Teacher Handbook

Schoolwide

Discipline

Plan

Teacher Handbook

2010-11

Churchville

Elementary School

Committee members: Nicola Cahill (chairperson), Margaret Barss, Michelle Beck, Brenda Law, Elizabeth Pierce, Beverly Roach, Erin Sheedy

Table of Contents

Sectionpage

Purpose statement1

Schoolwide behavior expectations 2

Behavior expectations matrix3

Teaching behavior expectations4

Parent letter5

Schoolwide recognition plan6

Correcting problem behavior7

Office referrals8

Appendix 9

Purpose Statement

We, the staff and students at Churchville Elementary School, commit ourselves to working together to ensure a safe learning environment that encourages positive interactions and individual growth.

Schoolwide Behavior Expectations

Have you “HERD” that at Churchville Elementary School, we are:

Helpful

Eager to learn

Respectful

Dependable

Schoolwide Expectations / Classroom / Cafeteria / Bathroom / Hallway / Playground / Bus
Helpful / *smile
*Kind to others / *Clean up area
*remain in your seat / *Walk
*Use a quiet voice
*stay in your own personal space / *walk in a straight line
*keep hands and feet to yourself / *Share equipment
*Take turns / *remain seated
*Keep hands,feet and objects to yourself
Eager to learn / *Be a good listener
*follow directions / * Use good manners
*Walk / *Wash hands / *smile at others / *Follow directions the first time / *use inside voice
Respectful / *Say please and thank you
*Raise your hand
*Keep your hands in your space / *use inside voice
*make friendly talk / *Keep bathroom clean
*flush toilet
*Use only what you need / *Always walking
*Quiet zone / *use equipment correctly
*Be a good friend / *walk directly to and from the bus
*listen to the driver
Dependable / *put things away
*be prepared for class / *wait for your table to be dismissed / *leave the restroom
when finished
*Report problems to a teacher / *Walk directly to your destination / *Be fair and be a good sport
*report problems to a teacher / *Follow directions the first time
*Be a role model for all students

Schoolwide Behavior Expectations

Teaching Behavior Expectations

“Children require a great deal of instruction and practice in classroom rules and procedures.”(Colvin, 2007)

The following instructional plan is recommended for teaching behavior expectations in all settings from the behavior matrix. (Colvin, 2007)

Step 1: Explain

Explain reasons and purposes for the expected behavior. Encourage student participation in explaining the reasons.

Step 2: Specify Student Behaviors

Clearly explain the expected behavior.

Step 3: Practice

Provide adequate opportunities to practice the expected behavior.

Step 4: Monitor

Monitor the student’s performance when they are given the opportunity to perform the required behaviors independently. Provide feedback to the students and determine if the students need more practice.

Step 5: Review

Periodically review the students’ performance of the expected behaviors. If problems arise, review Steps 1, 3 & 4.

An example lesson plan for behavior instruction is included in the Appendix.

Parent Letter

The parent letter should be sent home within the first week of school, after the behavior expectations are taught to the class.

The letter is included in the Appendix.

Schoolwide Recognition Plan

All students will be recognized based on the recognition plan.

Name / Achievement
Criteria / Award / Recognition
Location / Frequency / Number
Of awards/ year / Type / Staff
Responsible
Buffalo
bills / Following behavior expectations in any setting based on behaviormatrix / $1.00
Denominations
“bills” / All locations within the building, bus / daily / As determined by each grade level / “bills” / All teachers/aides/
bus drivers and
other school staff

All “bills” will be banked on Day 7.

All special privileges will be redeemed on Day 1.

All “bills” must be redeemed by the end of each six weeks. Each student begins each six weeks with a zero balance. Each grade level may decide to achieve a zero balance in a shorter time frame.

Each grade level will determine the privileges that may be purchased at their grade level. These privileges will be posted in each classroom.

Examples of privileges are included in the Appendix.

Correcting Problem Behavior

Problem behavior should be addressed in the same manner that academic instructional errors are addressed. Logical consequences provide students with feedback that unacceptable behavior has occurred. Specific strategies are used to help the students learn the expected behavior. (Colvin, 2007)

The staff is expected to seize every opportunity to reinforce appropriate behavior. Negative consequences are based on the severity of the problem behavior.

Step 1: Think time in the classroom

All classrooms will have a separate desk located away from the others for the opportunity for think time in the classroom. The think time form appropriate for the ability level of the student will be completed by the student and reviewed by the teacher.

Step 2: Think time in another classroom

The student may be sent out of the room to another classroom for think time. This is appropriate for students who need to be separated from their peers or students who have repeated a behavior that they have already received think time for in their own classroom.

Think time sheets are completed and the homeroom teacher keeps the sheets. The teacher will keep these sheets on file for the entire school year. The homeroom teacher may choose to send the sheets home for a parent signature.

Office Referrals

Students may receive behavior referrals to the office for serious violations of behavior expectations.

The office referral form must be completed and delivered to the office immediately following the student’s arrival.

Appendix

Example of Behavioral Instructional Plan

Parent letter

Examples of privileges to earn

Think Time sheets

Office Referral Form

Grade level discussion form

Buffalo Bills Template

Example of a Behavioral Instructional Plan

Churchville Elementary School
Expected behavior: Respectful
Common setting: Hallway
Step 1: Explain
___classes are working
___remain safe
Step 2: Specify Student Behaviors
___walk
___quiet zone
Step 3: Practice
___Role play in classroom
___practice in hallway
___scheduled regular practice ( twice each six weeks)
___provide frequent reminders
Step 4: Monitor
___change teacher position often (front, back, middle of line)
___supervise the whole line
___reinforce, remind and correct student behavior
Step 5: Review
___Provide student feedback/ask for student feedback
___Deliver consequences as necessary

Dear Parents,

Have you “HERD” that at Churchville Elementary School

We are:

Helpful

Eager to Learn

Respectful

Dependable

The students at Churchville Elementary School have been learning about our schoolwide behavioral expectations. Our positive behavior support program promotes and maximizes the academic achievement and behavioral competence of all of our students. It is a schoolwide program to help all students achieve important social and learning goals. We know that when good behavior and good teaching come together, our students will excel in their learning.

We have established several clear rules for the behavior we expect in all areas of our school. We have taught those expectations to the students and reward them with buffalo bills for their great behavior. The expectations for all student behavior will be clear throughout our building. You can ask your student, “What are the rules in your school?” and “How do you follow those rules?”.

We will apply consistent consequences and positive reinforcement for all kids. By detailing expected behavior and teaching to kids in a positive way, we will provide a common language for everyone in our building.

We believe that by helping students practice good behavior, we will build a school community where all students have an environment where they can succeed and grow.

We welcome your input and involvement. Please contact us at school if you have any questions or need further information.

Thank you for your support!

______

Classroom teacherLaura Hodges, principal

I have read this letter and discussed the expectations for student behavior with my child______.

Parent signature______

IDEAS FOR PURCHASE/REWARDS

3rd grade

Bring stuffed friend (toy)

Show-n-Tell

Ink pen in class

Pick from candy bag

Pick from principal prize box

Eat lunch with teacher

School supply-pencil, eraser, etc.- who pays for this

Homework pass

100% graded paper (not final test grade)

Sunglasses all day

Cap for the day

Say pledge

Class computer time

Go to lunch with another 3rd grade class

Have lunch with your brother or sister

Read to preschool

4th grade

Eat lunch outside/ in room

Hat

Movie

Extra recess

Helper in office

Eat with a friend

Show & tell

Bring in favorite song (teacher approved)

Sunglasses all day

New seat for the day

Go visit another teacher

Eat with a brother or sister

5th grade

Lunch outside

Lunch in the room with a movie

Extra recess

Bulletin board space

Display case space

1st half of the year art time (money ?)

Help a custodian

Show & tell

Read to another class

Ink in class-erasable pen

Have lunch with a buddy

Lunch with Mrs. Hodges

Say the pledge

Choose your seat

Hat for the day

Have lunch with brother or sister

“Think Time” Behavior Log

Name: ______Date:______

1)What was the problem? (include details)

______

2)Which character trait do I need to work on?

Helpful / Eager to Learn
Respectful / Dependable

3)What choices can I make next time to solve this problem?

______

Thinking About My Behavior Sheet

Name:______Date: ______

This is what I did: ______

This is the rule that I broke: ______

I broke this rule because:

______

This is who I bothered when I broke this rule: ______

This is what I could have done instead:

______

Student signature: ______

Teacher signature: ______

Parent signature: ______

Date: ______

Student Name______
Teacher/Grade______
Referring Teacher______/ Churchville Elementary School
Disciplinary Referral / Date of Incident______
Time of Day______
Location______

1. The purpose of this notice is to inform you of a disciplinary incident involving the student.
2. Please read and sign at the bottom of this form.
3. Please return signed form the next school day.

Reasons for this notice:
 Repeated Minor Infractions
 Physical Aggression  Verbal Aggression /  Destruction of property
 Breech of Integrity /  Serious Disruption
 Dangerous objects
Description of Incident:______
______
______
______
Previous Teacher Interventions:
 Teacher/Student Conference  Change Student’s Seat  Loss of Special Privileges /  Parent Contact (Telephone)  Parent Contact (Note Home)  Referral to Administration /  Parent-Teacher Conference  Referral to School Counselor  Bullying/Behavior Contract
Action Taken by Administration:
 Student Conference/Warning  Parent Contact /  In-School Suspension  Out-of-School Suspension /  Parent Conference Requested
 Portion of school day spent in office
 Other / Comments______
______
______
______
(Administrator’s Signature & Date) (Student Signature) (Parent Signature)

White – OfficeYellow – Teacher Pink – Parents

CHURCHVILLE DISCIPLINE CODES
REPEATED MINOR INFRACTIONS: Several Think Times in the same day for the same behavior (all think time forms must be attached to the office referral form)
PHYSICAL AGGRESSION: When physical gestures or limited contact is made with the intent to threaten or harass by one or more individuals, fighting
VERBAL AGGRESSION:When comments are made with the intent to threaten or harass by one or more individuals, disrespect to peers or adults, bullying
SERIOUS DISRUPTION:Any repeated behavior or set of behaviors that interrupts or impedes teaching/learning (i.e. unacceptable language, excessive talking, annoying others, indecent exposure)
DESTRUCTION OF PROPERTY:Any action that defaces or destroys school or personal property
BREECH OF INTEGRITY:Willfully misrepresenting the truth, stealing, committing forgery, or cheating.
DANGEROUS OBJECTS: Use of any object that is unsafe to self or others

Grade Level Discussions

These are suggested topics to discuss as a grade level to determine how “Buffalo Bills” and think time will be

Use the same across the grade level

• Where will students keep “Buffalo Bills”?

• How much money will we give out per day?

• Each child could possibly earn about ____per day or ___ per subject.
• What about extensions and Power up? Do we want those teachers to handout bucks?

• How do we want students to be able to spend their bucks? List the rewards your grade level will use and the cost of each.

• Besides the rules listed on the matrix, are there other rules we want to set as a grade level for think time?