Informational Presentation about our School’s Culture, Student Expectations, and Discipline SY USP VI D2

POSITIVE BEHAVIOR CommunicateCommunicate ProactiveProactive School-WideSchool-Wide Common Language AcknowledgeAcknowledge EncourageEncourage It’s All About…

Establish Common Expectations Consistently Encourage and Communicate How?How? Ongoing Reinforcement and Recognition Preventative Approach Why? Creates a positive, safe school climate to maximize success

Mary Belle McCorkle M ustangs PBIS Matrix Mustang Way Studios Media Center Restrooms Dining Area Communitie s/ Common Areas/ Courtyard Playgroun d Dismissal Bus Bay, Parent Pickup, & Walkers Technolog y/ Cyber Cafe Be Safe *Keep your hands, feet and whole body to yourself *Use walking feet *Use materials properly and appropriately *Use walking feet *Use books, computers and materials appropriately *Sit on the lower level bench only *Open doors carefully *Use the bathroom properly *One person at a time *Use Walking feet *Wait patiently in line (hands to yourself) *Stay in appropriate areas *Report messes *Use walking feet *Demonstrate calm and quiet behavior *Be visible within safe boundaries *Use equipment appropriately *Play fair *Stay visible to the adults *Avoid play fighting *Stay on the sidewalk when waiting for parents *Cross the street with an adult *Always walk *user your own username and password *do not download information *use school approved search engines Be Respectful and Be Kind *Take care of school and personal property *Use appropriate language *Use kind words and hands *Raise your hand to speak *Return books on time *Be kind to our books *Stay on task *Use whispering voices *Allow others their privacy *Patiently wait your turn *Please conserve water and paper *Use your inside voice *Keep your hand and feet to yourself *Use your manners *Eat your lunch *Use an inside voice *Respect the property of others *Pick up or throw away trash you find on the floor *Keep hand and feet away from the walls *Do not move the furniture *Take turns *Keeps your hands, feet, and body to yourself *Use peaceful language at all times *Prevent bullying behavior *Keep your hands, feet, and body to yourself *Stay off fences *Be Kind to others *use your assigned computer *use “soft” touch on mouse and keyboard * at give me “5”, put screen at 45 degrees, hands off keyboard, headphones off, and eyes on teacher *Listen for directions Be Responsible *Be prepared with a positive attitude and materials *Do your best *Keep your area and classroom clean and organized *Be on time *Walk at all times in all areas *Use a materials appropriately *Use only when necessary *Be quick and quiet * Wash hands *Walk immediately back to class **Clean food and garbage off the tables when finished *Have your lunch cards or money ready *Raise hand when you finish *Go directly where you are supposed to work *Keep your hands, feet, and body to yourself * Use furniture and materials appropriately *Keep object away from the ceiling *Take care of personal and school property *Line up on time in designated areas *Return playground equipment to designated area *Wait at your designated pick- up *Notify your teacher if your ride doesn’t show *never give out personal information *use approved internet sites *print only if you have permission *do not get up from your seat to ask for help Follow Directions *Follow directions the first time asked by any school adult *Be an active listener. Use your -Eyes -Ears -Body *Use shelf markers *Pick up materials *Return to class on time *Close doors *Flush upward for liquids and flush downward for solids *Wash and dry your hands *Listen to all adult in the dining area *Follow through with what is being asked *Use this area appropriately as an extension to your learning *Listen to the monitors and adults *Follow directions first time asked *Line up quickly when bell rings *Listen to what is asked by your teacher *Wait patiently *Exit all of your programs *put headphones away *Plug in your laptop to COW to be charged

McCorkle Life Skills Cultural Outcomes August Effort To do your best. You look forward to your next challenge and plan accordingly. September Caring To feel and show concern for others. Be kind to others. October Friendship To make and keep a friend through mutual trust and caring. November Cooperation To work together toward a common goal. To contribute positively and take on a leadership role. December Responsibility To respond appropriately. To show agency and be accountable for you own learning and actions. January Problem Solving To create solutions in difficult situations and everyday problems. February Initiative To do something because it needs to be done. To take charge before others do. March Tolerance To be able to get along and work with people whose opinions or ways differ from one’s own. April Perseverance You “stick to it” and have stamina for the task(s). You keep working confidently until the task is complete. May Integrity To act according to a sense of what’s right and wrong even when nobody is watching.

Mustang Notes Classroom Incentives 20 Notes = Popcorn Party 45 Notes = Tricycle Race 70 Notes = Nacho Party 100 Notes=Eegee’s Party 140 Notes= Pizza Party 180 Notes= Movie 230 Notes=Special Surprise (With Mrs. Thiffault and Ms. Campos)

McCorkle Voice Levels Voice Levels 3 Outside 2 Classroom (cooperative teamwork) 1 Whisper 0Silent (No talking)

Growth Mindset In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work. This view creates a love of learning and a resilience that is essential for great accomplishment.

Brainology

The Purpose of The Guidelines for Student Rights and Responsibilities Explains the rights and responsibilities of students Describes behavior which violates the rights and responsibilities Aims for consistency throughout the District Assures the rights of students when disciplinary action is taken

When Do These Guidelines Apply When students are going to and from school (“portal to portal”) During the school day All activities associated with the school in any way They May Also Apply When a student's behavior away from school has a negative effect on the other students. If the action disrupts the educational process. The violation is directly connected to prior violations at school.

LEVEL 1 o Parent Notification / Conference Request o Student Conference o Restorative Circle o Restorative Conference o Confiscation of Contraband o Student Verbal Apology o Student Written Apology o Warning o Referred to Outside Agency o Detention (before/after school; lunch) o Peer Mediation o Privileges Suspended o Restitution o Saturday School o Teen Court o Functional Behavioral Assessment o Behavior Learning Packets o Time Out o Reflective Essay o Meeting With School Counselor o Community Service (not work detail) o Reassignment To Different Class o Behavior Contract o Behavior Intervention Group o Threat Assessment o Behavior Intervention Plan o Monitoring of Selected Problem Behaviors o Other Action (consistent with other Level 1 interventions that are approved by the RPPSC). *Some actions may nit be available at all sites LEVEL 2 Any Action from the prior level(s) may also be imposed. o Restorative Conference and/or Restorative Circle o Social Skills Groups and/or Mentoring LEVEL 3 Any Action from the prior level(s) may also be imposed. o Short-Term In School Action and/or Abeyance o Restorative Conference and/or Restorative Circle o In School Suspension/Intervention or Out of School Suspension and/or Abeyance (Short Term 1-10 Days) o But only where student misbehavior is ongoing and escalating, and only after the site has first attempted and documented the types of interventions(s) used in PBIS or Restorative Practices LEVEL 4 Any Action from the prior level(s) may also be imposed. o Out of School Suspension and/or Abeyance – Long-Term (11-30 Days) o Restorative Conference and/or Circle (upon re-entry to school) LEVEL 5 Any Action from the prior level(s) may also be imposed. o Out of School Suspension and/or Abeyance – Long-Term ( Days) o Restorative Conference and/or Restorative Circle (upon re-entry to school) o Expulsion

How We Respond Guidelines for Rights and Responsibilities What could the consequences be for the student? Restorative Practices How can the student repair the harm they have done? Positive Behavioral Intervention and Supports Should this have happened?

Our Mission Safe and Orderly Environment Community Built on Trust and Respect Maintain Equitable Treatment of One Another

Written or verbal notice of charges need to be given to the student. A meeting with a school administrator must be held where a student can share side of the story and the school official will explain the evidence of the misconduct to the student. At all times, a parent must be notified of the violation. If the findings warrant short or long term suspension, the administrator must inform the parents in writing of the violations and the conditions of the suspension. Parents are notified in the suspension letter of the Governing Board Policy and Appeal Process. A parent conference should be scheduled if possible to discuss the situation. If suspension is long term, the formal Long-Term Suspension Hearing must be held within ten (10) school days. During suspension, the student is allowed access to class assignments. Homework must be made available for pick up at the school office. Additional assignments will be provided only after the student has completed and returned previous assignments. When a student returns from Suspension an administrator must conduct a reentry conference to review the expectations for student conduct and provide supports to assist the success of the student. *Only in extreme situations involving safety can disciplinary action be taken before these steps are completed.

Step 1 Discuss your concern with the school personnel (teacher, counselor or staff member). Step 2 Discuss your concern with the school site administrator (principal, assistant principal). Step 3 Discuss your concern with the appropriate school liaison at district level at one of these offices: -Elementary/K-8 Leadership, Secondary Leadership, Student Equity and Intervention, Step 4 Submit a written complaint to the next level supervisor. Steps to Resolve Concerns

Steps for Students Concerns The majority of issues are resolved in the classroom through student and teacher communication. Talking and Listening P.B.I.S.P.B.I.S. Restorative Practices

Informational Presentation about our School’s Culture, Student Expectations, and Discipline. SY USP VI D2 Questions?

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