“When I approach a child, he inspires in me two sentiments ... · Walk to the right Use inside...
Transcript of “When I approach a child, he inspires in me two sentiments ... · Walk to the right Use inside...
Safe and Caring Schools Resource Guide, 2009
Behavioural Expectation Samples
“When I approach a child, he inspires in me two sentiments: Tenderness for what he is, and respect for what he may become.”
Louis Pasteur (1822-1895) French Scientist
Safe and Caring Schools Resource Guide, 2009 2
Long Range Academy Code of Conduct / Behavior Expectations
Expectations Respect for Self Respect for
Others Respect for
Environment Respect for Learning
All Settings Be prepared to give your best effort
Dress, speak, act
appropriately
Keep your hands and feet to yourself
Be considerate
Use good manners and appropriate language
Recycle
Keep the school clean
Be prepared with homework and supplies
Respect others efforts and
contributions
Be a good listener
Hallways and Ramp
Walk to the right
Use inside behavior
Keep moving
Use appropriate voice
Keep hands and feet to yourself
Be aware of space
Help keep school clear of debris/litter
Enjoy/appreciate others
displays and space
Remember to be quiet in the halls and stairwells, as others
are working
Outside Respect equipment and space
Play safe
Follow Expectations
Respect personal space
Use appropriate language
Practice Sportsmanship
Place litter in garbage cans
Take care with school property
Follow instructions and rules
Use observation skills to promote safety
Be positive with classmates
Cafeteria Keep the school clean
Make healthy food choices
Use proper manners
Speak in a normal voice and only to people at your table
Keep it clean
Treat furniture appropriately
Inside behavior
Use microwaves
appropriately
Use listening skills
Use your good manners
Library, Computer
Lab & Science
Lab
Work quietly
Explore opportunities appropriately
Respect equipment
Wait your turn
Leave things where they belong
Follow procedures for use
of equipment
Keep area tidy
Replace the things you use
Eat and drink elsewhere
Share materials and equipment as needed
Use appropriate research sites
Assembly Remain Quiet
Keep your eyes on the speaker
Keep hands and feet to yourself
Maintain an aisle with the
chairs/on the floor
Applause when appropriate
Place litter in garbage cans
Keep area tidy
Follow seating plan
Gym Appropriate dress and footwear
Moderate voice level
Listening skills-focus on
the speaker
Participate as needed
Give Best Effort
Encourage others to do their best
Follow the rules
Share equipment
Learn/follow safety rules
Practice Sportsmanship and
fair play
Use equipment appropriately
Keep it clean
Eat and drink elsewhere
Listening skills
Know and practice rules
Pay attention
Bus Travel safely
Sit appropriately
Follow seating plan
Stay on grounds until bus arrives
Demonstrate courteous behavior
Follow driver rules
Care for bus
Wait in designated areas
Listening skills
Know and practice rules
Pay attention
Sett
ings
Washrooms Wash hands Respect personal space
Wait your turn
Keep area tidy
Place litter in garbage bins
Keep walls clean
Use washroom at appropriate times
Safe and Caring Schools Resource Guide, 2009 3
BEACONSFIELD JUNIOR HIGH SCHOOL
POSITIVE BEHAVIOUR SUPPORTS MATRIX
EXPECTATIONS RESPECT FOR
SELF RESPECT FOR
OTHERS RESPONSIBILITY
CLASSROOM Listen attentively Try your best Follow classroom rules
Keep hands and feet to yourself
Listen when it’s someone else’s turn to speak
Respect all opinions and abilities
Be on time Be prepared Listen to
announcements Keep your area clean
HALLS AND STAIRS
Keep right on the stairs Follow transition arrows Walk
Keep hands and feet to yourself
Use appropriate language
Keep moving
Obey the bells Pick up litter
CAFETERIA Make healthy choices Line up appropriately Bring your own lunch
money
Clean up after yourself Recycle
WASHROOMS Wash your hands Limit your time Keep area clean and
tidy
Report vandalism Put all trash in the
garbage
ASSEMBLIES Listen attentively to speaker
Dress appropriately
Sit quietly and attentively
Respond appropriately
Sit with your class Show appreciation Remain seated until
your class is dismissed
GYM Be self directed Participate regularly Listen to speaker
Be nice and friendly Include everybody Encourage all involved
Co-operate Be motivated to do your
personal best
BUS Sit appropriately Travel safely
Follow the driver’s rules Walk to the bus Be courteous
Clean up your garbage Report dangerous
behaviour Stay seated
SETT
ING
S
ALL SETTINGS Dress appropriately Use scent free products Use appropriate
language Use manners
Keep all areas clean
SCHOOL DANCES
Dress appropriately Dance appropriately
Dress appropriately Dance appropriately
Dress appropriately Dance appropriately
Safe and Caring Schools Resource Guide, 2009 4
LUMSDEN ACADEMY – EAGLES SOAR
SETTINGS BEHAVIORAL EXPECTATIONS: CODE OF CONDUCT
Hallways, entrance, bus, etc S
Safety/Health O
Open Your Hearts A
Always Respect R
Responsibility
HALLWAY Walk single file
Keep items off the floor Use appropriate entrance
Walk to the right
Smile Be Friendly
Include others
Speak in a quiet voice Be polite
Use appropriate language
Stay in assigned area Keep to the right
Socialize on benches Keep lockers clean
CLASSROOM
Walk at all times Keep hands/feet to yourself
Be kind to others Use manners
Be a good listener Allow others to learn
Respect others/property
Complete assigned work
Keep space neat Follow directions
Always do your best Use time wisely
Be interested Ask questions
WASHROOM
Use supplies properly Use water appropriately
Stay off the stalls Wash hands
Be courteous to others Allow others privacy Use a quiet voice
Keep washroom clean Keep visit short
Flush
CANTEEN
Line up quietly Keep away from other’s
personal space Walk at all times
Keep body to self
Be polite
Listen to prefects Use manners
Choose healthy snacks
Place garbage in bins Recycle
BUS
Walk at all times Cross in front of bus
Wait for the bus to stop before standing
Sit properly
Be kind Listen to bus driver Speak quietly
Keep bus clean Take care of bus
properly Be polite
Talk to others quietly
PLAYGROUND Use equipment properly Run in open areas only
Report danger
Take turns Be a good friend - Include
others
Use appropriate language Enter/leave the school
quietly through appropriate door
Take turns Stay within area
Put garbage in bins
ASSEMBLY/
GUEST SPEAKER
Walk with class in single file Sit quietly
Listen to speaker Ask questions on topic
Remain quiet when others are speaking
Keep chairs from moving
Listen to teachers Follow directions
GYM
Wear appropriate footwear/clothing
Keep food and drinks out Observe rules
Encourage/include others Share equipment
Practice sportsmanship
Listen/focus on speaker Wear appropriate clothing
Take turns Put away equipment
Report dangers
LIBRARY
Walk at all times
Be quiet and courteous Wait your turn
Put books back in place on shelf
Clean up after yourself
Use appropriate research sites
Keep food and drink out
Follow schedules
PARKING LOT Watch for traffic
Park bikes in bike rack Stay off the trees Report dangers
Be courteous Help others who need it
Respect monitors Enter/exit the school quietly through the appropriate door
Park bikes in bike rack Stay away from traffic
Safe and Caring Schools Resource Guide, 2009 5
WILLIAM MERCER ACADEMY SCHOOL-WIDE BEHAVIOUR EXPECTATIONS MATRIX
“THE FANTASTIC FOUR” Respect for Self, Others, Environment, & Learning
E X P E C T A T I O N S RESPECT for
Self RESPECT for Others
RESPECT for Environment
RESPECT for Learning
All Settings
-Give your best effort -Dress, speak and act appropriately
-Keep your hands and feet to yourself -Be kind -Use good manners and appropriate language
-Recycle -Keep your school clean -Respect school property
-Be prepared with homework and supplies -Respect what others say and do -Be a good listener
Corridors
-Walk to the right in single file -Use inside behavior
-Use inside voice -Keep your hands and feet to yourself -Respect others personal space
-Keep your school clean -Enjoy others displays and space
-Remember to be quiet
Outside
-Play safe -Follow instructions and rules
-Respect others personal space -Use good manners and appropriate language -Be a good sport
-Place litter in garbage -Respect school property
-Follow instructions and rules -Be kind to classmates
Field Trips
-Dress, speak and act appropriately -Give your best effort
-Use good manners and appropriate language
-Place litter in garbage -Respect property
-Follow instructions and rules -Be kind to classmates -Be a good listener
Specialized Rooms
( Library, Computer,
Art/Science, Music )
-work quietly -make good decisions
-respect equipment - wait your turn - leave things in their proper places - use equipment appropriately
-keep area tidy - replace the things you use - eat and drink elsewhere
- share with others - use appropriate sites - respect equipment
Assemblies and
Presentations
-remain quiet -keep your eyes on the speaker
- keep hands and feet to yourself - respect the speaker - be a good listener
- food / drink free area - respect property
- sit appropriately with your group
Gym
- appropriate dress / footwear - use indoor voice - focus on the speaker - participate
- encourage others to do their best - follow the rules
- respect equipment - keep it clean - eat and drink elsewhere
- listening skills - know and practice rules - pay attention
S E
T T
I N G
S
Bus
- travel safely - sit appropriately
- be polite - use indoor voice - follow bus rules
- food/drink free area - respect property - keep area clean
- inside behavior rules
Safe and Caring Schools Resource Guide, 2009 6
HILLSIDE ELEMENTARY SCHOOL
We CARE
SETTINGS BEHAVIORAL EXPECTATIONS: OUR CARING CODE OF CONDUCT
COMMITMENT ACCOUNTABILITY RESPECT EMPATHY
HALLWAYS Remove outer footwear.
Commit to corridor order during dismissal.
Remember to walk. Keep to the right.
Keep track of time.
Respect school property. Respect others.
Watch for safety zones. Keep hands and feet to self. Use appropriate behavior.
Use an indoor voice.
Be patient and accepting of others.
WASHROOMS Return to class promptly.
Commit to a clean washroom. Wash hands with soap and water.
Remember to wash hands. Remember to flush.
Keep visit short. Report problems to teacher.
Put towels in garbage. Use an indoor voice.
Respect school property.
Allow others’ privacy.
LUNCHROOM Leave no trace of your lunch.
Commit to cleaning up the area. Recycle.
Walk at all times. Follow lunchroom rules.
Be a role model for others.
Use table manners. Respect others’ personal space.
Keep body to self. Use an indoor voice.
Accept other’s food choices.
BUS Commit to being safe.
Listen to the bus driver and bus buddies.
Be a role model.
Be polite. Follow bus rules.
Walk at all times Keep hands and feet to self.
Use respectful language.
Be helpful. Take care of others.
OUTSIDE
Commit to playing safe. Be mindful of others and vehicles.
Report dangers/incidents. Pick up and return equipment. Stay within designated area.
Line up when told. Enter building quietly.
Keep area clean.
Take turns. Share equipment.
Include others.
ASSEMBLY
Walk with class single file. Sit quietly in designated area.
Listen to teachers. Follow directions.
Keep body to self. Keep chairs from moving.
Appreciate others’ accomplishments.
GYM Always try your best.
Follow the rules of the game. Be mindful of position and
space.
Demonstrate sportsmanship. Share
Use equipment appropriately.
Appreciate each others’ differences in skills.
Be encouraging to teammates.
CLASSROOMS Always try your best. Be prepared for learning.
Follow classroom rules. Use your time wisely.
Be organized.
Respect others’ personal space and property.
Use school property wisely and carefully.
Accept differences in ideas and opinions.
Appreciate each other as individuals.
COMPUTER LAB
Remember that this is also a classroom.
Commit to use time wisely.
Inform teacher of inappropriate websites or content.
Follow specific procedures and rules.
Keep lab neat and in order. Use school property wisely and
carefully. Use only your designated computer.
Be appreciative of your surroundings. Be patient of and helpful to others as
needed.
Safe and Caring Schools Resource Guide, 2009
HOME OF THE TITANS “This above all: To thine own self be “TRUE”
William Shakespeare (1564 - 1616), 'Hamlet,' Act I, Scene iii T Tolerance towards others R Respect for yourself U Unity in caring for your school E Excellence in learning
TRUE Titans will demonstrate the following:
EXPECTATIONS Settings ∇
Tolerance
Respect
Unity
Excellence
ALL settings: EXAMPLES: curricular, co -curricular, extra-curricular, hallways, parking lot, etc.
Be considerate Use good
manners and appropriate language
Respect other’s personal space
Be prepared to
give your best effort
Dress, act & speak appropriately
Be polite and courteous
Recycle Keep rooms tidy Treat furniture
appropriately Appreciate the
work others do on your behalf
Enjoy/appreciate others displays and spaces
Be an ambassador for the school
Be prepared with
homework and supplies
Listen to announcements
Follow rules & procedures
Office
Use good
manners and appropriate language
Be polite and
courteous while on the phone or while speaking to office personnel
Wait your turn
Listen to
announcements During class time
only use the office phone
Follow rules and procedures
Classroom
Encourage
involvement of everybody
Accept diverse opinions
Acknowledge and compliment the work of others
Refrain from
plagiarism & cheating
Leave the
classroom setting as you found it
Remain seated until you are dismissed
Be a good
listener Be on time Focus on the task Keep cell phones
out of the classroom
Use personal electronic devices (i.e. MP3, games etc) only when required to meet curricular objectives
Hallways & stairs
Use appropriate
voice Be patient
Walk to the right Keep moving Use inside
Move in an
orderly fashion Hold the doors
Remember to be
quiet in the halls &
Safe and Caring Schools Resource Guide, 2009 8
Refrain from sitting in hallways
behaviour Display
appropriate forms of affection
for others Keep areas free
of debris
stairs
Cafeteria
Share your
space Be considerate
of time
Make healthy
food choices
Keep tables
and area clean
Demonstrate
good manners Follow rules of
good hygiene Specialty Rooms Library, Labs, Computer Lab, Music room etc.
Work without
disrupting others
Explore avenues
for learning in an appropriate manner
Exercise responsibility when enjoying the privileges offered in that learning environment
Replace
materials you use Eat & drink
elsewhere Respect
ownership of property
Share materials &
equipment as needed
Use appropriate research techniques & sites
Respect equipment
Assembly
Keep your
hands and feet to yourself
Maintain an aisle to promote safety
Show your appreciation for performances and contributions
Remain quiet Keep you eyes
on the speaker
Eat and drink
elsewhere Take all
handouts with you Keep the room
tidy
Follow seating
plan Be a good
listener
Gym /Fitness Center Field / Outside
Encourage
others to do their best
Practice sportsmanship
Share equipment
Accept new group/team members for different activities
Appropriate
dress and footwear
Play safe Moderate voice
level Focus on the
instructor
Use equipment
appropriately Keep it clean Eat drink
elsewhere
Listening skills Know & practice
safety rules Pay attention Participate Be observant &
promote safety
Bus
Demonstrate
courteous behaviour
Follow driver rules
Travel safely Sit appropriately Stay on grounds
until bus comes
Care for the bus Wait in
designated areas Keep the bus
clean
Inside behaviour
rules Exhibit safety
rules
Safe and Caring Schools Resource Guide, 2009 9
Hawks SOAR
Success
Soar With...Opportunity
· Be prepared with
books and materials · Give your best effort
at all times · Set and achieve
goals
· Ask questions and get help in
class · Enjoy breaks and interact with
friends · Take advantage of various co-
curricular activities including drama, music, sports, student council, tutoring...
· Work with others Soar With...Attitude
Soar With...Respect
· Be courteous · Be open to new
ways of learning · Be proud of and take
ownership in your school
· Exercise patience · Give support to your
classmates · Go to class on time · Have a “can do”
philosophy · Have consideration
for the building, grounds and others
· Be attentive to
speakers/supervisors · Be considerate of those with
allergies · Be a good listener and participate
in your learning · Help janitors in the multi-purpose
room and hallways by cleaning up your mess
· Keep your hands and feet to yourself
· Treat every teacher as your own teacher
· Treat others as you would like to be treated
· Use appropriate voice and language at all times
Safe and Caring Schools Resource Guide, 2009 10
Presentation Junior High School School-Wide Behavior Expectations Matrix
“The Fantastic Four”
Respect for SELF, OTHERS, ENVIRONMENT, & LEARNING
Expectations Respect for
Self Respect
for Others Respect for Environment
Respect for
Learning
Classroom
Be prepared to give your best effort
Dress, speak, act
appropriately
Keep your hands and feet to yourself
Be considerate
Use good manners
and appropriate language
Speak in normal
voice at appropriate time
Recycle
Keep the school Clean
Be prepared with homework and
supplies
Respect others’ efforts and
contributions
Be a good listener
Hallways, Stairs &
Washrooms
Walk to the right
Use inside behavior
Keep moving
Use appropriate voice
Keep hands and feet
to yourself
Be aware of space
Help keep school clear of debris/litter
Enjoy/appreciate
others’ displays and space
Remember to be quiet in the halls and
stairwells
School Grounds
Respect equipment and space
Behave in a safe
manner
Follow expectations
Respect personal space
Use appropriate
language
Practice sportsmanship
Place litter in garbage cans
Take care with school
property
Follow instructions and rules
Use observations skills to promote
safety
Be positive with classmates
Cafeteria
Keep the school clean
Make healthy food
choices
Use proper manners
Speak in appropriate voice and only to the people at your table.
Keep it clean.
Treat furniture appropriately.
Inside behavior
Use machines appropriately.
Use listening skills.
Use your good manners.
Set
ting
s
Library & Computer
Lab
Work quietly.
Explore opportunities appropriately.
Respect
environment.
Wait your turn.
Return things in their proper place.
Follow procedures
for use of equipment.
Keep area tidy.
Replace the things you use.
Eat and drink elsewhere.
Share materials and equipment as
needed.
Use appropriate research sites.
Respect equipment
Safe and Caring Schools Resource Guide, 2009 11
Assembly
Remain quiet.
Keep your eyes on the speaker.
Keep hands and feet to yourself.
Maintain an aisle in the bleachers / on
the floor.
Eat and drink elsewhere. Follow seating plan.
Gym
Appropriate dress and footwear.
Moderate voice level.
Listening skills –
focus on the speaker.
Participate
Encourage others to do their best.
Follow the rules.
Share equipment.
Learn/follow safety
rules
Use equipment appropriately
Keep it clean
Eat and drink
elsewhere
Listening skills
Know and practice rules
Pay attention
Bus
Travel safely
Sit appropriately
Stay on grounds until bus comes
Demonstrate courteous behavior
Follow driver rules
Care for bus
Wait in designated areas
Inside behavior rules.
Safe and Caring Schools Resource Guide, 2009 12
Safe and Caring Schools Resource Guide, 2009 13
Logo from a t-shirt printed by Dorset Collegiate, Nova central School District
Safe and Caring Schools Resource Guide, 2009 14
Safe and Caring Schools Resource Guide, 2009 15
Appendix II
Implementation Samples
“It must be remembered that the purpose of education is not to fill the minds of students with facts… it is to teach them to think, if that is possible, and always to
think for themselves.” Robert Hutchings (1882-1945)
Scientist
Safe and Caring Schools Resource Guide, 2009 16
Beachy Cove Elementary Positive Behaviour Supports Implementation Schedule
________________________________________________________________ 8:30-8:45 Opening in class – move to the gym ________________________________________________________________ 8:45-9:15 Assembly (Whole School) Station Cafeteria:
Facilitator: Aubrey
Outside: Facilitator-Juanita
Classroom: Classroom teacher
9:20-10:00
Grade 1 and 2
Grade 3 and 4 Grade 4 and 6
RECESS RECESS RECESS RECESS 10:25-11:05
Grade 3 and 4
Grade 5 and 6 Grade 1 and 2
11:10-11:50
Grade 5 and 6
Grade 1 and 2 Grade 3 and 4
LUNCH LUNCH LUNCH LUNCH 1:00-1:25
Corridor
(Classroom Teachers facilitate)
Primary Elementary Paula Krista Patsy Joe Trudy Angela R. Charmaine
Bus
(Classroom Teachers facilitate)
1 2 3
Norine Anne-Marie
Cathy
Kim
Donna
Roxanne/
Jill
Discussion (Classroom
Teachers facilitate)
Stacey Carolyn Tanya Paulette Angela H. Lisa Carla Ann
1:30-1:55
Primary Elementary Norine Ann Tanya Roxanne/Jill Donna Carla Anne-Marie
1 2 3
Paula Lisa Joe
Stacey
Krista
Carolyn
Patsy
AngelaH.
Paulette
Cathy Angela R. Trudy Charmaine Kim
2:00-2:25
Primary Elementary Cathy Paulette Stacey Carolyn Kim Lisa Angela H.
1 2 3
Trudy Carla
Tanya
AngelaR
Charmaine
Ann
Norine Joe Donna Roxanne/Jill Paula Krista Patsy Anne-Marie
2:30-2:50
Back to Classrooms Discussion/Journal/ Reflection (Whole School)
Back to Classrooms Discussion/Journal/ Reflection (Whole School)
Back to Classrooms Discussion/Journal/ Reflection (Whole School)
Safe and Caring Schools Resource Guide, 2009 17
Assembly for PBIS: Holy Cross School Complex Monday of Education Week (1st Period). CD of “respect song” playing and a pep rally style.
- Holy Cross School flags produced. - Introduce all grades individually for school spirit.
Explain the purpose of the day and Introduction to PBIS – slide show to support.
- H. C. S. - The CC’s (Gotchas) - Explain PRIZES - School Spirit O’Meter (ask Jill). - Not too detailed, explanation done greater by classroom teacher.
School Video on School Spirit – collage of School pictures, interviews, etc. put to motivational tunes. We are going to ask one class to produce this as an assignment. Readings – Poems on (1) Respect, (2) Safety, (3) Cooperation. Singing of H.C.S song. Example of School Spirit - MC will have everyone up for a school wide activity to show cooperation (Cha Cha Slide). CHAT – Respect, Cooperation, Safety Respect, Cooperation, Safety Respect, Cooperation, Safety Respect, Cooperation, Safety… Then Send all students to homeroom for explanation of Matrix. We will need: Student to do power point. Students to do video Student to be MC Light Show CD of respect tunes Student to write poems Student to write song Respect O’Meter Copy of CHA CHA SLIDE Flags (or money to buy flags) ** Teachers to HELP!!!
Safe and Caring Schools Resource Guide, 2009 18
Appendix III
School-wide Acknowledgements Samples
“I hear, and I forget. I see, and I remember. I do, and I understand.” Chinese Proverb
Safe and Caring Schools Resource Guide, 2009 19
Student Incentive Examples Gotchas
• Post cards • Sit by a friend • Line leader • Certificates • Notes in agenda book • Positive phone calls or post cards • Sit in teacher's chair • Homework passes • Select jobs • Stickers
Boosters
• Read/Lunch with principal • Lunch with the teacher • Chinese Auction • Roadhouse Certificates • Teacher Talent Show • Monthly Assemblies • Lady Bug visit the classroom
Celebrations
• Kickball game • Movie/popcorn • Silent Auction • Dance party • Beach party • Ice cream truck visit • Raffle
ALSO To help with student behavior:
Each classroom has a series of flip cards. Students having behavior issues will need to flip their cards as instructed by the classroom teacher and follow the predetermined consequences. Students that have no flips during the month are rewarded by attendance at a special assembly.
Shared by an unidentified school in Nova Central
Safe and Caring Schools Resource Guide, 2009 20
Possible School-Wide Incentives • Lunch with a staff member • Phone call home with a certificate • Special recess equipment • Special table in cafeteria • Extra media book check out • Tell a joke at lunch • P.A. announcement • Wear a hat for the day (paw print hand to monitor or SFES visor) • Principal or Asst. Principal helper for 1/2 hour • Gift certificates • Book cart • Dismiss tables from cafeteria • hat • t-shirt • rubber bracelets • stickers • Personalized bookmark
Classroom-based incentives • stickers • pencils • gel pens • sit by a friend for the day • read a story to the class • read a story to another class • special show and tell • positive note home/certificate • bring a stuffed animal to keep at your desk for a day • computer time • homework pass (for 1/2 or all) • stay in at recess and play a game with a friend • sit a teacher’s desk • sit in teacher’s chair • first pick at weekly jobs
Shared by an unidentified school in Nova Central
Safe and Caring Schools Resource Guide, 2009 21
Dorset Collegiate
GOTCHA!
Thank-you for showing Respect for:
Self Others Environment Learning
Student’s Name: Teacher’s Name ___________________________________
Dorset Collegiate
GOTCHA!
Thank-you for showing Respect for:
Self Others Environment Learning
Student’s Name: Teacher’s Name ___________________________________
Dorset Collegiate
GOTCHA!
Thank-you for showing Respect for:
Self Others Environment Learning
Student’s Name: Teacher’s Name ___________________________________
Dorset Collegiate
GOTCHA!
Thank-you for showing Respect for:
Self Others Environment Learning
Student’s Name: Teacher’s Name ___________________________________
Dorset Collegiate
GOTCHA!
Thank-you for showing Respect for:
Self Others Environment Learning
Student’s Name: Teacher’s Name ___________________________________
Dorset Collegiate
GOTCHA!
Thank-you for showing Respect for:
Self Others Environment Learning
Student’s Name: Teacher’s Name ___________________________________
Safe and Caring Schools Resource Guide, 2009
Safe and Caring Schools Resource Guide, 2009 - 23 -
Appendix IV
Discipline Plan Samples
“The job of an educator is to teach students to see vitality in themselves.”
Joseph Campbell (1904-1987) American Educator and Author
Safe and Caring Schools Resource Guide, 2009 - 24 -
Long Range Academy updated Aug.28th, 2008 Code of Conduct Infractions
MINORS
• Unprepared for class • Inappropriate clothing • Incomplete homework • Pushing and/or running in corridors • Lateness • Inappropriate footwear
• Talking in class • Non-compliance • Assembly behaviors • Eating in corridors • Bus behavior
MIDDLES
• Inappropriate language • Inappropriate use of electronic
equipment • Cheating on assignments, tests,
quizzes • Disrespecting teachers • Lying
• Use of cell phones • Teasing • Not signing out properly • Disrespecting teachers personal
spaces and property
MAJORS
• Fighting • Inappropriate representation of school • Weapons • Inappropriate use of emergency
equipment • Sexual Behavior • Leaving school grounds without
permission • Use of or under the influence of drugs
and alcohol • Cheating on cumulative exams • Racism & other forms of
discrimination • Leaving a in-school suspension
without permission
• Defacing school property • Theft • Defiance • Inappropriate use of internet/print
material • Verbal aggression (uttering threats) • Physical aggression • Smoking on school property • Use of matches and lighters on
school property • Vandalism • Bullying (confirmed by
Administration)
Safe and Caring Schools Resource Guide, 2009
Eastern School District
Draft Sample School-Wide Discipline Plan
Minors
These behaviours are handled by the classroom teacher OR the attending
adult.
• Teasing/name calling • Inappropriate hallway behaviour • Non-compliance • Homework incomplete • Talking out of turn • Disrespecting other students • Inappropriate clothing
• Pushing in halls and stairwells • Inappropriate use of electronic devices • Food theft or other small items • Assembly behaviour • Inappropriate use of personal equipment
(skateboards/roller blades/hats)
Middles
These behaviours are handled initially by the attending adult, but are referred to the administration if they become chronic
• Late • Cheating • Lying • Attendance • Sexual/racial teasing/name calling
• Disrespecting teacher’s personal space/desk • Unprepared for class • Chronic minor behaviour
Majors
These behaviours are immediately referred to the administration
• Fighting • Physical aggression • Matches/lighter • Defiance • Off-school/campus without permission • Vandalism • Skipping school • Smoking on school property • Drugs and/or alcohol use • Serious threat/intimidation of others
• Weapons • Theft (serious) • Sexual Behaviour • Inappropriate Internet sites and/or print material • Inappropriate representation of school (field
trips, athletics, performances, etc.) • Sexual harassment • Chronic middle behaviour
Safe and Caring Schools Resource Guide, 2009 26
SSCCHHOOOOLL--WWIIDDEE DDIISSCCIIPPLLIINNEE
We CARE
HHIILLLLSSIIDDEE EELLEEMMEENNTTAARRYY
SSCCHHOOOOLL--WWIIDDEE DDIISSCCIIPPLLIINNEE PPLLAANN
MINORS
These behaviors are handled by the classroom teacher OR the attending adult.
• Teasing and/or derogatory remarks • Inappropriate hallway behavior • Swearing (unintentional) • Disrespect to other Students • Talking out of turn • Wandering Hallways during class time
• Use of personal electronic devices in school • Food theft • Assembly behavior • Inappropriate use of personal equipment • Late for class • Littering (inside and outside of school)
MIDDLES
These behaviors are handled initially by the attending adult, but are referred to the administration if they become chronic
• Defacing School Property • Cheating • Lying (at detriment to others) • Inappropriate clothing • Non-Compliance • Community or cultural slurs
• Matches/Lighter • Disrespecting teacher’s personal space/desk (copier) • Skipping class or school • Inappropriate touching • Abuse of school equipment
MAJORS
These behaviors are immediately referred to the administration
• Fighting • Physical Aggression • Defiance • Off School Grounds without permission • Vandalism • Skipping • Smoking • Drugs and/or Alcohol • Bullying • Intimidation
• Theft (serious) • Non-Emergency Fire Alarm • Deliberate inappropriate internet sites and/or print
material • Inappropriate representation of school (field trips,
athletics, performances, etc.) • Sexual Harassment • Sexual Behavior • Weapons
Safe and Caring Schools Resource Guide, 2009 27
Mealy Mountain Collegiate Discipline Policy
MINORS
These behaviours are handled initially by the classroom teacher or supervising teacher, but are referred to the administration if they become chronic.
Behaviours Actions • Defacing school property • Excessive talking • Failure to complete assigned work • Inappropriate behaviour during
assemblies/school sponsored activities
• Inappropriate clothing • Inappropriate displays of affection • Inappropriate hallway behaviour • Inappropriate internet sites and/or
print material • Inappropriate language • Inappropriate use of personal
equipment • Lateness • Lying • Matches/Lighter • Non-compliance • Pushing in halls & stairwells • Teasing and/or derogatory remarks • Throwing foreign objects • Unprepared for class • Use of unapproved electronic
devices during class instruction
Step 1: • Verbal reminder to the student of the expected
appropriate behaviours. Step 2: • Verbal reminder to the student of the expected
appropriate behaviours. • Consequence applied by teacher. • Student complies/makes amends. Step 3: • Verbal reminder to the student of the expected,
appropriate behaviours. • Home Contact made by the teacher. Step 4: • Move directly to Step #1 of Majors.
These behaviours are immediately referred to the administration. Behaviours Actions
• Bullying • Defiance • Endangerment of Self/Others • Fighting • Inappropriate representation of
school • Non-Emergency Fire Alarm • Overt Sexual Behaviour • Possession of drugs and/or alcohol • Possession of weapons • Selling drugs and alcohol • Theft • Sexual Harassment • Skipping • Smoking • Vandalism • Verbal Aggression
Step 1: • Referral to Administration. Step 2: • Home contact made by Administration. Step 3: • Meeting with parents. Step 4: • In/Out of School Suspension. Step 5: • Written apology to offended parties before
student is permitted to return to school.
NOTE: The school administration reserves the right of expediting the disciplinary process pending circumstances.
MAJORS
Safe and Caring Schools Resource Guide, 2009 28
Appendix V
Consequence Guide Sample
“They may forget what you said, but they will never forget how you made them feel.”
Anonymous
Safe and Caring Schools Resource Guide, 2009 29
Long Range Academy updated Aug. 28th, 2008 Code of Conduct
Consequence Protocol
MINORS
These behaviors are handled by the teacher or attending adult. (When one step proves ineffective move to the next step)
Step #1: - Verbal reminder (s) to the student of the expected and/or appropriate behaviors. Step #2: - Verbal reminder to the student of the expected and/or appropriate behaviors. - Notify administration, in writing, that tracking has begun. Step #3: - Verbal reminder to the student of the expected and/or appropriate behaviors. - Natural consequence decided by the responsible teacher. - Discipline action decided by responsible teacher. Step #4: - Verbal reminder to the student of the expected and/or appropriate behaviors. - Natural consequence decided by the responsible teacher. - Discipline action decided by responsible teacher. - Call parent/guardian (note if and when this occurred). Step #5: - Move to Step 2 of MIDDLES
MIDDLES
These behaviors are initially handled by the attending adult, but are referred to the administration if they become chronic.
Step #1: - Verbal reminder to the student of the expected and/or appropriate behaviors. - Natural consequence decided by the responsible teacher. - Discipline action decided by responsible teacher. - Call parent/guardian (note: if and when this occurred). Step #2: - Verbal reminder to the student of the expected and/or appropriate behaviors. - Natural consequence decided by the responsible teacher. - Call parent/guardian ( note when this occurred). - Referral to Administration using office referral form. Step #3: - Verbal reminder to the student of the expected and/or appropriate behaviors. - Referral to Administration using office referral form (1-
Safe and Caring Schools Resource Guide, 2009 30
3 day in-school suspension). - - Administration to call parent/guardian.. Step #4 - Verbal reminder to the student of the expected and/or appropriate behaviors. - Referral to Administration using office referral form (2-5 day in-school suspension). - - Administration to call parent/guardian.. - Parent conference with Administration before student returns. Step #5 - Move directly to Step #2 of MAJORS
MAJORS Step #1: - Verbal reminder to the student of the expected and/or appropriate behaviors. - Referral to Administration using office referral form (2-5 day in/out of-school suspension). - Administration to call parent/guardian. - District office notified (out of-school suspension only). - Parent conference with Administration before student returns (In the case of an out of- school suspension). Step #2: - Verbal reminder to the student of the expected and/or appropriate behaviors. - Referral to Administration using office referral form (2-5 day out of-school suspension). - Administration to call parent/guardian. - District office notified. - Parent conference with Administration before student returns. Step #3: - Verbal reminder to the student of the expected and/or appropriate behaviors. - Referral to Administration using office referral form (2-5 day out of-school suspension). - Administration to call parent/guardian. - District office notified - District office may extend suspension for greater than 5 days. - Possible consultation with medical professionals, as to whether student returns to school. - Parent conference with Administration before student returns. Step #4: - Verbal reminder to the student of the expected and/or appropriate behaviors. - Referral to Administration using office referral form (2-5 day out of-school suspension).
Safe and Caring Schools Resource Guide, 2009 31
- Administration to call parent/guardian. - District office will be contacted to intervene. - Possible consultation with medical professionals, as to whether student returns to school. Step #5: - Verbal reminder to the student of the expected and/or appropriate behaviors. - Referral to Administration using office referral form (2-5 day out of-school suspension). - Administration to call parent/guardian. - District office will be contacted to intervene. - Possible consultation with medical professionals, as to whether student returns to school. - Principal recommend student be expelled to Director.
Safe and Caring Schools Resource Guide, 2009 32
Eastern School District
Draft Sample Consequence Guide
Minors
These behaviours are handled by the classroom teacher OR the attending adult.
Model expected behaviour Verbal reminders Re-teach the expected behaviour Offer choices and consequences Advise the homeroom teacher Natural consequences Restitution Monitor behaviour
Middles
These behaviours are handled initially by the attending adult, but are referred
to the administration if they become chronic
Model expected behaviour Verbal reminders Re-teach the expected behaviour Offer choices and consequences Advise the homeroom teacher Natural consequences Restitution Home contact Restricted access to facilities/activities Peer mentor Monitor behaviour Behaviour contract Peer counseling Self-reflective exercise Mediation Detention Parent/school conference Referral to ISSP/SSS BMP/informal FBA Skill building Restorative justice
Safe and Caring Schools Resource Guide, 2009 33
Majors
These behaviours are immediately referred to the administration
The adult making initial contact with the student(s) will intervene to stop the behaviour. The teacher/staff will do so with the safety of the student(s), self and others as the utmost priority.
The following interventions would be appropriate at this stage:
Verbal reminder Re-teach skill/expectation Logical/natural consequences Offer choices
The following interventions may be appropriate for a major behaviour, considering all important circumstances, such as: intention, student history, exceptionalities, preceding events, etc.
Skill building Restitution Behaviour contract Mediation/conflict resolution Referral to school counsellor Detention Parent/school conference Restorative justice Reduced day Loss of privileges Referral to SSS/ISSP team Educational program change P2/3/4/5 Behaviour management plan Consultation with the behaviour support specialist and/or a functional
behaviour analysis Police involvement Suspension Extended suspension
Safe and Caring Schools Resource Guide, 2009 34
We CARE
HHIILLLLSSIIDDEE EELLEEMMEENNTTAARRYY SSCCHHOOOOLL--WWIIDDEE DDIISSCCIIPPLLIINNEE PPLLAANN
CCOONNSSEEQQUUEENNCCEE GGUUIIDDEE MINORS
These behaviors are handled by the classroom teacher OR the attending adult and can be referred to the office if they become
chronic. Step #1: -Verbal reminder to the student of the expected, appropriate behaviors. Step #2: -Verbal reminder to the student of the expected, appropriate behaviors. -Classroom teacher informed of the incident, as appropriate. Step #3: -Verbal reminder to the student of the expected, appropriate behaviors.
-Understanding by the student is demonstrated. -Classroom teacher informed of the incident. -Natural consequence applied by attending adult. -Anecdotal notes, written and recorded, made by attending teacher. -Behavior essay/write-up completed by student. Help from teacher as appropriate. -Home Contact made by the attending adult or student.
Step #4: -Move directly to Step #2 of “Middles.” MIDDLES
These behaviors are handled initially by the attending adult, but are referred to the administration.
Step #1: -Verbal reminder to the student of the expected, appropriate behaviors. -Understanding by the student is demonstrated. -Classroom teacher informed of the incident.
-Behavior essay/write-up completed by student. Help from teacher as appropriate. -Natural consequence applied by attending adult. -Home Contact made by the attending adult. Step #2: -Verbal reminder to the student of the expected, appropriate behaviors. -Understanding by the student is demonstrated. -Classroom teacher informed of the incident. -Natural consequence applied by attending adult. -Home Contact made by the attending adult. -Referral to Administration. Step #3: -Verbal reminder to the student of the expected, appropriate behaviors. -Referral to Administration. -Home contact made by Administration. -Parent Conference with Administration. Step #4: -Move directly to Step #2 of “Majors.”
Safe and Caring Schools Resource Guide, 2009 35
MAJORS
These behaviors are immediately referred to the administration Step #1: -Verbal reminder to the student of the expected, appropriate behaviors. -Referral to Administration. -Home contact made by Administration. -Understanding by the student is demonstrated. -Parent Conference with Administration. Step #2: -Verbal reminder to the student of the expected, appropriate behaviors. -Referral to Administration. -Home contact made by Administration. -Parent Conference with Administration before student returns. Step #3: -Verbal reminder to the student of the expected, appropriate behaviors. -Referral to Administration. -Home contact made by Administration. -Director of Education informed of the incident & background info. -Parent Conference with Administration. Step #4: -Verbal reminder to the student of the expected, appropriate behaviors. -Referral to Administration. -Home contact made by Administration. -Director of Education informed of the incident & background info. -Possible referral to District Discipline Committee. -Possible consideration for Alternate School. -Parent Conference with Director of Education and/or Administration.
Safe and Caring Schools Resource Guide, 2009 36
Presentation Junior High School
School-Wide Discipline Plan Consequence Guide
Minors
These behaviors are handles by the classroom teacher OR the attending adult.
Step #1 - Verbal reminder to the student of the expected, appropriate
behaviors Step #2 - Verbal reminder to the student of the expected, appropriate
behaviors - Advisory teacher informed of the incident
Step #3 - Verbal reminder to the student of the expected, appropriate behaviors
- Restitution by the student - Advisory teacher informed of the incident - Natural consequences applied by the attending adult
Step #4 - Verbal reminder to the student of the expected, appropriate behaviors
- Restitution by the student - Advisory teacher informed of the incident - Natural consequences applied by the attending adult - Home contact made by the attending adult
Step #5 - Move directly to Step #2 of “Middles”
Middles
These behaviors are handles initially by the attending adult, but are referred to the administration if they become chronic.
Step #1 - Verbal reminder to the student of the expected, appropriate
behaviors - Restitution by the student - Advisory teacher informed of the incident - Natural consequences applied by the attending adult - Home contact made by the attending adult
Step #2 - Verbal reminder to the student of the expected, appropriate behaviors
- Restitution by the student - Advisory teacher informed of the incident - Natural consequences applied by the attending adult
Safe and Caring Schools Resource Guide, 2009 37
- Home contact made by the attending adult - Referral to Administration (in-school and/or out-of-school
suspension) Step #3 - Verbal reminder to the student of the expected, appropriate
behaviors - Referral to Administration (in or out-of-school suspension) - Home contact made by Administration - Parent Conference with Administration before student returns (out-
of-school only) Step #4 - Move directly to Step #2 of “Majors”
Majors
These behaviors are immediately referred to the Administration. Step #1 - Verbal reminder to the student of the expected, appropriate
behaviors - Referral to Administration (in or out-of-school suspension) - Home contact made by Administration - Restitution by the student - Parent Conference with Administration before student returns (out-
of-school only) - Possible referral to school Guidance Counsellor
Step #2 - Verbal reminder to the student of the expected, appropriate behaviors
- Referral to Administration (3-5 Day Out-of-School suspension) - Home contact made by Administration - Parent Conference with Administration before student returns - Possible referral to school Guidance Counsellor
Step #3 - Verbal reminder to the student of the expected, appropriate behaviors
- Referral to Administration (Out-of-School suspension) - Home contact made by Administration - Parent-Conference with Administration before student returns
Step #4 - Verbal reminder to the student of the expected, appropriate behaviors
- Referral to Administration (Out-of-School suspension) - Home contact made by Administration - Appropriate Board Personnel contacted where applicable - Parent Conference with appropriate Board Personnel before
student returns
Safe and Caring Schools Resource Guide, 2009 38
Appendix VI
Documentation Form Samples
“If you can’t say something nice, don’t say anything at all.” Thumper’ s father (Bambi 1942)
Safe and Caring Schools Resource Guide, 2009 39
□ For Action Eastern School District – Draft Sample □ For Your Information Behaviour Documentation Form Student Name: Class Referred By: Date: Issue(s) of Concern (List all Middle and Major Behaviours)
□ Attendance □ Skipping school □ Late □ Dress code □ Cheating □ Unprepared for class □ Lying □ Fighting □ Matches/lighter □ Smoking on school property □ Drugs and/or alcohol use □ Serious threat/ intimidation of others □ Weapons □ Theft (serious) □ Sexual behaviour □ Inappropriate Internet sites and/or
print material
□ Inappropriate representation of school (field trips, athletics, performances, etc.)
□ Sexual harassment □ Off school grounds without permission □ Vandalism □ Disrespect □ Defiance □ Theft □ Offensive language □ Physical aggression □ Chronic minor □ Chronic middle □ Other
Location Time Others Involved
□ Art room □ Before School □ Peers □ Assembly □ 1st period □ Teacher/Admin □ Bus □ 2nd period □ Staff/Volunteer □ Cafeteria □ Recess □ Classroom □ 3rd period □ Gym □ Lunch □ Music room □ 4th Period □ Hall □ 54th period □ Comp. Lab □ After School □ Home Ec. □ Library □ Music/Band □ Off Grounds □ Outside/Playground □ Science Lab □ Tech. Lab
Action Taken (List from Consequence Guide - Middle and Major)
□ Verbal reminders □ Re-teach □ Offer choices and
consequences □ Advise the homeroom
teacher □ Natural consequences
___________ □ Restitution □ Home contact
□ Restricted access to facilities/activities
□ Behaviour contract □ Peer counseling □ Self-reflective exercise □ Detention □ Parent/school
conference □ Referral to ISSP/SSS □ Restorative justice
□ Referral to school counsellor
□ Reduced day □ Loss of privileges □ Police involvement □ In-school suspension □ Out of school
suspension
□ Extended suspension
Safe and Caring Schools Resource Guide, 2009 40
Comments (optional)
Safe and Caring Schools Resource Guide, 2009 41
updated Nov. 7th , 2008
Referred by:__________________________ Date: _______________
Long Range Academy - Office Referral Form
Students Name: _______________________ Grade:_________ Referral to:_______________________
Code of Conduct Infractions
Minors
• Unprepared for class • Inappropriate clothing • Incomplete homework • Lateness • Inappropriate footwear • Talking in class • Non-compliance • Assembly behaviors • Eating in corridors • Bus behavior • Pushing and/or running in
corridors • Other__________________ • Notification form previously
submitted • Tracking form attached Spoke with Parent ____ Yes date:_________ Phoned ___ no answer ___Yes date(s) _______________________
Middles • Inappropriate language • Cheating on assignments,
tests, quizzes • Disrespecting teachers • Lying • Use of cell phones • Teasing • Inappropriate use of electronic
equipment • Disrespecting teachers
personal space and property • Not signing out properly • Other _____________________ Spoke with Parent ____Yes date:_________ Phoned ___ no answer ___Yes date(s) _______________________
Majors
• Fighting • Inappropriate representation of school • Weapons • Inappropriate use of emergency
equipment • Sexual behavior • Leaving school grounds without
permission • Cheating on cumulative exams • Racism & other forms of discrimination • Defacing school property • Theft • Defiance • Inappropriate use of internet/print
material • Verbal aggression (uttering threats) • Physical aggression • Smoking on school property • Vandalism • Bullying (confirmed by Administration) • Use of matches and lighters on school
property • Use of or under the influence of drugs
and alcohol • Leaving a in-school suspension without
permission • Other ______________________
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42
Location:______________________________ Time: _____________________
Details of Infraction (s)/Action Taken : _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Others Involved/Witnesses:____________________________________________________________________________________
Administrative Response Administrator:___________________ Date:________________ Parent Contact Verbal Warning Lunch-time Detention In-school suspension Out-of-school Suspension Referred to Counselor District Notified ___________________ Comments: __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
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43
Date:
Conrad Fitzgerald Academy Office Discipline Referral Form
Student Name: Grade: Referral to: Principal
Vice-Principal Referred By: Counselor
Issue(s) of Concern
Disrespect Attendance Bullying/Harassment Illegal Substance Physical Aggression Snowballs Weapon
Classroom Behaviour Non-Classroom Behaviour Theft Vandalism Academic Performance Defiance Safety Risk
Offensive Language Field Trip/Athletics Behaviour Computer Abuse Dress Code Fighting Other ______
Description of Behaviour:
Location Time Others Involved Assembly Bus Library Computer Lab Gym Cafeteria Hallway
Off-Campus (home, community)
Gym Classroom Stairwell Parking Lot ___________
Before School 8:45 AM – 10:50 AM Recess 11:05 AM – 12:05 PM Lunch 12:55 PM – 2:55 PM After School
Peers Teacher Staff Other(s) ______________
Previous Action with this same problem?
Action Date(s) Action Date(s) Time-Out/Removal
Call Home
Teacher-Student Conf.
Parent Conf.
Classroom Management
Administration
Counselor
Other:
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Administrative Consequences Action By: Date:
Warning Detention Detention @ Break/Lunch Teacher/Student Conference
Parent Conference Referred to Counselor In-School Suspension Out-of-School Suspension
Comments:
Copies to: Dates of Consequence:
Safe and Caring Schools Resource Guide, 2009
45
Dorset Collegiate OOFFFFIICCEE DDIISSCCIIPPLLIINNEE RREEFFEERRRRAALL FFOORRMM
Referred by: Date: Student Name: Grade: Telephone #:
IISSSSUUEE((SS)) OOFF CCOONNCCEERRNN Level 1 Level 2 Level 3
Assembly Behaviour Disrespect To Students Misuse Of Electronic Devices Food Theft Gym Behaviour Hallway Behaviour Incomplete Homework Late Litter Non-Compliance Misuse Of Personal Equipment Pushing Skateboarding On School
Grounds Swearing Talking Out Of Turn Teasing/Derogatory Remarks Unprepared For Class Wandering Halls During Class
Time Other
______________________________
Abuse of School Equipment Cheating Defacing School Property Inappropriate Clothing Inappropriate Internet Sites Inappropriate Representation Invasion Of Adult Space Lying Misuse of Matches/Lighters. Misuse Of Trust Parking Lot Behaviour Plagiarism Racial Slurs Skipping Other
______________________________
Bullying/Intimidation Bus Behaviour (To/From School) Smoking On School Grounds Dangerous Use Of Vehicle Defiance Fighting Illegal Substances Non-Emergency Fire Alarm Physical Aggression Sexual Behaviour Sexual Harassment Swearing At An Adult Theft Vandalism Weapons Other
______________________________
Details of Behaviour:
Location: Time: Others Involved:
Previous Action with this same or similar problem?
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46
Appendix VII
Analysis of School-Wide Data Samples
Administration Response
Action By: Date:
Warning Detention Student meeting Referred To Ed. Psych
Parent Contact Referred to Guidance Suspension Comments:
Safe and Caring Schools Resource Guide, 2009
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“Every job is a self portrait of the person who did it. Autograph your work with excellence.”
Anonymous
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Safe and Caring Schools Resource Guide, 2009
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Safe and Caring Schools Resource Guide, 2009
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Safe and Caring Schools Resource Guide, 2009
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Appendix VIII
Classroom Data Analysis Sample Form
“We cannot always build the future for our youth, but we can build our youth for the
future.” Franklin D. Roosevelt (1882-1945) 32nd President of the United States
Safe and Caring Schools Resource Guide, 2009
52
Long Range Academy -Tracking Form updated Oct. 8th, 2008
Students Name:________________ Grade:___________ Teacher:_______________
Please indicate subject Behavior/Date O1 O2 O3 O6 O7 O8 O9 O10 O14 O15 O16 O17 O20 O21 O22 O23 O24 O27 O28 O29 O30 O31
Unprepared for class
Inappropriate clothing
Incomplete homework
Pushing and/or running
in corridors
Lateness
Inappropriate footwear
Talking in class
Non-compliance
Assembly behaviors
Eating in corridors
Bus behavior
Other:
Safe and Caring Schools Resource Guide, 2009
53
Safe and Caring Schools Resource Guide, 2009
Classroom Discipline Tracking Form-ESD-SAMPLE Date: Number of teaching days this month: Classroom population:
Total number of incidents: Number of students involved: List students involved: Name/Number Total Percent of class involved: ÷ = # of students involved student population Percent of class population involved Average number of incidents per day: ÷ = # of incidents # of days/month Name the inappropriate behaviour: Total
• Attendance • Cheating • Chronic middle behaviour • Chronic minor behaviour • Defiance • Dress code • Drug/alcohol use • Fighting • Inappropriate Internet sites/printed material • Inappropriate representation of school (Field trips, athletics, performance, etc.) • Late • Lying • Matches/lighter • Physical aggression • Serious treat/intimidation of others • Sexual harassment • Smoking on school property • Theft (serious) • Unprepared for class • Vandalism • Weapons
Safe and Caring Schools Resource Guide, 2009
Locations of behaviour: Total
• Art room • Assembly • Bus • Cafeteria • Classroom • Gym • Music room • Hall • Comp. lab • Home Ec. • Library • Music/band • Off-grounds • Outside/Playground • Science lab • Tech. lab
Time of behaviour: Total
• Before school • 1st period • 2nd period • Recess • 3rd period • Lunch • 4th period • 5th period • After school
Safe and Caring Schools Resource Guide, 2009
Classroom Discipline Tracking Form – ESD EXAMPLE Teacher: Class: Date: Number of teaching days this month: 20 Number of students: 30 Number of incidence: 10 Number of students involved: 5 List students involved: Percent of class involved: divide number of students involved
by the number of students in your homeroom
5 divided by 30 = .17 17 percent of the class was involved in inappropriate behaviour Average number of incidents per day: divide number of incidents by the number of days 10 divided by 20 = .5 On average there was 1 incident of inappropriate behaviour every 2 days Name the inappropriate behaviour: List inappropriate behaviours and
add how many of each occurred Locations of behaviour: List locations and add how many
incidents occurred per location Time of behaviour: List the times and add how many
incidents occurred per time frame
Safe and Caring Schools Resource Guide, 2009
Appendix IX
School-Wide Data Analysis Sample Form
“Education should be the process of helping everyone to discover his uniqueness, to teach him how to share it because that’s the only reason for
having anything.”
Leo Buscaglia (1924-1998) American Writer, Educator
Safe and Caring Schools Resource Guide, 2009
School-Wide Discipline Tracking Form-ESD Sample Date: Number of teaching days this month: Student population:
Total number of incidence: Number of students involved: List students involved: Name/Number Total % of school involved: ÷ = # of students involved student population % of student population involved Average number of incidents per day: ÷ = # of incidents # of days/month Name the inappropriate behaviour: Total
• Attendance • Cheating • Chronic middle behaviour • Chronic minor behaviour • Defiance • Dress code • Drug/alcohol use • Fighting • Inappropriate Internet sites/printed material • Inappropriate representation of school (field trips, athletics, performance, etc.) • Late • Lying • Matches/lighter • Physical aggression • Serious treat/intimidation of others • Sexual harassment • Smoking on school property • Theft (serious) • Unprepared for class • Vandalism • Weapons
Safe and Caring Schools Resource Guide, 2009
Locations of behaviour: Total • Art room • Assembly • Bus • Cafeteria • Classroom • Gym • Music room • Hall • Comp. lab • Home Ec. • Library • Music/band • Off grounds • Outside/playground • Science lab • Tech. lab
Time of behaviour: Total
• Before school • 1st period • 2nd period • Recess • 3rd period • Lunch • 4th period • 5th period • After school
Safe and Caring Schools Resource Guide, 2009
School-Wide Discipline Tracking Form _ESD EXAMPLE Date: Number of teaching days this month: 20 Student population: 200 Number of incidence: 40 Number of students involved: 20 List students involved: Percent of class involved: divide number of students involved
by student population 20 divided by 200 = .1 10 percent of the school was involved in inappropriate behaviour Average number of incidents per day: divide number of incidents by the number of days 40 divided by 20 = 2 On average there were 2 incident of inappropriate behaviour every day Name the inappropriate behaviour: List inappropriate behaviours and
add how many of each occurred Locations of behaviour: List locations and add how many
incidents occurred per location Time of behaviour: List the times and add how many
incidents occurred per time frame
Safe and Caring Schools Resource Guide, 2009
Appendix X
Sample Data Collection Process
“We are all in a race for the hearts and minds of our young people, and we
are not the only ones.” Rod Paige (1933- )
Us Secretary of Education
Safe and Caring Schools Resource Guide, 2009
The following is a suggested school-wide system for managing the data collection and documentation of behaviour. It is an example of a paper format system. 1. An accessible but private location should be chosen for filing behaviour tracking
forms.
2. These forms will be kept in a file. Students should be grouped by some criteria. Students may be grouped by homeroom class. (The homeroom class will be used for the purpose of this explanation.)
3. Each file should have a class list inside the front cover.
4. A behaviour tracking form should be completed when a middle or major behaviour occurs.
5. After the attending adult intervenes appropriately, as outlined in the school’s consequence guide, then the attending adult will place the completed form in the student’s homeroom folder, checking the student’s name on the class list.
6. If the teacher notes that the student has several incident reports for this period of time, the teacher should check the file to determine if further intervention is necessary at this time.
7. Further intervention may be necessary if the student has recently been involved in the same or similar behaviour. This decision will be up to the teacher’s discretion and professional judgment. If further action is taken, this should be documented on this behaviour tracking form and the form filed.
8. If the behaviour was of a serious nature, defined as a major behaviour or a chronic middle behaviour, the teacher should intervene as appropriate, complete the behaviour tracking form, and place it in a pre-selected area for the administration’s easy access.
9. The administration will check this pre-selected area periodically throughout the day. Then will follow-up with the necessary action upon receipt of the form.
10. The administrator may choose to check the student’s homeroom file for a history of recent behaviour. The administrator will have easy access to past months behaviours through the analysis process of the data collected.
11. The administrator will follow through with appropriate action, will complete the section of the behaviour tracking form for action taken and will place the form in the student’s homeroom file checking the student’s name on the class list.
12. At the end of the month, each homeroom teacher, with the assistance of support staff if necessary, will collect data on the behaviour of their homeroom students for that month. (Refer to appendix VIII for a sample classroom data analysis form.)
Safe and Caring Schools Resource Guide, 2009
13. The classroom data analysis form will be completed on a monthly basis.
14. A working group from the staff will be responsible for analyzing the classroom numbers and formulating a school picture. (Refer to appendix IX for a sample school-wide data analysis form.)
15. The school picture shall be presented to the entire staff on a regular basis for evaluation of efforts and decision-making.
16. Most effective presentation of the school picture will be through a graph format using something like Microsoft Excel. (Refer to appendix VII for sample school-wide analysis charts.)
17. Use multiple graphs in order to identify what systems are problematic:
• Referrals by problem behaviour o What problem behaviours are most common?
• Referrals by location o Are there specific problem locations?
• Referrals by student o Are many students receiving referrals or are there only a small number of
students with more than one referral? • Referrals by time of day
o Are there specific times when problems occur?
18. The staff shall use this information for decision making, asking these questions:
• Is there a problem? • Are many students or a few involved? • What kinds of problem behaviour are occurring? • When, where and with whom are these behaviours most likely? • What is the most effective use of our resources to address this problem?
19. Student numbers may be used to ensure confidentiality for the purpose of reporting to staff.
20. This information will be useful in identifying students requiring extra (secondary or tertiary) support.
21. As plans for small groups or individual students are implemented staff should be kept aware of their responsibilities.
22. Further data collection and analysis will enable continuous evaluation of school-wide, targeted group and individual system support plans.
Safe and Caring Schools Resource Guide, 2009