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CONTENTS School-wide Expectations Chart School-wide Behavior Management System 6 Level Color Guide Behavior Management Guide (Example Behaviors and Disciplinary Actions) Behavior-Corrective Action Plan (B-CAP) Process Attendance Corrective Action Plan (A-CAP) Student Long-Term Suspension and Expulsion Process Sample Letter to Parents Behavior Referral Form Quic Reference Guide Frequently As ed Questions
Arrival/ Recess/ Departure Playground Be Respectful Use ind words and actions Listen while others are tal ing Use 0 voice level Travel in one direction Use good manners Follow lunch procedures Remove hats and hoods as you enter and leave the building Respect the privacy of others Keep the bathrooms clean Use 0 voice level Ta e turns with playground equipment Report to the des and address the staff politely Wait quietly Use please, than you, and excuse me Follow all staff directions the first time given Respect the equipment and property of the school and others Be Responsible As questions when you don t understand Do your best Follow the Social Contract Put trash in cans Keep the walls clean by eeping hands and feet off Clean up after yourself Follow morning procedures Be on time Follow dismissal procedures Flush the toilet Put paper towels in the trash can Avoid wasting water, soap, and paper Play fair Report bullying and mean behavior Clean up area and supplies before beginning a new activity Tell the truth Follow School Dress Code Report Vandalism
Be Safe As permission before leaving classroom Wal to the right Stay seated while eating Stay on the sidewal Wal at a safe pace Wash hands with soap and water Play safely Say no and wal away from negative behaviors Wait patiently while sitting or standing in one place Keep hands. feet and objects to yourself SCHOOL-WIDE EXPECTATIONS CHART Classrooms Hallways Lunch Restroom Office Everywhere .
teacher will utilize one of the following options at his or her discretion: Student-Teacher conference Time Out Thin It Over sheet Temporary removal from class Continued minor to moderate impulsive misbehavior after receiving Level 1 . we have implemented a SchoolWide Behavior Management System. provides clear information about how misbehavior will be appropriately ad dressed in all circumstances. BE RESPECTFUL To ensure that our school culture fosters student learning in a safe environment . outlined below.SCHOOL-WIDE BEHAVIOR MANAGEMENT SYSTEM BE SAFE. YELLOW TEACHER will utilize one or more of the following options at his or her discretion: Student-Teacher conference Time Out Thin It Over sheet Contact parent/guardian by note or phone Repeated minor to moderate impulsive misbehavior that disrupts the class. The Behavior Management System focuses on build ing positive relationships and correcting behavior through problem solving and consistent consequences. BE RESPONSIBLE. This 6level. Students start every day at GREEN. In addition. 1 BLUE TEACHER will contact parent/guardian by email or note home. LEVEL DESCRIPTION DISCIPLINARY ACTION GREEN Meeting behavior expectations. color-coded system.
PRINCIPAL. 2 RED TEACHER will contact parent/guardian by phone or schedule a meeting. 5 PRINCIPAL will enforce at least one . teacher will utilize one of the following options at his or her discretion: Lunch detention After-school detention Loss of classroom privileges for the day and next day Continued minor or moderate impulsive or intentional misbehavior after receiving Level 2 disciplinary action. In addition. and student. ASSISTANT PRINCIPAL. A student receives Level 2 or 3 disciplinary action 10 times in a 20 day period. 3 4 PRINCIPAL. ASSISTANT PRINCIPAL.disciplinary action or minor to moderate intentional misbehavior. or DEAN will enforce at least one of the following options: In-School suspension Out-of-School suspension Payment for damage Counseling Exclusion from school activities Community service Ongoing minor to moderate misbehavior not successfully modified by the Behavior Corrective Action Plan or severe impulsive or intentional misbehavior. or DEAN completes a Behavior Corrective Action Plan with teacher. parent.
6 .of the following options: Contact police Payment for damage Long-term suspension Expulsion Repeated (2-5) Level 5 misbehavior or misbehavior that constitutes extreme noncompliance with school rules or threatens the safety of others or serious intentional misbehavior considered criminal.
playing at des . using restrooms. sharpening pencils.g. · Please Note students start each day on Pre-LEVEL 1 (GREEN). getting tissues.g. shouting or other types of communication at inappropriate times or levels · Action that disrupts the learning of others in a manner that does not physically endanger others (e. Pre-LEVEL 1 GREEN: A teacher should ma e at least 1 attempt to modify minor to mod erate impulsive misbehavior (noncompliance with common classroom procedures) before escalating a student to Level 1 disciplinary action.. turning in homewor .) · Not following a teacher s instructions · Off-tas behaviors · Not appropriately following classroom procedures (e. etc. laughing.NHA s School-wide Behavior Management System Behavior Management Guide Revised 6/14/11 · Please refer the chart at the end this document to see how tardies and absences integrate into the system.) Verbal Cues: · Whole class accountability via the social contract · Precise Praise of students behaving properly · Use the student s name in a sentence · Give student a choice · Chec the student s behavior and refer to Social Contract · Use the 5 Questions Nonverbal Cues: · Use the chec signal · Ma e eye contact · Circulate (proximity and movement) .. ma ing noises. etc. WHO: Teacher Example Behaviors Behavior Management Strategies · Tal ing.
g. ma ing noises. lunch or dismissal) · Time out (e.g. playing at des . using restrooms..) · Not following a teacher s instructions · Off-tas behaviors · Not appropriately following classroom procedures (e.g. WHO: Teacher Example Behaviors Disciplinary Actions · Tal ing.NHA s School-wide Behavior Management System Behavior Management Guide Revised 6/14/11 LEVEL 1/YELLOW: Repeated minor to moderate impulsive misbehavior that disrupts the learning environment (noncompliance with common classroom procedures) after at least one informal att empt to modify the behavior. shouting or other types of communication at inappropriate times or levels · Action that disrupts the learning of others in a manner that does not physically endanger others (e. etc. des in corner. sharpening pencils. etc.) Used singularly or in combination at teacher s discretion · Formal or informal Student-Teacher conference (e. laughing.. wal ing to another location such as recess. during major transitions. turning in homewor . getting tissues..g. carpet at bac of room) .
g. that don t necessarily endanger others · Leaving a classroom without permission · Minor damage to school property · Possession of a prohibited electronic device · Dress code violation · Inappropriate handholding.g. romantic hugging or similar minor displays of romantic affection · Minor theft under $20 dollars (e.. lunch or dismissal) · Time out (e. etc. carpet at bac of room) · Thin It Over sheet · Temporary removal from class to buddy room . WHO: Teacher Example Behaviors Disciplinary Actions · Defiance (e. pencils..g.g.. during major transitions. wal ing to another location such as recess.g. resisting clear instructions from an adult after appropriate wait time has been given) · Disrespect (e. such as throwing objects.) · Teasing (i. stealing candy. des in corner.e distracting or irritating behavior that causes frustration) · Required: Parent/Guardian contact (email or note home) and at least one additional consequence from the list below: · Formal or informal Student-Teacher conference (e.NHA s School-wide Behavior Management System Behavior Management Guide Revised 6/14/11 LEVEL 2/BLUE: Repeated minor to moderate impulsive misbehavior after receiving Lev el 1 disciplinary action or minor to moderate intentional misbehavior (a planned or deliberate action based on a c lear decision on the part of the student). tal ing bac or arguing with an adult) · Inappropriate physical contact that doesn t endanger the safety of others · Inappropriate actions.
no recess) . not participating in group/partner wor .g.NHA s School-wide Behavior Management System Behavior Management Guide Revised 6/14/11 LEVEL 3/RED: Repeated minor or moderate misbehaviors (either impulsive or intentio nal) after receiving Level 2 disciplinary action. not holding classroom leadership roles such as passing out papers or being the line leader. WHO: Teacher Disciplinary Actions · Required: Parent/Guardian contact (phone call or face to face) by teacher and at least one additional consequence from the list below: · Teacher organized and monitored Lunch or after school detention (can be a teache r cooperative effort) · Loss of classroom privileges for remainder of day and next day (e. des is sep arated from peers.
.e. when a student earns level 2/3 10 times in 20 days.NHA s School-wide Behavior Management System Behavior Management Guide Revised 6/14/11 LEVEL 4: Chronic minor to moderate classroom misbehavior either impulsive or inten tional (i. Principal Disciplinary Action · Dean/Asst. the student is elevated to Level 4). Principal or Principal completes a Behavior Corrective Action Plan (B CAP) with classroom teacher and parent · If the student has reached level 4 already during the current school year. they should go directly to level 5 and appropriate action ta en in accordance with the B-CAP process . WHO: Dean/Asst. Principal.
physical exposure. pushing.NHA s School-wide Behavior Management System Behavior Management Guide Revised 6/14/11 LEVEL 5: Severe impulsive and intentional misbehaviors that are not severe enough to be considered criminal or chronic minor to moderate misbehavior that is not successfully modified by a BCA P implemented at Level 4. failure to cooperate or comply with instructions of school personnel on a serious or important issue) · Threats towards fellow students · Gang affiliation and/or exhibiting characteristics · Falsification of records or scholastic dishonesty (including cheating and plagiarism) · Use of profanity or other inappropriate language directed at others · Bullying/cyber-bullying (i. or inappropriate pictures) · Smo ing. Principal Example Behaviors Disciplinary Actions · Malicious or willful behavior that endangers the safety of others (e. spitting) · Blatant defiance (i..g. Principal or Principal conference · In-School Suspension · Out-of-School Suspension · Restitution · Counseling · Exclusion from school activities · School-sponsored community clean-up · Note: Please refer to parent/student handboo for suspension and expulsion due process requirements .e. shoving. inappropriate clothing. issing or groping.Dean/Asst. Intimidating behavior that threatens emotional or physical harm and or involves social rejection) · Indecency (e.g. contact Regional Special Education Supervisor if student has been suspended 5 or more days cumulatively before assigning disciplinary action · Required: If there are victims involved.e. extortion or blac mail · Fighting · Leaving school grounds · S ipping class · Throwing object in a manner that endangers others · S ipping detention · Theft/possession of stolen property between $20 and $250 · Required: For Special Education students. Principal. tobacco possession or use · Attending school activities on school property after student has been suspended · Defacement/damage of property up to $100 · Coercion. ic ing. major public displays of romantic affection such as. timely notification of the victims parent/guardian is required as soon as possible · Required: Parent/Guardian. WHO: Dean/Asst.
but not limited to. air or BB guns. explosives and/or chemical substances · Gang related activity · Defacement/damage of property over $100 · Required: DSQ contacted by Principal before assigning disciplinary action. reference LTS/expulsion process · Required: For Special Education students. concealment. or use of a weapon or loo ali e weapon including. contact Special Education Supervisor before assigning disciplinary action · Required: If there are victims involved. repeated (2 5) Level 5 infractions WHO: Principal Example Behaviors Disciplinary Actions · Arson · Theft or possession of stolen property above $250 · Sexual harassment · Criminal sexual misconduct · Threats of against the teachers or the school.NHA s School-wide Behavior Management System Behavior Management Guide Revised 6/14/11 LEVEL 6: Serious intentional misbehavior that rises to the level of criminal actio n.Principal conference · Contact police · Restitution · Long-term suspension · Expulsion Note: Please ensure the LTS/Expulsion process is initiated prior to assigning a long term suspension or expulsion . tasers. timely notification of the victims Parent/Guardian is required as soon as practical · Required: Parent/Guardian. box cutters. physical assault and/or battery of another person resulting in bodily harm · Possession. nives with blades less than three inches in length. mace. threat. or attempted use or distribution of any illegal or thought to be illegal or controlled substance. attempted use. or pepper-spray · Being under the influence or possession of any illegal or controlled substance including alcohol and drugs · Use. distribution. including alcohol and drugs · Possession of firewor s. including bomb threats · Fighting.
2 Early Intervention 4 6 3 .24 19 22 Level 6 infraction* Possible Expulsion .14 1st Level 5 infraction* Parent Contact 17 .9 5 .NHA s School-wide Behavior Management System Behavior Management Guide Revised 6/14/11 Unexcused tardies and absences are handled in the following manner: Range of Unexcused Tardies Range of Unexcused Absences Progressive Consequences 1 .16 10 .18 2nd level 5 infraction* Parent Conference 21 .6 Parent Contact (phone or meeting) 10 .12 7 .9 Level 4 infraction* Completion of Attendance Corrective Action Plan (A-CAP) 13 .3 1 .20 15 .4 Parent Notification (email or note) 7 .
The B-CAP contains specific strategies for correcting th e behavior and clearly outlines that if the student receives 10 level 2/3 infractions within 20 days again during the school year. Students that demonstrate ongoing misbehavior more than 3 times may earn addit ional level 5 infractions or be moved to a level 6 infraction including possible expul sion. the parent is required to come to the school upon the stude nt s reentry to review the B-CAP and proactively try to help the team improve the plan to inc rease the li ely hood of success. the student will ea rn a level 4 infraction and be placed on a B-CAP . a one day suspension and be placed on an amended B-CAP . . The 3rd time a student demonstrates ongoing misbehavior. Students that earn 10 level 2/3 infractions in 20 days meet of definition of d emonstrating ongoing misbehavior . a one day suspension and be placed on an amended B-CAP . B-CAPs are created when a student has 10 level 2/ 3 infractions within a 20 day period. For grades 6 8 this report will state the level (green. blue. then the B-CAP team can decide when to cease sending the daily BSR home. The first time a student demonstrates ongoing misbehavior. When a student is suspended for receiving a level 5 infraction. For grades K 5 this report will state the level (green. NOTES: B-CAPs do not actually expire. If a student is behaving appropriately according to the school-wide behavioral expectations and social contract(s). teacher and dean Daily BSRs are sent home with the student for parent/guardian signature Student s behavior improves . . PM and specials bloc s. blue. due to the dem onstration of ongoing misbehavior. the student will earn a level 5 infraction. Once a B-CAP is create d. red) at which the student ended the AM. red) at which the student ended each class period.Modified 6/14/2011 Behavior-Corrective Action Plan (B-CAP) Process . the student will earn a level 5 infraction. Example: Student receives 10th level 2/3 infractions in 20 days on October 1 Student escalates to a level 4 B-CAP is created with the parent. when a student earns 10 level 2/3 i nfractions in 20 days . The 2nd time a student demonstrates ongoing misbehavior. a teacher or other faculty member (usually homer oom teacher) will be required to print off and send home a Behavior Status Report (B SR) daily. then they will be suspended for one day. a daily Behavior Status Report (BSR) is sent home for a parent/guardian signature. When a student is on a B-CAP. The school leadership team will intervene.
B-CAP team no longer believes a BSR is no longer necessary starting Dec 1 Student receives 10th level 2/3 in 20 days on March 1 Student escalates to level 5 and receives a one day suspension per the B-CAP .
routine schedule . role playing . What should you do now? ) . Physical prompt/escort/restraint . Supervised free time . After school detention . relationship development . Other Example Consequences for Inappropriate Behavior: . Use suggestive rather than directive language (e. Review rules & expectations . modeling . social s ills training . Clear. Frequent reminders/prompts . Corrective feedbac /verbal reprimand . Time alone or time to regroup after a negative interaction . Redirection . Planned ignoring . Other . other Example preventative techniques .Modified 6/14/2011 Behavior-Corrective Action Plan Example Techniques and Consequences Example techniques for teaching replacement behaviors . Preferential seating . In-school isolation . Use teacher/staff proximity . Predictable. Self monitoring/mgmt of behavior . concise directions . Specified study area . Specifically define limits . use of a mentor .g. Highly-structured setting . Frequent brea s/vary activities . Alternate recess . Time-out . stress management . providing cues . Cooling off period . direct instruction . Loss of privileges/something desirable .. Anger management .
and possible reinforcers: Strengths Interests Possible Reinforcers Identify Problem Behavior(s): What behaviors are contributing to student earning blue/red levels? Summarize the steps already ta en to address the problem behavior(s) Replacement Behavior(s): What is expected of the student? Method of Teaching Replacement Behavior(s) How will we teach the desired behavior and who will teach it? Method Person Responsible Due Date: Prevention Techniques: What help will be given to the student to help him/her succeed? Technique Person(s) Responsible . interests.Modified 6/14/2011 Behavior Corrective Action Plan (B-CAP) Student Information: Name: School: Grade: Parent Contact Info Contacted by: Method: Date: Identify student strengths.
Meeting Participation: Name Signature Date Title . they w ill be immediately be subject to the level 5 or 6 disciplinary actions as outlined in the Schoolwide Behavior Managem ent System.Modified 6/14/2011 Positive Recognition/Rewards for Appropriate Behavior: How will the positive behavior be reinforced? School Home Progress Monitoring How will we now if it is wor ing or not? Each day a teacher or faculty member will provide the student with a Behavior Status Report (BSR) to bring home for parent/guardian signature. If a student receives a level 5 or 6 infraction once a B-CAP is in place. A parent or guardian will be required to return the school upon re entry of the student after the suspension to review the current B-CAP. Responsible Teacher or Faculty Member: Parent Initials Earning a status of level 2/3 (blue/red) 10 times in the next 20 days will resul t in a suspension.
Modified 6/14/2011 Attendance Corrective Action Plan (A-CAP) Student Information: Name: School: Grade: Parent Contact Info Contacted by: Method: Date: Summarize attendance issue Summarize the steps already ta en to address attendance issue What are the factors contributing to the attendance issue? What steps can be ta en to improve attendance? School Home .
18 2nd level 5 infraction* Parent Conference 21 .14 1st Level 5 infraction* Parent Contact 17 .Modified 6/14/2011 Consequences if attendance issues Continue Range of Unexcused Tardies Range of Unexcused Absences Progressive Consequences 13 .20 15 . .24 19 22 Level 6 infraction* Possible Expulsion Meeting Participation: Name Signature Date Title NOTE: A-CAPs should not include any punitive measures for the student.16 10 .
DPR. Ensure Proper Documentation Preparation. [Public Relations] If Media Coverage is Li ely or Broad Parental Community is Effected. all communications require Response Team review SPED and Public Relations added to team if necessary FYI If Necessary If Action Coming to Board or Board li ely to hear of event through other means . Legal. Review. Principal.Due Process and Required Response Timelines Differ by State and by Event (see Pa rent-Student Handboo ) Response Team Needs to Form Immediately STUDENT LONG-TERM SUSPENSION AND EXPULSION PROCESS Director of Partner Legal Relations (DPR) DSQ Principal Recommendation to DSQ for LongTerm Suspension or Expulsion Review Principal Documentation to Affirm/Not Affirm Recommendation Inform Senior DSQ Inform VP Partner Services Compliance with Law and Parent Student Handboo . Review Facts/Evidence Inform Public Relations Inform Proper Legal Counsel Inform Board President and Board Attorney Collect Facts and Evidence of Misconduct. [SPED]. and Sending of Communication from School to Parent Board Compliance with Law Inform Parent Relations Form Response Team: DSQ.
Prepare/Maintain Documented File: Evidence. facts. Expulsion. and Actions (Paper trail) FYI Principal/DSQ Review and am): Has the student provided ected or documented? Has the student s parent tus with parent? Were there any witnesses Questions (Answers need to be available for Response Te his/her view of the event and has a statement been coll been contacted? What was communicated and what is the sta and have their statements been collected or documented? What is student s documented discipline history? Is there a B-CAP in place with co nsequences? Is the student s current and past behavior properly documented in the student s file and in AtSchool? Is any video (school or student) of the event available? What is the status of t he video? Has the student been evaluated for Special Education or other services and is th is properly documented? Has student s prior academic and disciplinary records been reviewed for indication s of special needs or prior evaluations? Have the parents ever requested a needs evaluation for their student and is this documented? Does the student pose a substantial ris to the learning environment or the safe ty of others? Does the recommended disciplinary action fit within the Behavior Management Guid e or are there alternative actions to assist the student with proper behavior within an appropriately prepared B-CAP? Response Team Actions: Review events and data related to incident Confirm that Due Process followed and documented appropriately Communication plan (if applicable) is formed and reviewed Involve Special Education Department as necessary Affirm DSQ/Principal recommendation on LTS. and communications Confirm event completion and closure If no Exp/LTS recommendation. this process ends and documentation is at school level Legal: Jason Starr and/or Shane Pranger DSQ Forms Team with Initial Call Principal sends to Parent after Legal review Prepare Board Hearing Pac et and Schedule Hearing . Timelines. or other consequences Determine necessary notifications to parties Assign duties to members of Response Team Discuss and respond appropriately to additional events.
Principal sends to parent after full review Legal Team Actions: Maintain all documentation and official file of event Prepare and review all communications to parent and school Involve necessary legal counsel Affirm compliance with applicable law. Review. Due Process and Parent-Student Handboo Involve Employee Relations as necessary for employee support Partner Services Team Actions: Keep board and board attorney appropriately informed and prepared Review communications to parent from board Follow-up with Response Team on result of hearings and board decisions Inform Response Team of Board Action Occurs prior to issuing the discipline action except in cases of emergency removal If Necessary . Board Attorney to be present at all hearings Preparation. and Sending of Communication from Board to Parent DPR to review.Legal to review.
which is our goal. As always. feel free to contact me if you would li e to discuss this in greater det ail. We now it will improve student le arning. this in formation is also available in the school office. and correction to avoi d escalation to serious infractions. Please refer to the Parent & Student Handboo fo r a complete description of the school s Code of Conduct including suspension and expulsion due process req uirements. The attached document contains details about this system including the different categories of misbehavior and consequences associated with them. providing every opportunity for intervention. 2011 Dear SCHOOL NAME Parents/Guardians: We now that a school s culture is critical to establishing a learning environment where students can thrive. Sincerely. we have begun implementation of the NHA School-wide Behavior Manage ment System. PRINCIPAL . As part of our effort to ensure that our school s culture is one that fosters stud ent learning in a safe environment.(Date). Everyone on the SCHOOL NAME team understands the critical importance of creating a safe and secure school environment and strong school culture. serious infractions will be handled appropriately as the system helps to establish a clear protocol for consistency in dealing with these matters. That being said. For your convenience. This system will support our students. We also now that it s important for you as parents to have peace of mind that your child is in a physically and emotionally safe school environment. and staff by providing clear and consistent information about how misbehavior will be appropriately addressed in all circumstances. parents. I than you for serving as our partner in your child s education. The system is focused on prevention.
Disciplinary Referral Communication .Levels 5 & 6 Grade Level: Teacher Signature: _____________________________________________________________ _____________ Grade Level: Teacher Signature: _____________________________________________________________ _____________ .Student Name: Date: Teacher Name: Class/Period/Time of Day: Reason(s) for this referral: Additional Comments: Student Name: Date: Teacher Name: Class/Period/Time of Day: Reason(s) for this referral: Additional Comments: Disciplinary Referral Communication .Levels 5 & 6 Please refer to Level 5 or Level 6 behavior in the School-wide Behavior Manageme nt System Guide. Please refer to Level 5 or Level 6 behavior in the School-wide Behavior Manageme nt System Guide.
School-wide Behavior Management System Data Input Quic Reference Guide TEACHERS: After a student s color/level surpasses YELLOW-Level 1. Go to the Attendance page to record. Note that only BLUE and RED appear from the drop-down. and is now on BLUE-Level 2 . the behavior needs to be recorded in Atschool. Only BLUE and RED wil l be recorded/trac ed. . Yellow is not trac ed in this system.
.When you select BLUE from the drop-down. this page will appear. When you select RED from the drop-down. Notice that the BLUE event description also appears. this page will appear. This will t hen generate a report that can be printed or emailed to parents. All fields must be completed. This will then generate a report that can be printed o r emailed to parents. It will need to be completed by the teacher who changed the student s color. It will need to be completed by the teacher who changed the student s color. All fields must be completed.
Student Behavior . Behavior Referral Report . Behavior Dashboard: Suspe . or sion . To generate reports. You can then select Behavior Dashboard Report . This will give additional options for which reports you want to generat e for Behavior .ADMINISTRATION: Administration will need to enter data for Levels 4 through 6. start on the AtSchool homepage and clic on School Managemen t under the Reports section.
Behavior Referral Report: Student Behavior: .
5. .Suspension: **In the newest version for the fall. This is where the BCAP and ACAP documents will be located. This will allow leadership to enter Levels 4. and 6. a new lin will be available on the AtScho ol homepage called New Behavior Record .
It is vital. This is the same Behavior Report as level 5 and 6 infractions. it is equally problematic to ignore misbehavior or e quivocate when students misbehave. The SBM S was updated and improved in 2011 based on feedbac solicited from deans and principa ls who had implemented the system in their schools. Why was the SBMS developed? SBMS was developed to address specific concerns raised by employees and parents about how schools deal with student discipline. Schools with high numbers of level 5 and 6 infr actions (which lead to suspensions) should determine the underlying problems that are the cause . How was the SBMS developed? The first version of the SBMS was published in Fall 2010 and was created by a wo r group that included principals. the same Behavior Report that was available last year is in place for this year. that students receive level 5 a nd 6 infractions when their behavior warrants it. caring relationships with all students in the school. How will parents be notified when their child has earned a level 2/3 during t he day? Teachers can print out a summary of a student s progress and behavior level for th e day to send home to parents. 6. It was designed to help standardize how mi sbehaviors are managed across all schools. . Will successfully implementing the SBMS ensure that a school has a positive a nd effective climate and culture? No. Will school leaders be able to print out letters to parents in AtSchool for l evel 5 and 6 infractions? Yes. No school should refrain from entering level 5 and 6 infractions when they occur in order to artificially control or reduce the number of suspensions. effective procedures and positive. However. 2. the SBMS is designed to complement the other necessary and essential compone nts of an effective school culture. SBMS enables student discipline data to be trac ed a nd compared in meaningful ways so that more effective support can be provided to schools and employees. therefore. 3. including clear expectations. 4. DSQs and members of NHA s Coaching and Learning team. Eventually. parents will be able to see a summary of their child s SBMS status online through the new Parent Online Experience. 5. Can a school suspend too many students? It is problematic when students are suspended frequently because it negatively i mpacts their academic progress.School Wide Behavior Management System (SBMS) Frequently As ed Questions 1. This interface is currently being developed and will b e ready for parent use sometime during the next school year.
principals.e. What do teachers do with students once they get to level 3 (red)? SBMS does not allow teachers to send students to the office for minor to moderat e misbehavior even after a student has earned a level 3 designation. Students should only be s ent to the office if a teacher believes a student has earned a level 5 or 6 infraction (severe mis behavior). T he lists are not comprehensive. Because teachers are expected to eep a student in the classroom even after that student has earned a level 3 infraction . Does a student s status in the system carry over from year to year (i. 10. This involvement is in the form of a BCAP. However. School leaders become involved in addressing level 2/3 misbehaviors (mild to moderate) only when a student earns ten level 2/3 infractions in a 20-day period. If the dean or principal determines that the event should not be coded as a leve l 5/6 infraction. . Therefore. giving students a fresh start after lunch provides teachers with another tool to help encourage good behavior for all students. A behavior referral form is available for you to use and modify as necess ary. What does a teacher do when a student s misbehavior is not listed in any of the SBMS levels? The misbehaviors listed in each level of the SBMS primarily serve as examples.. 9. does a student who ends the year on a BCAP start the next year on a BCAP)? No misbehavior status is carried over into a new academic year. the student will be sent bac to class and the behavior will li ely be coded as a level 1 3 infraction depending on the behavior and the current status of the student at th e time of the event. 12.7. Students start o ver with a clean slate at the beginning of each school year. deans and teachers should use the definiti on ascribed to each level as a guide for the categorization of misbehaviors that are not includ ed in the list of example behaviors. What is the purpose of starting over in the afternoon? Starting over in the afternoon gives students an incentive to behave well after lunch even if they have been placed in red status during the morning. 8. Where do dress code violations fit into the system? A dress code violation is categorized as a level 2 (blue) infraction. Will there be a need for teachers to hand write referrals? A teacher will be expected to hand write a referral for a student who engages in a level 5/6 behavior. 11. the dean or principal will ma e the final determination about whether the behavior for which the student was referred is appropriate to be coded as a leve l 5/6 infraction.
Misbehavior that occurs befor e school will be entered in the AM buc et or first class period for grades 6-8. we are wor ing to include this f unctionality in the late fall/early winter release. How will teachers learn to enter level 2/3 information into AtSchool? A Quic Reference Guide (QRG) is included in the School-wide Behavior Management System Guide. . this information is indirectly captured i n attendance records. does this count as two instances towards the 10 in 20 days threshold? No. however. For example. this will only count as one towards the threshold. lunch or after school should be managed w ithin that activity as much as possible. Can we enter a level 1 (yellow) infraction in AtSchool if we choose to do so ? Currently AtSchool doesn t support this. How will information be trac ed prior to a student being placed on level 2 ( blue)? Only information related to when a student has earned a level 2 (blue) infractio n or above is required to be entered into AtSchool. a minor or moderate behavior issue sh ould first be addressed with a timeout or similar discipline action that separates the student from the activity. If the student does something severe enough to warrant a color change. Because all stud ents who are present on a given day start on green. For example. 14. 15. This will be available in the AtSchool Behavior entry module. The level that the student was on at the end of the period is recorded in At School and that is the level that is counted towards the threshold. will record the change in the period of time that precedes the brea . For example.13. if a student in 1st grade earns a level 2 and then a level 3 before lunch. 18. Schools are not required to eep trac of information related to when a student moves from green to level 1 (yellow). if a student needs a color change during lunch the color code is recorded in AM buc et (for g rades K 5) or the class period preceding lunch (for grades 6 8). 16. Schools will need to ma e sure that Specials teachers are set up as non-primary teachers in each homeroom class. 17. If a student earns a level 2 (blue) and then a level 3 (red) in the same per iod. A second issue would result in a timeout or similar discipline action for a longer period of time. The Homeroom teacher or Dean will then determine if a color change is necessary and if so. a referral form should be completed and the student referred to the appropriate Homeroom teacher or Dean. How will Specials teachers and Special Education teachers enter behavioral i nformation into AtSchool? Specials teachers and special education teachers will be able to access homeroom attendance screens in order to update behavior information. How is minor to moderate misbehavior trac ed outside of class time? Misbehavior that occurs during recess.
then the B-CAP team can decide when to cease sending the daily BSR home.19. 22. Once a B-CAP is create d. Will the system provide a notification with a B-CAP or A-CAP is necessary? AtSchool will automatically send a notice to deans/APs when a student meets the requirement for receiving a B-CAP or an A-CAP. . Isn t it unfair to punish the student through the A-CAP for being tardy to the start of school or absent due to parent actions? The A-CAP should not include punitive measures for the student. 20. Where can a teacher find more information about completing a B-CAP or an A-C AP? All supporting documents are posted on the AtSchool Behavior module and included in the School-wide Behavior Management System Guide. B-CAPs are created when a student has 10 level 2/ 3 infractions within a 20 day period. you should not use any of the level 5 disciplinary actions on the student. If a student is behaving appropriately according to the school-wide behavioral expectations and social contract(s). a daily Behavior Status Report (BSR) is sent home for a parent/guardian signature. The B-CAP contains specific strategies for correcting th e behavior and clearly outlines that if the student receives 10 level 2/3 infractions within 20 days again during the school year. Example: Student receives 10th level 2/3 infractions in 20 days on October 1 Student escalates to a level 4 B-CAP is created with the parent. Even if a student accumulates enough tardies and or absences to warrant a level 5 infraction. The focus of the A-CAP and the meeting the parent is to identify ways in which the parent and school can wo r together to resolve the tardy and/or attendance issue. teacher and school administration Daily BSRs are sent home with the student for parent/guardian signature Student s behavior improves B-CAP team no longer believes a BSR is necessary starting Dec 1 and stops sendin g home Student receives 10th level 2/3 in 20 days on March 1 Student escalates to level 5 and receives a one day suspension per the B-CAP Please see the B-CAP Process document in the School-wide Behavior Management Sys tem it for further information. Is there a minimum window for how long a B-CAP should be in place? B-CAPs do not actually expire. then they will be suspended for one day. 21.
and Yellow. B-CAP. For example. . 3. you ma y.heritageacademies. What needs to be consistent is the correct categorizing of misbehaviors und er the appropriate SBMS levels 1-6. Blue. instead of Green. etc. 24. This includes the levels. 2. What will parents see in AtSchool related to behavior? This is currently still under design and the details will be communicated once t he design is complete. Y ellow and Red. Where can I learn more about the SBMS or find all the related documents? All documents for the SBMS are posted in AtSchool where you enter in behavior da ta. A-CAP. an eLearning course is being developed and yo u will be notified when it is available in OnCourse (oncourse. 25.com). Yello w. We expect parent access sometime in the late fall/early winter. Orange. if you do not want to use the color system in Mid dle School you may choose to use just the words Level 1. referral form. Additionally. QRG (quic reference guide) and system overview. letters for parents. Blue. Blue. Or. Please note that our communication and pre-made posters and materials will be Green.23. and Red you wish to use different colors such as Green. Are middle schools required to use the color coded behavior model commonly use d in elementary schools? Schools are free to determine how the SBMS levels are presented in some or all g rades to best meet their needs.
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