Kinder Middle School
PBIS Plan
Tier 1
School-wide Proactive/Preventative Strategies
Targets 100% of Students and Staff
The Goal of our school is to build positive relationships between students and teachers while working together to enhance learning in an atmosphere where everyone feels safe and connected.
Kinder Middle School has developed the behavior expectations of
Be Honest
Be Respectful
Be Responsible
Be Committed to Learn
Kinder Middle School PBIS Teams
Tier I (Primary)
Marcia Miller: Administrator
Seth Storer: Coordinator, 3-5 Representative
Candice Rice: Counselor/Behavioral Expert
Erica Barnett: teacher representative
Maria Dewees: 7th grade teacher representative
Karlie Reed: 6th grade teacher representative
Kristin Comeaux: Librarian/Secretary
Kaylyn Fruge: 5th grade teacher representative
Cade LaFargue: PE/Coach
Jade Welch: Assistant Principal/data analysis
Kari Guidry: Parent Representative
Monroe Guidry: Student
Tier II (Secondary)
Seth Storer: Team Leader
Marcia Miller: Administrator
Candice Rice: Behavior Specialist
Karlie Reed: teacher representative/Mentor Leader
Stacey Hayes: Faculty Advisor/ Mentor Leader
Jade Welch: Data Specialist
Tier III (Tertiary)
Marcia Miller: Administrator
Candice Rice: Counselor/Behavioral Expert
Middle School Representative - Grade level teacher dependent on student needs
2021-2022 Meeting Dates
All members of staff are welcome to attend any PBIS meeting. Staff are asked to attend Tuesday meetings when their students are on the agenda for Tier II intervention.
Tier I Team Meetings
Meetings take place on the first Tuesday of each month at 12:45 p.m. in the computer lab. Tier II and Tier III Team Meeting will follow the Tier 1 Meetings in Ms. Candice’s office.
Team Meeting Dates
August 10 professional development
September 7, 2021
October 5, 2021
November 2, 2021
December 7, 2021
January 4, 2022
February 1, 2022
March 8, 2022
April 5, 2022
May 3, 2022
These expectations are posted in all classrooms, hallways, cafeteria, buses, gym, library and restrooms with rules under each expectation. Our expectations and rules matrix for each setting is below
Expectations |
Cafeteria Rules |
Hall Rules |
Campus Rules |
Restroom Rules |
Bus Rules |
Be Honest |
Keep place in line |
Tell the truth |
Respect others & their differences Positive Proaction vs. Negative Reaction |
Report wrongdoing to authority |
Be kind & helpful to others |
Be Respectful |
Use you inside voice |
Tough & use your own property & locker |
Keep hands & all objects to yourself |
Practice cleanliness |
Keep hands & all objects to yourself |
Be Responsible |
Pick up after yourself in lunchroom and outside Push in chairs |
Store all belonging in locker |
Be a good steward of your environment |
Take care of your business in a timely manner |
Be in your bus line |
Be Committed to Learn |
Listen & Follow directions |
Arrive to class on time |
Line up orderly, quietly, promptly & properly |
Promptly return |
Bring all necessary materials home for assignments |
Teachers have lesson plans to teach these in each setting and will be teaching them during the first 2 weeks of school and every major holiday , or every first Monday of the month.
Why Teach Behavior Expectations?
Why is it important to teach behavior expectations? While it seems that students should already know how to behave, especially after they have been in school for a few years, these skills still need to be taught and practiced on a regular basis. Many students come to school without these important skills, or have limited or non-enforced behavior expectations at home. Teaching behavior expectations is also important because at a school with clear and consistent behavior expectations:
● Students know and understand what’s expected of them, which gives them confidence.
● Students monitor themselves and take more responsibility for their behavior and their learning.
● Teachers can more easily recognize and motivate positive
Behaviors.
● Students gain a sense of safety and security.
● the school climate is more positive overall.
What Behavior Expectations Should be taught
School-wide expectations should be taught according to the behavior matrix. Suggested/sample lesson plans are provided in the back of this handbook, or in the PBIS folder in Google Docs. Behavior should be taught for areas depicted in the KMS matrix.
Calendar for Teaching Expectations
The following is a recommended schedule for teaching and refreshing school wide and classroom behavior expectations. Lesson plans are provided in the back of the handbook. Some months will have a dedicated expectation as the focus for the month, but teachers should also teach/refresh anything that their class needs during those months as well.
August/September: All expectations
● explicitly teach and review all KMS expectations in all areas of the school
● Focus on all expectations
● Kickoff assembly: Start date: Thursday, August 12, 2021
October: Focus – Be Honest
● Review/refresh all KMS expectations on Monday, October 5, 2021 and as needed
● Focus on walking through the expectations in all areas of the school during P.E.
November/December: Focus Be Respectful
∙ November- Monday, November 1, 2021
∙ December – Monday, December 6, 2021
● Review/refresh all KMS expectations as needed
● Focus on the expectation “Respectful” in all areas of the school during P.E.
January: Reteach/review all expectations
∙ Monday, January 3, 2022
● Explicitly teach and review all KMS expectations in all areas of the school
● Focus on all expectations during P.E. .
February: Be Responsible
∙ Monday, February 7, 2022
● Review/refresh all KMS expectations as needed
● Focus on the expectation “Be Responsible” in all areas of the school during P.E.
March/April: Be Committed to Learn
∙ Monday, March 7, 2022
∙ Monday, April 4, 2022
● Review/refresh all KMS expectations as needed (especially after Spring Break)
● Focus on the expectation “Be Committed to Learn” in all areas of the school during P.E.
May: All expectations
● Review/refresh all KMS expectations as needed and during P.E.
● Monday, May 2, 2022
Discipline Policy
Minor Behavior Infractions will be handled within the classroom as set forth by the classroom rules and consequences. The teacher will provide a list of classroom rules on the first day of school. The chart below will be placed in each student’s planner. Parents are encouraged to communicate with the teachers in writing as well. Conferences, phone calls, and emails are additional ways to communicate with parents for academic and behavioral comments, questions, and concerns.
Students will take responsibility for behavior and immediately correct/resolve any problems without further interruption of the learning process.
TEACHER will note any MINOR Behavioral Incidences on the date of the violation in the student planner and take necessary action to correct/resolve any problems as to prevent further interruption of the learning process.
Parent(s) /Guardians(s) will sign the planner to confirm receiving the planner/note from the teacher while offering additional support to correct/resolve any problems in the most productive manner.
Minor Behavior incidents occurring on campus other than the classroom will be handled by faculty/staff on duty by use of immediate conferencing time out, and/or parent/guardian contacts. An excessive amount of MINOR BEHAVIOR INCIDENCES will become a MAJOR BEHAVIOR INCIDENT.
At Kinder Middle School, we have definitions of minor infractions which are handled in the classroom and tracked. Our minor infractions are
MINOR Behavior Infraction(s) |
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Prior to a minor infraction being issued, a student will be given a prompt to correct the behavior first. Minors are tracked and consequences are given at certain intervals throughout the Nine weeks. The first day of the new nine weeks will give students the opportunity to start over. Students are to be made aware when they receive a minor infraction. Teachers should reteach expectations to students when a student receives a minor infraction.
Major infractions will be sent directly to the office to address. Our school’s major infractions are:
MAJOR Behavioral Incidents
In accordance with Louisiana R.S. 17:416.18, Educators are afforded the Right to Teach. ALL Major Behavior Incidents will be handled by administration in the office. Because these or other incidents may jeopardize the safety, well-being, or education of other students, parents are urged to discuss the incident and possible implications with the student to promote positive behaviors. Administrators reserve the right to determine the most appropriate action for behavior violations.
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MAJOR Behavior Infraction |
Definitions |
1. |
Willful Disobedience - including illegal use of internet |
Refusal Or failure to follow directions or do what one is told. |
2. |
Treaty an authority with disrespect - see definition below |
Talking back, use of scornful and/or mocking voice, and/or production of gestures that exceed basic community norms for decency toward staff members. |
3 |
Makes an unfounded charge against authority |
To accuse any staff of any act that is unlawful and/or a violation of school rules that is determined to not be supported by any evidence. |
4 |
Uses Profane and/or obscene language |
Verbal messages that include swearing, name calling, vulgar words or the use of words in an inappropriate manner. |
5 |
Is guilty of conduct or habits injurious to his/her associates |
Any act that causes injury, damage or pain to another person. |
6 |
Is guilty of immoral or vicious practices. |
Any act that is dangerously aggressive or would likely to be perceived as disturbing and/or harassing by local community norms. |
7 |
Use/Possess any controlled dangerous substance governed by the Uniform Controlled Dangerous Substances Law |
The possession, use, cultivation, manufacture, distribution, sale, or purchase of any drug, narcotic, controlled substance, or substance represented to be a drug, narcotic, or controlled substance. |
8 |
Uses/possesses tobacco and /or lighter |
The possession, use distribution, or sale of tobacco products on school grounds, at school-sponsored events, or on school transportation by any person under the age of 18. |
9 |
Uses/possesses alcoholic beverages |
The possessions, sale, purchase, or use of alcoholic beverages. Use should be reported only if the person is caught in the act of using or is discovered to have used in the course of an investigation. . |
10 |
Disturbs the school and habitually violates any rule |
Behavior causing continued interruptions to instruction or any school activity, includes but is not limited to sustained louis talk, yelling or screaming: noise with materials; and/or sustained out of seat behavior. |
11 |
Cuts, defaces, or injures any part of public school building/vandalism. |
Any act that causes destruction, damage, or defacement of public or private property without consent of the owner or the person having custody or control over property. Accidental acts that are self-reported to the person and administration are excluded from this definition. |
12 |
Writes profane and/or obscene language or draws obscene pictures |
Write or draws pictures, words, or images that are considered indecent, offensive, disgusting and/or disturbing according to local community norms. |
13 |
Possess weapon(s) prohibited under federal law |
Any firearm, ammunition, explosive device, or knife or other object that can place a person in reasonable fear or apprehension of serious harm that is in the possession of a student or contained in the student’s belongings, locker and/or storage space. |
14 |
Possesses firearms, knives, or other implements not prohibited by federal law. |
Any instrument or object not prohibited by federal law that can place a person in responsible fear or apprehension of serious harm that is on a student’s person or contained in the student’s belongings, locker and/or storage space. |
15 |
Throws missile liable to injure others. |
Throws any object toward a person that is either heavy, sharp and/or otherwise perceived to be harmful or with such velocity and force that it would cause physical harm. |
16 |
Instigates or participates in fights while under school supervision |
Involvement in and/or promotion of any act of force and/or physical violence that can be expected to cause harm or injury to another person. |
17 |
Violates traffic and safety regulations |
To break any law that pertains to traffic and/or safety regulations |
18 |
Leaves school premises or classroom without permission |
Leaving the school campus and/or assigned classroom or location without permission and/or failure to return to school/class without permission. |
19 |
Is habitually tardy and/or absent |
Failure to be present at the beginning of class period or at the start of the school day, or fails to show up to class and/or school without permission. |
20 |
Is guilty of stealing |
Having possession or, or having passed on, or responsible for removing or plotting to move someone else’s property without that person’s permission. |
21 |
Commits any other serious offense |
Any serious, harmful incident resulting in the need for law enforcement intervention not previously classified. |
22 |
Bullying---Verbal/physical/written threats causing others to feel unsafe |
Verbal/physical/written threats causing others to feel unsafe |
23. |
Cell phone violation |
Possessing and/or using cell phone |
24 |
Detention Violation- Disobeying detention rules and/or MINOR/MAJOR violations. |
Disobeying detention rules and/or other MINOR/MAJOR violations |
25 |
6th MINOR Violation-- During 9 week grading period |
During 9 week grading period |
26 |
Refusal to report for Interventions- Not showing after being told & reminded |
Not showing after being told & reminded |
27 |
Repeated MINOR within period - Student disrupts learning process of others more than 3 times during a school day. |
Student disrupts learning process of others more than three times during class period. |
28 |
Lying |
Purposefully not telling the truth |
29 |
Cheating on assignment/assessment |
Copying or giving answers on an assignment/assessment |
30 |
Public display of affection |
Any type of physical contact |
31 |
Restroom with no tracker signed by the teacher between classes or during class. |
No evidence of teacher permission for bathroom use |
Anyone caught chewing gum will receive an automatic after school detention.
Any student caught with a cell phone on his/her person or using a cell phone will receives automatic after school detention. All cell phone must be kept in the student’s backpack and remain off until the student leaves KMS campus.
DISRESPECT DEFINED
The student displays intentional disregard for adult authority through body language and verbal language such as, but not limited to:
Administrators will be using restorative approaches when a student has an office referral. These practices can include but are not limited to: reflective assignments, restorative conferencing, community circles conflict resolution, and restitution.
Classroom practices
Proactive/preventative strategies will be implemented by all teachers. Such as:
-Posting the expectations in a visible place in the classroom, teaching them, referring to them often, using them as pre-corrects.
- Teaching classroom procedures.
-Modeling the school wide expectations to the students.
-Being consistent with rewards and consequences.
-Greeting students at the door.
-Being aware of their tones of voice, speaking positively to the students.
-Structuring class time to allow for little or no “free” time.
-Maintaining constant supervision of students inside and outside.
-Adjusting seating arrangements as needed.
-Reprimanding students privately and quietly.
-Collaborating with all who teach the misbehaving child.
-Involving parents
-Incorporating social skills into academic lessons.
-Allowing students the opportunity to “save face”.
-Recognizing students who are displaying the school wide expectations.
Reward System
When students are seen demonstrating their school wide expectations, school staff will intermittently issue a You Got Caught Card.
Teachers will state which expectation they saw the student doing when giving them the You Got Caught Card. Once these are earned they will not be taken away.
Students will have opportunities to spend their You Got Caught Card on any Thursday at the Candy Cart. Students may also enter for the end of nine week’s drawing for the Celebrating Success prizes.
Data
Discipline data will be collected and reviewed monthly by the School’s PBIS Team. They will share the data with the faculty once per month/ via email discussed at teaming on the first Tuesday of the month. Based on the data, the PBIS team will make decisions and develop action plans to address any concerns.
Surveys
Teachers, students, and families will have the opportunity to give feedback on our school’s PBIS process, climate, and culture through surveys twice per year.
Tier 2
Small Group/Targeted Intervention
Supports the 5-15% of students not responding to Tier 1
Screening
Students who will be screened for Tier 2 Supports may be
-Students with multiple referrals (4-6 major)
-Students who have 2 Out of School Suspensions
-Any student returning from the Alternative Site
-Students who receive 4 minor referrals
-Students who receive referrals in multiple setting
-Students with problem behaviors that are not dangerous or severe -Students who find adult attention rewarding
-Students who need structure/additional instruction in social skills
-Students who have attendance issues
-Students who have academic deficits
Teachers and family members may also ask for their student to
be screened.
The screening process will take place within 3 days of the request. Our school has a request for assistance form that is located on the shared drive for teachers to complete and turn into Karli Reed, the Tier 2 PBIS Team Coordinator.
Screening involves gathering information from all teachers that teach the student as well as the Student Intervention Matching Checklist and Targeted Intervention Guide to match the student to an appropriate and effective evidenced based intervention.
The Tier 2 interventions we offer at our school are:
Check in Check Out/ The Behavior Education Program –
Students check-in with designated CICO Facilitator/s before the beginning and at the end of each school-day to receive positive contact, pre-corrects, reminders of school-wide expectations and, if needed, basic school supplies. At the end of each class period, classroom teachers provide the student with positive behavioral feedback, based on the school-wide expectations, on a Daily Progress Report Card (DPR). Students will have a daily goal and will be rewarded for meeting their goal. Data will be collected to make decisions to fade or alter support. For a student to be considered as responding to this intervention they must meet their goal for the amount of time to be determined on a case by case basis.
Mentoring -Student mentors/ Faculty mentors-
Mentoring involves an adult or student mentor meeting with one or more students at a time, one or more times per week, to provide pre-corrects and a positive connection with the school through a supportive relationship as well as goal setting. When a student has met their goal and has had no more major infractions , passing all classes and improved attendance after 9 weeks they will be considered being successful.
Contracting-
Contracting is an adult on campus setting a goal with the student for a period of time and rewarding them for meeting their goal. When a student has met their goal and has a decrease in infractions, passing all classes, increased attendance, after 9 weeks they will be considered being successful.
Social Skills Groups-
Students will be supported in a small group for direct instruction of social skill deficits, social emotional learning, school-wide expectations and/or replacement behaviors, including structured practice and direct behavioral feedback. Successfully responding to this interventions will be measured by after nine weeks, if a student has demonstrated improvement by increasing grades, attendance, and deceased office referrals.
Consulting with the Behavior Interventionist for Brief Interventions-
Includes when a behavior team member meets with a student or teacher to problem solve and provide alternative ways to handle situations. A student is considered successful if the strategies implemented improve student behavior resulting in a decrease in infractions.
Meeting with the school counselor-
Includes when a counselor meets with a student to problem solve and provide alternative ways to handle situations. It could also be situational when a student is struggling emotionally, or socially and sees the counselor for assistance. A student is considered successful if the strategies implemented improve student behavior resulting in a decrease in infractions.
See Tier I for Interventions, definitions, and measurement of success.
Each student on Tier 2 will have full access to Tier 1 supports and rewards.
Tracking and Decision Making
Tier 2 Data will be collected weekly by our school’s Tier 2 Coordinator with decisions made at the monthly school PBIS meeting to fade or alter support. Each month the number of students participating and responding to all interventions will be recorded and analyzed by the tier 2 team.
Fidelity
In order to ensure the fidelity of the tier 2 interventions, the tier 2 team will take monthly probes by observing an intervention in progress. Every intervention will be observed during the course of the year.
Tier 3
Individualized Intensive Intervention
To support the 1-5% of students not responding to Tier 2
Each student will have their own support team which includes the student, all teachers of the student, the parent, the school Tier 3 coordinator, and an administrator. The school with have a Tier 3 team who will review each tier 3 student’s results and progress monthly.
Screening
Students may qualify for Tier 3 support when
-A student has 7 or more major office referrals
-Students have 3 Out of School Suspensions
-Students are not being successful with Tier 2 supports
-Students are in need of or are receiving mental health
counseling or wrap around services.
- Students can be nominated by teachers or family members
The Tier 3 coordinator will conduct interviews with the student’s support team members including assessing the student’s quality of life indicators and academic, social, behavioral, mental health strengths and needs across life domains as well as assess for external agency support and resources, and document the findings on the Tier 3 plan.
When a student needs a behavior plan as part of the tier 3 plan:
The tier 3 coordinator will conduct a Functional Behavior Assessment (FBA). Based on the data gathered on the FBA, the tier 3 coordinator along with the child’s individual support team will develop an individualized Behavior Plan.
This Behavior Plan will:
-only target one or two problem behaviors, operationally defined
-includes a hypothesis statement of where the behavior occurs, maintaining reinforcers, and behavior function
-includes prevention strategies
- teaching strategies for replacement behaviors
- strategies for removing rewards for problem behavior
-specific rewards for desired behavior
-safety elements when needed.
-a systematic process for assessing fidelity and impact
-an action plan for putting the behavior support plan in place.
Students on a Tier 3 plan will continue to have access to Tier 1 and 2 supports
The tier 3 supports we offer at our school are:
Wraparound (Wrap) –
An identified team facilitator engages a child and their family in developing a unique team to support youth success at home, school and in the community. Facilitator arranges for frequent team meetings to develop, refine, and progress-monitor interventions and supports that address multiple life domains across settings (home, school, and community). Plans include highly individualized interventions and supports designed based on youth strengths and big needs (quality of life indicators) identified by youth, family, and other team members. Choices, FINS, Mental Health referrals. A student will be considered successful when after four weeks, the student has a 50% improvement rate in office discipline referrals, grades, attendance and/or daily progress reports.
Individual counseling with the school counselor-
Individual sessions with the school counselor for a specified amount of time and frequency to address a certain issue or provide ongoing support. Success will be measured by after four weeks, youth has no new office discipline referrals and a 50% reduction in the identified problem behavior. In addition, student earns 80% of DPR points, and increase grades and attendance by 75%.
Individual Contract-
When a student serves a suspension or returns from alternative school site, they may be placed on a contract agreeing to be searched for weapons /drugs / tobacco products. Success is measured by meeting the goal on the contract for the duration agreed upon.
Ongoing Mental Health Outpatient Counseling-
When a student in receiving scheduled sessions with a mental health provider outside of the school system. Success is measured by student grades improving, compliance with attendance to school and treatment as well as the treatment plan set forth by counselor.
Behavior Intervention Plan–
An individualized team is created specifically for one student at a time (includes family, community, and relevant school-based adults) to assess strengths, skills-deficits, and function of behavior, as well as to develop a comprehensive intervention plan. Plan addresses multiple settings and/or behaviors. Success will be measured by after three weeks, student demonstrates a 50% reduction in minors and ODRs and earns 80% of DPR points. In addition, 4 of 5 grades in core classes go from failing to passing and attendance increases by 50%.
Tracking and Decision Making
The Tier 3 coordinator will coordinate each student’s individual monthly review with the student’s individual support team and document the review along with decision to alter, fade, or continue support.
Results from each student’s monthly review will be discussed at the monthly school Tier 3 PBIS Team meeting and tracked for effectiveness.