School Rule Analysis

Cincinnati Public School district uses the PBIS (positive behavior interventions and

supports) platform for disciple and rewards behavior. With the handbook sitting at 20 pages long

it list the expectations for students as well as the staff. PBIS details rewards that the students can

earn do to positive behaviors.

At the school I am currently working we have something called DAWGS. D stands for

dress for success, A stands for act responsibly, W stands for work hard, G stands for give respect

to get respect and S stands for safety first. The school motto is posted all over the school to

remind students of what is expected of them when they are in school. If a student is seen

displaying one or more these acronyms they are rewarded with PBIS points or DAWG bucks.

DAWG bucks are also another way the students can be rewarded for positive behavior. On the

PBIS website students can earn up to 12 points a day in each class. There are four categories and

the student can earn up to 3 points in each category. The categories are the same as DAWGS.

With DAWG bucks and PBIS points students are then able to purchase things in the school

store/or PBIS website. The incentives can range from chips, notebooks and water bottles etc.

Though negative behaviors can be a challenge it is expected when you are working with

children. It is mandatory that staff follow protocol from the PBIS policy when it comes to

negative behaviors. The process that staff are expected to follow, there are 3 levels of behaviors.

Level 1 is staff managed and does not require administrative involvement due to it being no more

than a minor disruption to the learning environment and not chronic. Some example of these are

disruptive classroom behavior/ disobedient behavior, chronic dress code violations,

cheating/plagiarism, refusal to surrender electronics and skipping class. The strategies for these

level 1 behaviors based upon how many offenses the student had prior is to clearly state choices
and options, restate direction, redirect to task, reteach, differential reinforcement, and to thank a

nearby student who is exhibiting the desired behavior.

Category 2 behaviors are moderate disruptions, require tracking in PowerSchool, and are

either chronic behaviors (at least 3x per day) or require administrative involvement. Some of

these behaviors include fighting, bullying, violent disorderly conduct, trespassing, truancy,

stealing. Strategies for these behaviors include depending on how many offenses the student had

prior is reteach school wide expectations and conferences with student to discuss additional

supports for student to being suspended from school. Lastly, level 3 behaviors are major

disruptions, illegal behaviors or behaviors that pose a danger to the student and/ or to others.

These require an immediate contact with the office, a completed behavior tracking form, an

incident report in PowerSchool and an escort to the office. Examples of category 3 behaviors

include but are not limited to sexting, sexual harassment, threat of violence, possession of a

weapon or controlled substance and verbal abuse. Strategies for these behaviors include sending

the student to ALC (Alternative Learning Center) or expulsion.

Classroom Rules/ Expectation List

1. Come prepared with appropriate attire for gym class

2. Raise your hand to speak ( wait to be called on)

3. Be respectful at all times to everyone

4. Do not leave the classroom/ gym without prior permission

5. Hands and body to self (Don’t touch anyone without their permission/ don’t touch

anyone to harm them in anyway).

 6. Wait for instructions before touching equipment

7. No eating or drinking in the gym except water

8. Be a team player and show good sportsmanship

9. Clean up and put things away appropriately

10. Everyone must participate.

Preventative Plan

 I will create a positive classroom environment to maximize student learning by building

teacher- student relationships and student-student relationships. Team work and good

sportsmanship is key to creating this environment in the gym classroom. As the students

engage in the activities I will take it upon myself to participate in the activities with the

students as well.

 I have created a procedure the students follow when they come into the gym. When the

students enter into the gym they have the first 5 minutes to change and use the restroom.

Before the 5 minutes is up they are to be stand behind a cone with even amount of

students in each row, ready to start warm up activity.

 Balls, and other equipment will be put away in my office, and my storage closets to

prevent students from becoming distracted upon arriving in the gym, to prevent off- task

behaviors. Only equipment needed for that day’s lesson will be brought out after

explanation of rules and expectations for that day.

  Accountability/Responsibility- The last ten minutes of class we will have a cool down

period where the student sits down and calm the body and brain. This involves playing

soft relaxing music while breathing and stretching. This helps with relaxation and

calming of the body. It also helps with getting the students prepared for the next class.

Procedures

 Students are to wait until I tell them it is ok to enter. They still stay in line (in alphabetical

order) at level zero (silent) while entering the gym and making their way to their assigned

spot. They will sit/ stand quietly in their spot and wait for instructions.

 I will use my electronic whistle to help finish activities and transition to the next task.

 Students will not touch any equipment and will keep a calm body while I am going

through that days lesson.

 Students will wait their turn in line while equipment is being handed out. They will not

complain or request particular colors or items.

 When the whistle is blown, students will pause and listen for instructions.

 When I blow my whistle and announce it is time to clean up and line up, every student

will return their supplies and equipment to the appropriate place, before quietly lining up

at the door in alphabetical order. It is expected that students will only have to be told this

once and should not continue playing and ignoring instructions.

 Students will stand in line quietly, keeping their hands to themselves, until their

homeroom teacher arrives to collect them.

Progressive Discipline Plan

Minor Classroom Disruptions:

 Remind student of expectations of behavior (re-teach) and give them options. (Follow the

rules or I will contact home.

 Find a student exhibiting the proper behavior to offset negative behaviors

 Put into PowerSchool as a log entry.

 Speak to the student one on one to see if there is an outside reason (home life) for their

behavior. Refer to social services if needed.

 Contact parent/ caregiver through talking points or phone call

Major Classroom Disruptions:

 Loss of privilege- sitting out for P.E.

 Contact parent and schedule a conference- virtual or in person.

 Referral to Alternative Learning Center with reflection worksheet

 Put into PowerSchool as a behavior entry.

 Contact the security assistant to escort student

 Refer student to school therapist, psychologist or social worker.

 Administrative staff takes over disciplinary duties.