Horizon Elementary Eagles

2017-2018

ParentHandbook

School-Wide Behavior Expectations

S.O.A.R.

Safe, Organized, Accountable, Respectful

Horizon Elementary

School-Wide Behavioral Expectations

The School-Wide Positive Behavior Plan is a set of agreed upon expectations that will be implemented consistently with the intent to increase the ability for Horizon Elementary to (a) reduce classroom/school disruptions, and (b) educate all students including those with problem behaviors by using…

Clearly defined outcomes

Research-validated practices

Supportive administrative systems

Information for problem solving

Features of School-Wide Positive Behavior Support

  • Establish regular, predictable, positive learning & teaching environments.
  • Train adults & peers to serve as positive models.
  • Teach and model behavioral expectations.
  • Create systems for providing regular positive feedback.
  • Acknowledge students when they are “doing the right thing”.
  • Improve social competence.
  • Develop environments that support academic success.

Horizon Elementary

School-Wide Behavioral Expectations

This Parent handbook provides specific goals, behavioral expectations, teacher, staff and administrative responsibilities, strategies for acknowledgement, procedures for handling infractions of behavioral expectations, and specific routines to be followed.

School Goal:

Students at Horizon Elementary will SOAR throughout the school day by following the expectations set forth based upon four behavioral categories.

HorizonBehavioral Expectations:

SSafe

OOrganized

AAccountable

RRespectful

Teacher, Staff & Parent Responsibilities:

Teachers and staff will teach, model and practice each of the behavioral expectations throughout the year.

Teachers and staff will acknowledge student behaviors that meet the SOAR expectations.

Teachers and staff will acknowledge student behaviors by interacting with students, keeping their heads up in the hallways and always looking around at students, and moving constantly in and around students.

Teachers and staff will follow procedures for infractions.

Parents will familiarize themselves with the student expectations, reward system, and “level” system for infractions.

Parents will sign and return the contract attached to the handbook.

Acknowledgment System

The acknowledgement system is a feature of the SOAR behavioral expectation system. The behavioral expectation system focuses on acknowledging students who demonstrate Horizon’s behavioral expectations. This program works in conjunction with school-wide and classroom goals and is consistent with our “Leader in Me” program.

Specific verbal feedback

When students are observed being, safe, organized, accountable, and/or respectful, they are acknowledged by receiving specific positive verbal feedback such as:

  • “That was so helpful the way you held the door open for your classmates.”
  • “Thank you for walking with your hands and feet to yourself.”
  • Students may also be allowed to “clip-up” on their behavior charts.

Leadership Notebooks

Each class will also receive a “Clip-Up” visit from the counselor. The counselor will pop into every class unannounced and if the student is on green or above at the time of the visit they will receive a treat.

Students will also track their behaviors in their leadership notebooks and follow the color system in their classroom.

Monthly Behavior Celebrations

Each month if a student stays on green 17 out of 20 days they will be able to attend the monthly behavior celebration. The celebrations will be one hour of outdoor play, movie time, or other fun activities planned by a Behavior Celebration Committee.

Handling Infractions of Behavioral Expectations

Horizon Elementary will maintain a “level” system for handling infractions of behavioral expectations. Outlined below is the level system along with the instructions for handling such behaviors:

Level 1 behaviors include:

  • Inappropriate language
  • Physical aggression (pushing, shoving)
  • Defiance, disrespect, insubordination, non-compliance
  • Lying, cheating
  • Harassment, teasing, taunting (physical and/or verbal)
  • Disruption, excessive talking
  • Dress code violation
  • Not prepared for class

Step 1: Level 1 behaviors are to be handled by the classroom teacher or staff member witnessing such behaviors. The behaviors should be noted on the weekly conduct sheet. The student may also be asked to “Clip-Down” on their classroom behavior chart.

Step 2: If behaviors persist, the classroom teacher will call the parent to advise them of the students’ behaviors. The teacher may alsofill out aStudent in Need of Assistance FORM and return to Mrs. Walker and the student will meet with the counselor for goal setting purposes. The counselor will pull the student at a convenient time and begin the “goal setting” process to correct the behavior. The counselor will send a copy of the “goal setting” form to the parent/guardian. There will be a two-week follow-up by the counselor.

Step 3: If Level 1 behaviors have not improved after the two-week follow-up, the teacher will fill out a Student Office Referral and the student will be sent to an administrator.

Level 2 behaviors include:

  • Abusive language (threat of physical harm, offensive racial/sexual comments)*
  • Fighting
  • Forgery, theft*
  • Property damage*
  • Skipping class*
  • Vandalism (irreversible destruction of school property)
  • Violation of district technology guidelines*

Level 2 behaviors should be referred to the office at teacher discretion*. Teacher will complete a Student Office Referral form and the appropriate personnel will call for the student when instruction is least interrupted and an administrator is available. Students in a fight will be sent to the office immediately with a Student Office Referral. On the same day the student is sent to the office, the teacher or staff member witnessing the incident should communicate the details to the parents by phone. After meeting with the student, an administrator will send the yellow copy of the Student Referral Form to the parent for parent signature. The signed copy will be returned to the office. A Level 2 infraction could result in the student losing the privilege of attending that month’s behavior celebration.

Level 3 behaviors include:

  • Arson
  • Bomb threat, false alarm
  • Use, possession of alcohol
  • Use, possession of prescription or non-prescription drugs
  • Use, possession of tobacco
  • Use, possession of weapons

Level 3 behaviors should be referred to the office immediately. Teacher will complete a form to accompany the student. Consequences for students who engage in level 3 behaviors will include removal from the classroom for a period of time. An administrator will notify parents. A Level 3 infraction could result in the student losing the privilege of attending that month’s behavior celebration.

Student in Need of Assistance

When completed, fold and staple and place in Mrs. Walker’s box.

Student Name:______Date: ______

Teacher: ______Grade:______

Briefly describe inappropriate behaviors including frequency, duration and setting:

______

______

______

Date(s) of phone contacts with parent:

______

(initial contact)(2 week follow-up)

Parent Response: ______

Date Goal Sheet Implemented: ______

Goal Setting Form

Student Name: ______

Grade:______Referring Teacher:______

Description of behavior: ______

Behavior modification discussed and agreed upon by student: ______

Student Signature

Counselor Signature

______Date of Goal Setting Meeting

______Date of Two-Week Follow-Up

Horizon Elementary School

Parent Handbook Contract

We have read the Horizon Elementary School Parent Handbook and agree to the expectations, reward system, and ”level” system regarding infractions of student behavior expectations at Horizon Elementary School. We will fully support and cooperate with these policies.

Parent Signature:

Student Signature:

Date:

Please sign the above agreement and return this page to your child’s teacher.