagnosed students Counseling from Mr. Morrison/Mr. Holmes (3 opportunities) Weekly Counseling w/ Kynoch Counselor Referrals Lunch Detention After school detention

↑ TIER 1: 80% of student Cub Cards Classroom procedures and routines Grade level procedures and routines PBIS school wide procedures and routines (New videos and classroom conversations) Toolbox Lessons Classroom Lessons w/ Kynoch Counselor Documented Communication with Parent/Guardian 23

Kynoch Reference for Counseling If you have a student that you feel would benefit from meeting with the school counselor, the following process should be followed. Navigate to the Kynoch PBIS Google Drive. The Parent Request for Assistance from the Intervention Team Form is located on the Kynoch website under the Parent tab. Student Counseling Requests for Assistance Form are located on each teacher’s Google Classroom. Fill out the form completely and submit. The school counselor or psychologist will make contact with the student.

All information provided is Strictly Confidential and will only be used by the Intervention Team. (This is not a request for Special Education testing) Please click on the link to open the Google Form:

Kynoch Staff Counseling Referral Form

https://docs.google.com/forms/d/e/1 FAIpQLSfvn1Aj-lLgg2VVaCbVuYOykYGi T1EYGhUR5llb_1NOUXdIGw/viewform

Kynoch Parent Request For Assistance to the Intervention Team Form

https://docs.google.com/forms/d/e/1 FAIpQLSe79cQCR6DhTk8tJnjVPgdshd 15tbz7r5wylxcZ7E1ZswlxrA/viewform

Kynoch Student Counseling Request For Assistance Form

https://docs.google.com/forms/d/e/1 FAIpQLSd7aUjC0W0_eIlt4lrqqQO27IHa -qaaAMA-wBxEUyRxVnC3Zg/viewform

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