Michelle Kappelman K Teacher/Team Leader Staff Kathryn Taylor Speech Therapist Staff 1B. Schedule and document your team meetings for 2017/18 school year: (minimum of 4) Also enter in the school’s master calendar. Meeting Date Time Responsible Person Thursday, August 17, 2017 8:30 AM Brad Schmidt Tuesday, October 24, 2017 2:15 PM Brad Schmidt Tuesday, January 23, 2018 2:15 PM Brad Schmidt Tuesday, April 10, 2018 2:15 PM Brad Schmidt CRITICAL ELEMENT # 2: Faculty & Stakeholder Commitment: 2A. Indicate the action steps completed in the 2016/17 school year that increased faculty and stakeholder understanding and knowledge of the SPBP: Action Steps: Date(s) (Before April 30th THIS YEAR) Content (2-3 sentences) Presented the 2017/18 SPBP to Staff We reviewed previous SPBP in PLCs. Then we elicited feedback from personnel by giving them time to discuss as a team and a copy of the plan to write feedback on. We developed a team to create next year’s lesson plans and to disseminate the information with staff. Presented the 2017/18 SPBP to stakeholders (parents and community) Several members of the SPBP presented the plan to the SAC. It was presented to the SAC during the April Meeting. Held a faculty vote on the 2017/18 SPBP The RtI-B team presented the SPBP at a staff meeting. The Faculty approved the plan. % approved: ___100_____ 2B. Activities for 2017/18 school year to increase faculty and stakeholder understanding and implementation of the SPBP: Action: Date(s) (NEXT YEAR) Content Provide a professional development on the 2017/18 SPBP for all staff Prior to students’ 1st day: 1. The team will present the SPBP for the 17/18 school year. Details of modifications and updates will be included. All stakeholders will be provided with access
Misbehavior Definition Misbehavior Definition Disruption Intentional distractions: noises, pranks, annoying statement/questions; breaking line, making messes, throwing paper wads, etc. Cheating (1st offense) Acting dishonestly or unfairly in order to gain an advantage, especially in an examination Tardy to class Arriving to class past 8:00 am Lying A false statement made with deliberate intent to deceive Out of Seat Not seated during instruction time or out of seat without permission Using profanity Use of words or language that is offensive and socially unacceptable Property Misuse Breaking pencils/crayons, kicking furniture, mishandling text books/library books, tearing up paper/assignments/handouts Verbal disrespect Any spoken, written, or communication that insults, mocks, belittles, or slanders another person Cutting in line Entering a queue or line at any position other than the end Rough play at recess Engaging in inappropriate physical contact with another student Interrupting others Any verbalization made by the student that was not initiated by the teacher and/or distracts others from the assigned tasks in the classroom Arguing with others Engaging in a prolonged oral disagreement; verbal opposition 6B. Create a consequence menu for all staff to choose from when students exhibit the above misbehaviors: Consequence Menu for Minor Misbehaviors (Staff’s choice of 5): Consequence Menu for Moderate Misbehaviors (Staff’s choice of 5): Give a verbal warning Inform parent Move student clip on classroom behavior chart Loss of classroom privilege Have student move to another area of the room Parent/Student conference Time out/seat change Classroom detention Participate in re-teaching of classroom rules/expectations. Referral when non-compliant 6C. List the top 5 most common misbehaviors at your school that are handled with an Office Discipline Referral (ODR). Write a short, objective, and measurable definition for each. (Exclude crisis situations that must follow District protocol.) Office Discipline Referrals (ODRs) Behavior Definition
1. Disrupting classroom learning environment which requires additional assistance from support staff / administration. Inordinate levels of vocalization or activity within the classroom of an incessant nature, which interferes with the educational process by producing extreme turbulence and discord. 2. Placing hand, feet, or objects on other students, resulting in pain or injury. Successful and/or unsuccessful attempts to use physical force toward peers in a potentially harmful/dangerous fashion. 3. Verbal disrespect/rudeness towards staff Interactions with staff in a manner that includes, but is not limited to, verbalizations of a rude, impolite, and/or insulting connotation. 4. Refusing to enter classroom and remaining in an unassigned area. Successful and/or unsuccessful attempts to leave/return to designated area, refusal to follow directions during transitions from one setting/activity to another, and/or elopement 5. Throwing large items in the classroom or any item at others. Physical aggression with and/or toward property in a manner that could potentially result in harm/damage. CRITICAL ELEMENT # 7: Data Collection and Analysis NEW element: refer to Data Brainshark for further guidance. 7A. Determine your Core Effectiveness Year-to-Date: Total Population: 792 Calculation to determine % rate % Core Evaluation # Referrals # Students 1 Referral 17 (Total Pop − (# of 2-5 Students) – (# of >5 Students)) ÷ Total Pop = 99% Universal students: (# 0-1 Referrals should be >80%) >80%? YES NO 2-5 Referrals 4 (# of 2-5 Students) ÷Total Pop = .5% At risk students: (# 2-5 Referrals should be <15%) <15%? YES NO >5 Referrals 0 (# of >5 Students) ÷Total Pop = 0% High risk students: (# >5 Referrals should be <5%) <5%? YES NO 7B. If all 3 are “YES”, your Core is Effective. Is your core behavior curriculum effective? YES NO If YES, although your core is effective, how will you assist any at-risk and high risk students at the beginning of the next school year? If one or more are “NO”, what supports and interventions will you implement at the beginning of the next school year to improve your core?
No entry needed for Critical Elements #8 and #9. CRITICAL ELEMENT # 10: Monitoring Plans 10A. How and what data will you use to monitor the fidelity (frequency, consistency, documentation, etc.) of the implementation of the SPBP? “Did you do what you said you were going to do? How will you know?” Fidelity of Implementation Plan WHO: Responsible Person(s) WHAT: Data Analyzed WHAT: Criteria for “Success” of Implementation WHEN: Dates of Analysis (quarterly dates) HOW: Shared with Staff and Stakeholders? 1. Leadership Team School-wide expectations and location-specific rules are posted across campus (“marketing”). Walk through data 10/24/17 1/16/2018 2/13/2018 6/5/2018 During Quarterly Data Chats 2. Principal/ Assistant Principal Behavior lesson plans are being taught as written 100 % of teachers will have lesson plans weekly that include Social Skills/Rules During Quarterly Data Chats 3. Behavior Team Discipline consequences and flow chart are being used by all staff as written 100% of teams will include conversations on lessons they are conducting on Social Skills/Rules During Monthly Behavior Team Meetings 10B. How and what data will you use to determine the success of the plan by student outcome or need for modifications? Include a minimum of 2 different analyses. “If you did what you said you were going to do, did it positively impact the students? How do you know?” Student Outcome WHO: Responsible Person(s) WHAT: Data Analyzed WHAT: Criteria for “Success” of Student Outcome WHEN: Dates of Analysis (quarterly dates) HOW: Shared with Staff and Stakeholders 1. Brad Schmidt, Assistant Principal See critical element 3A. Quarterly behavior incident data. 80% of students with one referral will not receive a second referral within the nine- week period. 10/24/17 1/16/2018 2/13/2018 6/5/2018 Presentation at SAC and Various Staff/Grade Chair meetings 2. Brad Schmidt, Assistant Principal See critical element 4A. Quarterly top 3 event locations data. Reduce number of incidents in café, athletic field and hallways by implementing extra supervision Review at Support Staff/Grade Chair meetings