Skip to main content
DistrictCampus
CAMPUS

PBIS handbook

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 

Tyler Chachere: 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

Pamela LeBoeuf: Assistant Principal/data analysis

Kari Guidry: Parent Representative

      Monroe Guidry: Student

Tier II (Secondary) 

Tyler Chachere: Team Leader

Marcia Miller: Administrator

Candice Rice: Behavior Specialist

Karlie Reed: teacher representative/Mentor Leader

Stacey Hayes: Faculty Advisor/ Mentor Leader

Pamela LeBoeuf: 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)

  1.  Dress Code Violation
  1. Poor Attitude
  1.  Lack of Participation
  1. Sleeping in class
  1. Clowning/horseplay
  1.  Off task
  1. Hall, line, cafeteria rule violation
  1.  Excessive Talking
  1.  Other----

 

 

 

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. 

 

 

 

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:

  • SMACKING
  • EYE ROLLING
  • CURSING
  • NAME CALLING
  • RUDE INSULTS
  • SLAMMING AND THROWING OBJECTS
  • ARGUING
  • LYING
  • LEAVING CLASSROOM WITHOUT PERMISSION
  • MUTTERING UNDER BREATHE OR LAUGHS DURING CORRECTION
  • REFUSAL TO OBEY

 

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.