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Behavior expectations & ladder of Referral Process

common planning week- august 25 – 29th, 2014

Mr. E. Figueroa – Wellness Coach

VALIDUS SOCIAL CONTRACT

LISTEN AND BE PRESENT COMMITMENT

Means . . . Be fully prepared for class every day Always aim to do your best work in school Pay attention in class by listening attentively Stay on task when working independently or in groups

FOLLOW SCHOOL RULES RESPONSIBILITY

Means . . . Attend school every day and be on time Wear the school uniform each day No hats or hoods in the building Maintain order in the hallway, bathroom, cafeteria and school yard Follow directions given by all school staff.

Non-negotiables: Cell phones or other electronic devices Fighting or conspiring to fight on or off school grounds Bullying by verbal, physical or cyber intimidation ( Facebook, Instagram, or Twitter) Defacing or stealing school or others’ personal property Threatening students or adults verbally or physically Leaving the classroom or school building without permission

BE A TEAM PLAYER COLLABORATION

Means . . . Wait your turn Participate in group and school activities Encourage each other to do well and be successfulNon-negotiables: Disrespect/insubordination/profanity/uniform

BE RESPECTFUL TO ALL COMPASSIONMeans . . . Treating others as you would like to be treatedNon-negotiables: Sexual harassment Profane words and actions towards peers or teachers

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LADDER OF REFERRAL

STEPS TO RESOLVING CONFLICT IN A HEALTHY COMMUNITY

3

Verbal Warning(Teacher, Administration or

Support Staff)

WOW Form or Conversation with Crew Advisor

Conversation with Wellness Coach, Crew Advisor, Fairness Committee, or Peer Mediation

Phone Call Home

Referral to Wellness Staff ( Social Worker, Guidance Counselor)

Parent Conference with Wellness Coach and/or Parent Coordinator

Meeting with Ms. Frisco or Ms. Bruck

Suspension

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DISCIPLINE PROCEDURES FOR

MINOR INFRACTIONS

Consequence Verbal Warning

Description of Consequence

Student is spoken to about their behavior either in private or during the class. A verbal warning is given when student actions affect their ability to work independently or in a group. Students should get 2 warnings (preferably non-verbal) before they are directed to TAB.

Examples of Student Actions

Arriving to class late Calling out Delaying starting work Disrupting group work Head on the desk Making noises Sitting in wrong seat Side talking Throwing objects Unprepared for class

Expectations for Student Behavior

Abide by the Social Contract Explain their difficulty or challenge Resume work after being spoken to by teacher

Administrator Responsibilities including

Principal, Assistant Principal, Wellness

Coach and Guidance Counselor

None, unless teacher has difficulty and/or student becomes defiant/disrupts the classroom

Teacher Responsibilities

Address student actions as soon as possible Explain why student is being given a verbal warning Engage student in reflective conversation (using Developmental Designs

language [Appendix A]) about school expectations for student conduct, classroom expectations and consequences

Detain after class if needed and have student practice the procedure again Identify students who are causing behavior issues and proactively make

accommodations for their specific needs, especially students with disabilities (SwD).

If student becomes defiant/disrupts the classroom, call an Wellness Coach or AP Talk with Principal, AP or Guidance Counselor about Best Practices in

classroom management and professional development opportunitiesOther Staff

Responsibilities including Paraprofessionals and

School Aide

Depending on the student’s actions, get the teacher’s attention and explain what you observed

If the student’s actions pose a safety threat, get the Wellness Coach or AP or SSA

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Consequence Take a Break (TAB)

Description of Consequence

Students can choose to TAB independently or can be directed by the teacher. TAB time should be between 3 – 5 minutes and should not disturb the rest of the class. A student may be given at most 3 TABs before their name goes on the section sheet. After the 2nd TAB, the student must me invited back to the group by the teacher.

Examples of Student Actions

Continuing with disruptions after being given a verbal warning Needing a few minutes to refocus


Abide by the Social Contract Sit at the TAB station quietly Complete the reflection at the table Return to seat quietly within 3 -5 minutes Resume work after TAB Speak with teacher before leaving the classroom


Principal, Assistant Principal, Wellness Coach and Guidance Counselor

None, unless teacher has difficulty and/or student becomes defiant/disrupts the classroom


Address student actions as soon as possible Explain why student was given a TAB or ask why they decided to TAB Engage student in reflective conversation (using Developmental Designs

language) about school expectations for student conduct, classroom expectations and consequences Explain a strategy for controlling off-task behavior

Work with student to set a goal for self-control/self-monitoring Detain after class if needed and have student practice the procedure Identify students who may continue to cause behavior issues and work with

other teachers to proactively make accommodations for their specific needs, especially students with disabilities (SwD)

If student becomes defiant/distrusts the classroom, call Dean or AP Talk with Principal, AP or Guidance Counselor about Best Practices in

classroom management and professional development opportunities

Other Staff Responsibilities including Paraprofessionals

and School Aide


If the student’s actions pose a safety threat, get the Wellness Coach or AP or SSA

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Consequence Take a Break Out & Back (TAB Out)

Description

Students in a TAB Out will be sent to a co-teacher’s room for 10-15 minutes. The purpose of a TAB Out is for a student to refocus to avoid serious disruption of the educational process. During the TAB Out time, the student must complete the reflection sheet (Appendix C) which should be returned to their classroom teacher.

Example of Student Actions

Disrespect or defiance towards the teacher like talking back or yelling Actions that could potentially lead to physical altercations with other students


Abide by the Social Contract non-negotiables including:o No fightingo No disrespect/insubordinationo No threatening students or adults

Students may not TAB Out themselves. A self-imposed TAB Out is considered cutting class and leaving a room without permission

Students may not roam the hallways, go to other classrooms or to the bathroom on their way to a TAB Out

Students may not disturb the students in the TAB Out room. If they disturb the classroom, the teacher will inform their classroom teacher via the reflection sheet

Students who violate a TAB Out will earn 10 minutes of detention for each infraction they amass during the time

Students who have to TAB Out more than 2 times in one day will meet with the Dean or AP

Administrator Responsibilities

including Principal, Assistant Principal, Wellness Coach and Guidance Counselor

Dean or AP can:o remove a student who is visibly angry or violent and disrupting the classroomo give detention to a student who violates a TAB Outo review TAB Out Reflections and determine next steps for intervention including

phone call home and/or Conduct Sheet (Appendix D )


If the student is visibly angry or violent or leaves the room without permission, call the Wellness Coach or AP immediately

Student must be given TAB Out pass Communicate with TAB Out teacher during this process so that the student’s

whereabouts are always known and the TAB Out teacher must sign the sheet Record TAB Out the Section Sheet Collect TAB Out Reflection sheet when student returns. If the student does not return

take all steps to find out where they are and then inform the Dean or AP Keep all TAB Out Reflection sheets in the student portfolio Provide a copy to the Dean or AP Identify students who continue to cause behavior issues and complete Dean or AP

Referral (Appendix E).Other Staff

Responsibilities including

Paraprofessional and School Aide


If the student’s actions pose a safety threat, get the Dean or AP or SSA

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MODERATE INFRACTIONS

Consequence Phone Call Home

Description

This can be done at any earlier stage in the discipline process, but must be done so that the parent is aware that the student is bordering on more severe disciplinary action. A phone call home is warranted for chronic behaviors that disturb the educational process, place the student in danger or pose a safety issue for the school.

Example of Student Actions

TABs and TAB Outs have not changed their behavior Accommodations made to help them self-regulate behavior and remain on task have

been unsuccessful Persistently missing homework, incomplete assignments and projects Leaving classroom without permission Profane actions and words Aggressive and bullying behavior


Abide by the Social Contract non-negotiables including:o No bullyingo No profane words or actionso No sexual harassmento No threatening students or adults

Be prepared for class every day Homework and all assignments must be completed in a timely manner and turned in Missed work should be made up and turned in per the teacher’s instructions



Any administrator can call parents at any time, for any reason concerning their child’s academic progress, behavioral issues or safety

Log parent contact on referral forms and on the Parent Contact Google Doc


Call parent concerning a child’s academic progress, behavioral issues or safety Call from the main office phone after 3:00 pm or from the AP or Principal’s phone

at any time Log calls on the Parent Contact Google Doc within 48 hours


and School Aides


If the student’s actions pose a safety threat, get the Wellness Coach or AP or SSA Crisis Paraprofessionals should discuss concerns with classroom teacher before

contacting parents

Intervention AP/Wellness Coach or Guidance Referral

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Description Teachers can recommend further actions be taken to assist with classroom behavior issues when students have had little or no response to previous interventions.



Wellness Coach and/or AP meet with:o student to discuss persistent misbehavioro teacher to discuss corrective actions implementedo Guidance Counselor to determine whether student issues are behavioral or

SEL Guidance Counselor will meet with student to discuss persistent misbehavior Wellness Coach/AP will inform teacher if it is determined that student may be

removed from classroom for any time period Before re-entering the class, student will be asked to complete a reflection to

discuss with Wellness Coach or Guidance Counselor AP/Wellness Coach and Guidance may determine that due to the types and

frequency of infractions a Student Intervention Team (SIT) case should be initiated.


Fill out referral form (Appendix E) Provide all the relevant documentation to show that the LOR has been exhausted

and previous interventions have been used If SIT case is initiated, complete the SIT Referral Form (Appendix F) Meet with student upon re-entry to rebuild working relationship


and School Aides

Crisis Paraprofessional should discuss issues with classroom teachers before a referral is filed.

Intervention Parent Meeting with Teacher, Assistant Principal and/or Principal

Description

A parent conference can be scheduled to convene the main parties concerned about the student’s academic progress, behavioral issues or safety concerns when little or no evidence that Wellness Coach or Guidance intervention has resulted in modified behavior or academic performance. This can occur at any time but is mandatory after an emergency situation involving their child.



Review the teacher documentation and results of Wellness Coach or Guidance referral.

Administrators meet with the student and parent(s) to discuss behaviors, steps taken, and possible next steps.

Documentation of the meeting attendees, concerns and outcome will be kept on the Parent Conference Form (Appendix G)

Parents will also be informed of consequences of further misbehavior or of specific guidance interventions that will be implemented and be required to sign a Behavior Contract along with their child (Appendix H).

SIT case may be initiated.

Teacher Responsibilities Participate in conference Provide documentation of major concerns


and School Aides

Crisis Paraprofessional should participate in conference to support classroom teacher.

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Intervention Student Intervention Team (SIT)

DescriptionTeachers still has concerns about student behavior or well-being even after all the previous interventions have been exhausted.



SIT prioritizes the possible candidates and notifies referring teacher of meeting date and documentation to supply.

At SIT meeting, SIT committee, including chairperson, general education teacher, special education teacher and principal, meets with teacher and any other teachers with similar concerns about the student

SIT meeting goal is to analyze behavioral and academic difficulties; clarify student actions when in crisis; be apprised of teacher interventions; and to create a plan of action.

Referring teacher is expected to implement the plan, maintain anecdotal reports of student actions, and finally, report to the SIT within an agreed upon time.

SIT follows up with teacher and determines further actions that might be need whether on site or off site through community-based organizations, etc.

SIT updates parent(s) or guardian(s) regarding student progress.

Teacher Responsibilities Fill out SIT Referral Form (Appendix G) of a student to the SIT Implement the strategies suggested by SIT and track student progress for at least

2 weeks


and School Aides

Crisis Paraprofessionals may be asked to attend SIT meetings.

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MAJOR INFRACTIONS

Intervention Principal’s Suspension

Description

Relates to Level 4 infractions of the Discipline Code i.e. incidents involving Aggressive or Injurious/Harmful Behavior. After investigations confirm the student’s involvement, the student will complete this in-school suspension for 1 – 5 days. The length of suspension is determined by: the student’s intent the location in which the incident occurs the extent of injuries the student’s number of prior infractions the witness statements

Administrator Responsibilities including Principal, Assistant Principal, Wellness Coach and

Guidance Counselor

Wellness Coach and AP will investigate the incident and get take statements from victim(s), suspect(s) and witnesses

Wellness Coach or AP will contact parents immediately to inform them of their child’s involvement in the incident

Within 24 hours of the incident, Dean or AP will prepare a Letter of Suspension that states the reason for suspension and the date of a suspension conference. This letter will serve as parent notification and be delivered by express mail or by hand.

AP will conduct suspension conference with parent(s) and student Wellness Coach will notify the student’s teachers of the suspension and get

work that the student must completed Wellness Coach enters incident in OORS/SOHO and update Suspension Log

(Appendix I) Guidance or Wellness Coach will conference with student before he/she re-

enters the regular school routine.


Check-in with student to explain the work they must complete during the suspension.

Give texts and any handouts of classwork and homework for each day that student is suspended to the Wellness Coach/AP on the morning of the suspension.

Collect work done during the suspension from the Wellness Coach/AP office, grade it and count it towards the student’s grade for that marking period.

Other Staff Responsibilities including Paraprofessionals and

School Aides

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Intervention Superintendent Suspension

Description

Relates to Level 5 infractions of the Discipline Code i.e. Seriously Dangerous or Violent Behavior. A Superintendent’s suspension can be immediate depending on the level of threat the student poses or the level of the infraction. Student will be removed from regular classes for 6 days to 1 year. A suspension hearing will be scheduled

Administrator Responsibilities including Principal, Assistant Principal, Wellness Coach and

Guidance Counselor

Wellness Coach and AP will investigate the incident and get take statements from victim(s), suspect(s) and witnesses

Wellness Coach or AP will contact parents immediately to inform them of their child’s involvement in the incident

Within 24 hours of the incident, Dean or AP will give the Letter of Suspension that states the reason for suspension; the alternate site where student must go during the suspension; and the date of a suspension hearing. This letter will serve as parent notification and be delivered by express mail or by hand.

AP will conduct suspension conference with parent(s) and student Wellness Coach will notify the student’s teachers of the suspension and

get work that the student must completed Wellness Coach enters incident in OORS/SOHO and update Suspension

Log Guidance or Wellness Coach will conference with student before he/she

re-enters the regular school routine. Guidance or Wellness Coach will conference with student before he/she

re-enters the regular school routine.


Check-in with student to explain the work they must complete during the suspension.

Give texts and any handouts of classwork and homework for each day that student is suspended to the Dean/AP on the morning of the suspension.

Collect work done during the suspension from the Wellness Coach/AP office, grade it and count it towards the student’s grade for that marking period.

Other Staff Responsibilities including Paraprofessionals and

School Aides

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ADDITIONAL DISCPLINARY POLICIES & PROCEDURES

Detention

Description

Students can receive detention for the following infractions:o Not wearing the school uniformo Disobeying the directions of staff during passing, in the

cafeteria or in the school yard Detention can be completed:

o During lunch/recess in the cafeteria or in the school yardo During lunch with a classroom teacher who picks up the

student from the lunch roomo During the school day in lieu of suspensiono After school on Fridays between 2:50 and 3:30 pm

Expectations for Student Actions

Arrive at the detention room on time Make sure that your attendance is taken. If you are marked absent, you

will have to make up the time another day by sitting out lunch and recess or serving more time on Friday

Complete your work quietly and independently Clean up and leave the room at the teacher’s signal Go directly to after-school program or home

Expectations for Wellness Coach /AP

When students have detention, their names will be recorded on the Weekly Detention Log (Appendix J-1)

Teachers will be notified via the Daily Notes about the students who must serve detention

Expectations for Community Associate

Update the log on a daily basis at breakfast or at the end of the school day

Call home on the day of the infraction to inform parents On Friday mornings, give the Detention Notice (Appendix K-2) to

remind students about serving detention. Assemble students during PM Advisory and take them to the detention

room Give the Detention Supervisor the log and collect it on Monday

morning For students who were absent, schedule a detention make up and call

home to inform parents

Expectations for Detention Supervisor

Get the log from the Community Associate Meet students at the door Take attendance within the first 5 minutes and inform Dean/AP of any

missing students Direct students to quietly take out some independent work to do There is no bathroom privilege Dismiss students by walking them to the exit doors Return attendance sheet to Community Associate

Mediation

Description Students can choose, be referred or be required for mediation before or after an

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incident. Mediation will be conducted using the guidelines outlined in Appendix L 1-3).


Abide by the rules of mediation Sign the agreement form Desist with conflict If other party does not uphold the agreement inform the mediator

Expectations for Dean /AP Assist teachers and students with learning the mediation process Conduct mediations Maintain records of mediations in student discipline portfolio


Assist Wellness Coach/AP with mediation training Assist peer mediator with mediation sessions Communicate with families when their child is involved in a mediation

Expectations for Guidance Counselor

Assist teachers and students with learning the mediation process Conduct mediations File all mediation documents with Wellness Coach/AP student behavior

portfolio

Expectations for Mediation Supervisor

Review the mediation protocol before going through the process Ensure that disputants arrive at a resolution and sign the mediation agreement File all mediation document with Wellness Coach/AP student behavior

portfolo

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SAVE

Description

Students who are serving a principal’s suspension will receive instruction in an alternate location under the supervision of a teacher. Their day will be spent completing assignments given by their teachers and/or meeting with the Wellness Coach or AP or Guidance Counselor.


Attend school each day of the suspension period Remain in the SAVE room unless escorted by the supervisor Complete all assignments Complete homework Attend AIS

Expectations for Wellness Coach /AP

Escort student to and from the SAVE room at arrival and dismissal Update the Suspension Log and inform Principal so Daily Notes can be

updated Collect assignments from teachers and turn it over to the SAVE supervisor


Add student to the check-in schedule Communicate future check-in schedule with student’s parent/guardian Document each session with student

Expectations for Guidance Counselor

Meet with student before the end of the suspension period Determine whether further counseling is needed. If so, inform Principal and

AP Communicate future counseling schedule with parents Document each session with student Update counseling in OORS

Expectations for SAVE Supervisor

Keep student in the room unless they are using the bathroom Do not leave the student alone at any time Student must complete all the assignments given by their teachers. Assist the student with assignment completion to the best of your ability. If

the student is having difficulty, inform the Wellness Coach or AP or their teachers.

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APPENDIX A: DEVELOPMENTAL DESIGNS STUDENT CONVERSATION CHEAT SHEET

Directing LanguagePrecise and concise

Without speaking, line up at the door . . . Open your book to . . . Be ready to . . .

Reinforcing LanguageSpecific and descriptive

You remembered to . . . I notice that you . . . You were able to ___. How do you feel about that? You did it! What strategies did you use to accomplish that?

Reminding LanguageEncourages planning

Remind us how to . . . Who remembers . . . ? Who can show us . . . ? Tell me how you are going to . . . ? What’s one way we said we could . . . ?

Redirecting LanguageDirective, names the ideal, invokes different sources of authority

You have been late three times. What will you do differently to be on time tomorrow? Our rules say . . . or . . . We agreed to . . . Take a break, Charles. Show me a better way to do/say that. Find a different place to sit.

Reflecting LanguageOpen-ended, without judgment

How did you solve the problem? Think about ways you could do this differently. Can you name some things that went well(wrong)? What did you enjoy(dislike) most? In what ways did(didn’t) we follow our rules? Think about last time. What worked and what did we say we wanted to change?

Others I learned

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APPENDICES

APPENDIX B: DAILY OBSERVATION SHEET

Validus Preparatory Academy

Daily Observation Sheet

Class: ______ Grade ______ Date _________________

Subject/Teacher

Overall Behavior:Outstanding (O)Satisfactory (S)

Needs Improvement (N)

Comments

Student Sign-Out:Bathroom (B)

Nurse (N)Main Office (M)

TAB Out(T)Cutting (C)

Subject___

Teacher(s)_____________

O

S

NSubject___

Teacher(s)_____________

O

S

NSubject___

Teacher(s)_____________

O

S

N

Subject___

Teacher(s)_____________

O

S

N

Subject___

Teacher(s)_____________

O

S

N

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APPENDIX C: TAB OUT REFLECTION

Take a Break Out & Back Reflection Sheet

Name:__________________________ Date:________________

Class:_________________ Period:________________

Class Teacher:_________________

1. Today, I was not able to ___________________________________________________, so I was given a TAB Out. How do I feel about that? __________________________________________________________________________________________________________________________________________________________________________

2. Which school rule did I break? In what way(s) didn’t I follow our Social Contract? Be a team player Be respectful to all Follow school rules Listen and be present

3. How could I handle this situation differently next time? _________________________________________________________________________________________________________________________________________________________________________

4. What can my teacher do to help me make positive behavioral changes easier to accomplish? __________________________________________________________________________________________________________________________________________________________________________

5. How will I regain my teacher’s their trust in me and get back on track as I know I can? __________________________________________________________________________________________________________________________________________________________________________

6. What steps will I take to get the work that I missed during the TAB Out?

_____________________________________________________________________________________

Student Signature:____________________________________

TAB Out Teacher:____________________________________

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________________________________________________________________________________________________________________________________________________________________________________________________________

APPENDIX D: INDIVIDUAL STUDENT CONDUCT SHEET

WEEKLY CHART FOR MONITORING CLASSROOM BEHAVIOR

Directions: Student must take this to every class and give it to the teacher Teacher must rate the student on a scale from 1 to 5 based on the criteria below. Please initial. After each day, student must show sheet to Wellness Coach, AP or Guidance Counselor. Also, have a parent or

guardian sign it. At the end of the week, student must turn in the sheet to the Dean, AP or Guidance Counselor Student can earn rewards for successfully getting 4 and 5’s each day or improvement over the course of the week.

Student’s Name:

Advisor’s Name:

Dates:

Monday Tuesday Wednesday Thursday Friday

AM Advisory

Period 1

Period 2

Period 3

Period 4

LUNCH/Recess

Period 6

PM Advisory

Reward:___________________________________________________________________________________________________________________________________________________________________________

Criteria for Classroom Conduct:

Stays on task Works well with others Listens to teacher and follows directions Completes all work and hands in required homework, projects, etc. No fighting or arguing with the teacher or other students

APPENDIX E: WELLNESS COACH OR AP REFERRAL

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Classroom Referral Form to Assistant Principal/Wellness Coach

Date:___________________

Student Name:_______________________________________ Class:_____________

Submitted by:________________________________________

Brief description of Concerns

__________________________________________________________________________________________________________________________________________________________________________________

Example of student Infractions (Check all that apply)

Excessive use of or repeated TAB Out violations Cutting class Disrespect/insubordination Leaving class without permission Engaging in aggressive or disruptive behavior too often

Corrective Actions already taken by teacher to address the student’s infractions (Check all that apply)

Conduct sheet Discussed student with other teachers to determine interventions that work Moved student’s seat/ gave preferential seating Lunch detention Offered choices/prompts to self-correct or problem solve One-on-one conference Peer partnership or special grouping Periodic breaks to move and refocus Phone call or letter home TAB & TAB Out (Indicate # of times:_________________________)

FOR DEAN, AP OR GUIDANCE USE ONLY

Corrective Action taken by Wellness Coach (W) AP (A) or Guidance Counselor(G) (Indicate person who initiates action and date. Conduct sheet D A C Date_______________ Conference with student D A C Date_______________ Conference with student and teacher D A C Date_______________ Detention D A C Date_______________ Loss of privilege D A C Date_______________ Mediation D A C Date_______________ Parent conference D A C Date_______________ Phone call home D A C Date_______________ Referral to Guidance Counselor D A C Date_______________ Switch student’s class D A C Date_______________ Temporary removal from class D A C Date_______________

APPENDIX F: SIT REFERRAL FORM

STUDENT INTERVENTION TEAM REFERRAL FORM

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BIOGRAPHICAL INFORMATION

Student Name_________________________________________ Class__________________

OSIS #_______________________________

___General Education ___Hold over

___Special Education ___Over Age

___English Language Learner

Testing History

ELA: State Exam Score__________ Last class grade________

Math: State Exam Score__________ Last class grade__________

Science_________ Social Studies_________ Physical Education________

TEACHER KNOWLEDGE OF STUDENT

What are the student’s strengths? (Academic, social, behavioral)

______________________________________________________________________________________________

____________________________________________________________________________________

What are the student’s areas of interest? What does the student like to do?

______________________________________________________________________________________________

____________________________________________________________________________________

With whom does the student relate well or experience success? Supply evidence.

_________________________________________________________________________________________

BEHAVIOR IDENTIFICATION

Describe the student’s behavior that you experience as disruptive/concerning. Be specific.

______________________________________________________________________________________________

____________________________________________________________________________________

Give an example of this behavior and its impact on you and the group/class.

______________________________________________________________________________________________

____________________________________________________________________________________

Choose one specific behavior that you want to reduce/eliminate and state it in as few words as possible.

______________________________________________________________________________________________

____________________________________________________________________________________

Behavioral Interventions Used

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___separate work space ___consistent schedule ___silent cues___transition preparation ___clear rules and expectations ___stress balls___positive reinforcement ___opportunities for movement ___conduct sheet___conversation with staff___Other:_________________________________________________________________________Other:______________________________________________________________________

ACADEMIC IDENTIFICATION

Describe the student’s academic behavior that you find concerning?

______________________________________________________________________________________________

____________________________________________________________________________________

Give a specific example of this academic difficulty.

______________________________________________________________________________________________

____________________________________________________________________________________

Academic Interventions Used

___IEP recommendations ___individual conferencing ___separate work space ___modified material ___immediate feedback ___small group instruction ___advice from co-teacher ___opportunities for choice ___additional time___Other____________________________________________________________________________________Other_________________________________________________________________________________

PARENTAL CONVERSATIONS

Date_______________ Concerns_______________________________________________________ ____________________________________________________________________________________________________________________________

Date_______________ Concerns______________________________________________________ ____________________________________________________________________________________________________________________________

Date_______________ Concerns__________________________________________________________________________________________________________________________________________________________________________________

TRIGGER/PATTERN OF BEHAVIOR

Can the disruptive behavior be anticipated? If so, when?

______________________________________________________________________________________________

____________________________________________________________________________________

What conditions are present when the behavior occurs? Explain with reference to time, place, activity, peers, etc.

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______________________________________________________________________________________________

____________________________________________________________________________________

Does the student have any personal, emotional, or developmental issues that may be contributing to the behavior? If so, briefly describe.

______________________________________________________________________________________________

____________________________________________________________________________________

Mark the primary stressors or triggers that most influence this behavior below:

Trigger Category Check all that apply Comments

Structural

Transitions Time of day _______ Change of routine Unstructured/down time Large group work/activities Long periods of sitting/focusing Location/specific area in school Other:______________________________

Relational

Conflict with peer(s) (Who?_____________________________)

Conflict with adult(s) (Who______________________________)

Peer relationships (social influence)(Who?______________________________)

Relationship with teacher Issues at home/community

(Incident?___________________________) Authority figures saying NO or making

demands Other:______________________________

Learning Style/ Competencies

Lack of academic skill(s)(Example?___________________________)

Lack of academic challenge Not understanding instructions/expectations Instructional pacing (too slow/fast)

(Which?_____________________________) Learning disability/processing disorder Other:_________________________________

Level of Engagement

Lack of interest in subject matter Hunger Sleepiness Lack of student input/voice Teacher lack of enthusiasm Other:_________________________________

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STRATEGIES FOR BEHAVIORAL CHANGE

What strategies/approaches have been used that are NOT effective with this student?

______________________________________________________________________________________________

____________________________________________________________________________________

Mark the management techniques/strategies below that you will use to avoid or minimize this behavior.

______________________________________________________________________________________________

____________________________________________________________________________________

Keep in Mind . . .

Connect strategies to the strengths/interests of the student and choose strategies that will reduce/alter triggers The strategies in the behavior plan must be implemented consistently by all team members in order to effectively

alter behavior Use the Ramapo back pocket guide as a resource for strategies

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APPENDIX G: PARENT CONFERENCE LOG

DATE

STUDENT_________________ GRADE____ CREW________

PARENT(S) IN ATTENDANCE --

SCHOOL PERSONNEL IN ATTENDANCE ---

PURPOSE OF MEETING -

PRECIPITATING FACTORS-

OUTCOME/AGREEMENT-

PLAN OF ACTION -

SIGNATURES

SUPPORT STAFF ______________ PARENT________________

STUDENT __________________ INSTRUCTIONAL STAFF______________SCHOOL ADMINISTRATOR __________________

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APPENDIX H: WEEKLY DETENTION LOG

Student Name Class Infraction Mon

Tue

sday

Wed

nesd

ay

Thu

rsda

y

Frid

ay

Supervisor

Supervisor Comments

APPENDIX H-2: DETENTION NOTICE

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DETENTION NOTICESTUDENT:_____________________________ CLASS_____________

YOUR ARE SCHEDULED TO SERVE DETENTION TODAY IN ROOM ________________ AT 2:50 PM.

EXPECTATIONS FOR STUDENTS SERVING DETENTION Arrive at the detention room on time Give this paper to the teacher to make sure that your attendance is taken. If you are marked absent,

you will have to make up the time another day by sitting out lunch and recess or serving more time on Friday

Complete your work quietly and independently Clean up and leave the room at the teacher’s signal Go directly to after-school activity or home

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APPENDIX I 1 -3 : MEDIATION REFERRAL, PROTOCOL AND AGREEMENT FORMS

Mediation Referral (Appendix I-1)

Date: __________________________________

Names of students in conflict:

1. _______________________________________ OSIS# ______________________ 2. ______________________________________ OSIS# ______________________

3. _______________________________________ OSIS# ______________________

4. _______________________________________ OSIS# ______________________

Type of Conflict (circle one):

Rumors Name-calling Instigating Teasing

Other__________________________ Other________________________________

Briefly describe the conflict:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How long has this issue been a conflict? (check one):

1-3 days 2-4 weeks 3-7 days over 1 month 1-2 weeks

Mediation requested by (check one):

Administrator Peer mediator Counselor Student Dean Teacher Other (specify) _______________________

Signature: _____________________________________

Please return this form to Dean or APThank you for your referral.

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Mediation Protocol (Appendix I-2)

Introduction (by the Mediator):

1. Introduce yourself and explain that you will conduct the mediation. Explain that mediation will only work if all parties agree to follow the ground rules and to abide by the resolution which they come up with. The mediator will not take sides or provide a solution. The mediator is there to help both parties explain their concerns and to help them reach a mutual agreement.

2. Verify the students you have in front of you and record names and classes on the Mediation Agreement.3. Explain the ground rules for mediation which include the following Do’s and Don’ts: Do tell the truth Don’t interrupt each other Do listen actively Don’t point fingers or blame anyone Do explain how you feel Don’t go telling everyone what happened Do use the other person’s name Don’t shout, get out of your seat or walk out

Storytelling (by the Disputants):

1. Each party will have a chance to tell their version of the story.2. After the first person tells their story, the mediator will repeat what they heard.3. Each party will agree on what was paraphrased.4. The second party will have a change to tell their version of the story.5. The mediator will repeat what they heard.6. The mediator will summarize the incident or conflict and have both parties agree.

Problem Solving (by the Disputants):

1. Each person will say what they want from the other person.2. Each person will write what they want from the other person on the Mediation Agreement.

Agreement (by the Mediator):

1. Once all parties have stated what they want from each other, the agreement will be signed. 2. The mediator will remind all parties of their agreement and explain why it is important not to have any further

conflict that could lead to more serious problems and consequences.3. All parties will get a copy of the mediation agreement.

Mediation Documentation:

All documents relating to mediation will be maintained in the student behavior portfolio in the Wellness Coach/AP office which can be made available to all staff.

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Mediation Agreement (Appendix I-3)

Date______________________________

Mediation conducted by (check one):

Administrator Peer mediator Counselor Student Dean Teacher Other (specify) _______________________

Name of students in conflict:

1. _______________________________________ OSIS# _________________ 2. ______________________________________ OSIS# _________________

The students whose signatures appear below have decided on the following resolution.

Disputant 1: __________________________ agrees to ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Disputant 2: ___________________________ agrees to ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

We have made and signed this agreement because we believe it resolves the issue(s) between us.__________________________________ _________________________________

Disputant 1 Disputant 2

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Documents

Behavior expectations & ladder of Referral Process Web viewThreatening students or adults verbally or physically. ... TAB time should be between 3 ... Behavior expectations & ladder