Eustis Middle School 2012 – 2013

 Monica Brewer  Debra Chapman  Amanda Hepp  Laura Hilding  Joseph Mabry  Erin Porter  Roberta Schneck  Sharon Taylor  Ashley Ward  Rhoda Williams

culturally embed Mustang Pride Create a school environment and culturally embed strong Mustang Pride among students, faculty, and staff through effective use of a Positive Behavioral Support system.

 PARADIGM SHIFT  PENDULUM SWING  FOCUS ON POSITIVE  CONSISTENCY  REINFORCEMENT  CULTURALLY EMBEDDED

The goal of Positive Behavior Support is to:  Minimize lost instructional time  Minimize behavioral incidents on an individual and campus-wide scale  As such, the administrative and PBS teams have developed a multi-faceted approach to teaching positive behavior.

  1,457  1,457 total incidents  180  180 days of school  8.09  8.09 per day   412  412 total incidents  60  60 days of school  6.87  6.87 per day

412  By , EMS processed 412 incidents 132  6 th Grade –  7 th Grade –  8 th Grade – 128  60  60 days of school 6.87  Average of 6.87 referrals per day

 A general approach to preventing problem behaviors by focusing on positive behaviors.  For all students  Based on a long history of behavior practices and effective instructional design strategies

 A specific program or curriculum  Limited to any group of students  A new idea  Designed to replace current discipline expectations EXPECTED  Designed to “reward” students for EXPECTED behaviors

Be Prompt; Be Prepared; Be Polite; Be Productive; and Be Proud.  A small number of clear expectations: Be Prompt; Be Prepared; Be Polite; Be Productive; and Be Proud. expectations.  All students are taught expectations. implement and model  Teachers will implement and model appropriate behavior. recognized  Individual students are recognized for demonstrating positive behaviors.

Eustis Middle School’s Expectations

 On time to school each  On time to each class EMS Tardy Policy  In class prior to tardy bell as per EMS Tardy Policy  Turn in assignments and projects on time

 Have all supplies and materials required for class  Ready to learn  Dress out for PE  Have completed homework to turn in

 Be courteous and helpful at all times  Respect personal space of others  Respect all, regardless of ability  Be in control of yourself  Take care of school and personal property  Embrace different cultures, teaching styles, and beliefs

 Participate in class  Plan ahead and manage time wisely  Stay on task during classes  Do your best with everything  Assist where needed

 Pride in your education  Pride in your dress (EMS Spirit)  Accept consequences for actions  Participate (school & community)  Keep campus clean

EMS PBS BEHAVIOR HIGH-FIVE CARD Date: _________________ Name: ____________________________ HR Teacher: _______________________ Grade: ___________ PolitePromptPreparedProductiveProud ProudPolitePromptPreparedProductive ProductiveProudPolitePromptPrepared PreparedProductiveProudPolitePrompt PromptPreparedProductiveProudPolite 5 P’s HIGH-5 Students will have a 5x5 card with the one of the 5 P’s in each cell. When students demonstrate one of those desired behaviors (as going above and beyond)they will earn a faculty or staff signature in that cell until they make a “HIGH-5”!

 Students will be issued one behavior card each month through Homeroom.  Behavior cards are to be carried by students in their binder or folder.  If the card is lost or misplaced, the student may be issued one replacement card per month (without signatures).  Faculty and staff signatures are awarded when a behavior is observed.  Students cannot ask for a signature. TEACHER LEVEL  When a student earns a 5 cell “HIGH-5” on his/her card, s/he will receive a TEACHER LEVEL reward. “Blackout” ADMINISTRATIVE LEVEL  If a student fills the entire card during a month ( “Blackout” ), his/her name will be placed in a drawing for an ADMINISTRATIVE LEVEL reward.

 Lunch Line Pass  Homework Pass  15 Minutes Out-of-Class to Go to Library  Sit With a Friend at Lunch Pass  Eat With a Favorite Teacher at Lunch  Free Entry to an EMS Sports / School Sponsored Event

Blackout  Any student receiving initials on his/her entire behavior card grid (“ Blackout ”) will be entered into a drawing for the following item:  iPod Shuffle

ClassroomsTransitionsCafeteria

 Arrive on time  Be prepared with all materials ready to learn  Respect authority figures  Respect classmates  Follow classroom rules  Put forth best effort

 WALK  Move with a purpose  Be responsible with time

 Sit in your assigned area unless given permission to move  Use the shortest lunch line  Talk quietly at YOUR OWN TABLE  Clean table, chair, and floor in your assigned area  Walk during dismissal procedures

 School environments that are positive, preventive, predictable, and effective:  a) are safer, healthier, and more caring;  b) have enhanced learning and teaching; and  c) can provide a continuum of behavior support for all students fidelity  Effective instruction incorporates research-validated methods that are designed and delivered with a high degree of fidelity over time and across settings  Effective practices are only as good as the systems that support them and the adults who use them  Data-based decisions lead to interventions that are more effective over a sustained period of time

Tier 3 5% of students Intensive, Individualized Interventions and Supports Tier 2 15% of students Targeted, Supplemental Interventions and Supports Tier 1 80% of Students Core Curriculum and Universal Instruction and Supports

 Failure to be in one’s assigned place  Inappropriate language  Tardiness  Calling out  Teasing  Inattentive behavior  Invading personal space  Lying/giving false information  Minor disruption  Minor aggression – grabbing items  Pushing past someone  Unsafe or rough play  Misusing property – throwing or damaging items  Disrespectful tone  Pattern of not completing homework

 Aggressive physical contact  Bullying/harassment  Fighting  Property Destruction  Weapons  Leaving school property  Pattern of aggressive/profane language  Cheating  Chronic dress code infractions  Credible threats  Major/chronic refusal to follow school rules  Theft  Racial/ethnic discrimination  Inappropriate use of internet  Direct refusal of authority

Students Staff Teachers Administration Families Community SAC PTO