Behavior Management Plan
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Behavior Management Plan

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A plan I created for my principal to begin the process of implementing our school-wide positive behavior management plan.

A plan I created for my principal to begin the process of implementing our school-wide positive behavior management plan.

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  • 1. Behavior Management Plan Prepared by the Positive Behavior Support Taskforce August 2010
  • 2. T A B L E O F C O N T E N T S Executive Summary..................................................................................................................1 About Positive Behavior Support.............................................................................................2 Members of Taskforce..............................................................................................................3 Taskforce Concerns.................................................................................................................4 AY 2009-2010 Behavior Data.................................................................................................5 Goals for AY 2011-2012..........................................................................................................6 Behavior Matrix.......................................................................................................................7 Chain of Command..................................................................................................................9 Sample Documents.................................................................................................................10 Rewards System......................................................................................................................13 Taskforce Suggestions............................................................................................................14
  • 3. E X E C U T I V E S U M M A R Y Maynard H. Jackson High School is comprised of 3 small learning communities: Fine Arts and Media Communication, Engineering Early College, and Information Technology. This behavior managment plan has been created to implement a system that all academies can follow when dealing with behavior; while ultimately decreasing the disproportionalty rate. The samples contained within this proposal were designed to assist in documenting behavior incidents and identifying students who need extra support. 1
  • 4. A B O U T P O S I T I V E B E H AV I O R S U P P O R T Positive Behavior Support (PBS) uses the most simple tactics to managing behavior. PBS uses positive reinforcement to support students who need additional help in succeeded in the classroom and beyond. This does not mean that we do not sternly reprimand behavior issues, however, it means that we also reward students for doing the right thing. Every student wants to be recognize for the things they do well. When working with children from the urban environment, it is even more important to address behavior issues, but to celebrate their accomplishments too.2
  • 5. M E M B E R S O F T H E T A S K F O R C E Information Technology Ms. Tara Billingslea, PEC Mr. Eric Williams, Physical Education Mr. Cornell Woodson, English Language Arts Engineering Early College Mr. Russell Thomas, Physical Education Mrs. Kami Tucker, Science Fine Arts and Communication Media Ms. Tasha Allen, Mathematics Mr. Clarence Vaughn, Social Studies 3
  • 6. T A S K F O R C E C O N C E R N S Concern # 1 Once the students leave the SLC hallway, no one is monitoring them in the common areas. (i.e. Cafeteria, parking lot, etc.) Concern # 2 We do not have a system for handling students who came from alternative schools for behavior issues. Concern # 3 Keeping all teachers, faculty, and staff accountable for following the system in place. Concern # 4 Most of the people who are responsible for dealing with behavior issues within the SLC are also teachers with full class loads.4
  • 7. AY 2 0 0 9 - 2 0 1 0 B E H AV I O R D A T A Behavioral Data Results 2008-2009 2009-2010 2010-2012 Out of School Suspension 353 300 150 In School Suspension 0 0 0 Expulsion 4 4 2 Out of School Suspension 168 135 68 (Duplicates) Parent Conferences 46 40 60 Detention 4 5 10 Student Conferences 12 15 50 No Resolution 19 20 0 Tribunal 10 10 5 Bus Suspension 0 0 0 In School Support Team 50 45 20 Total Number of Events 666 574 365 5
  • 8. G O A L S F O R AY 2 0 1 1 - 2 0 1 2 Behavorial Data (AY 2011-2012) Number OSS ISS Referred to OSS Parent of Office Alternative (Duplicates) Conferences Referrals Schools 205 75 0 2 68 60 Note: Through increased parent involvement Our goal is to decrease OSS, ISS, and alternative school referrals by 25% in the next school year alone.6
  • 9. B E H AV I O R M A T R I X 7
  • 10. B E H AV I O R M A T R I X8
  • 11. C H A I N O F C O M M A N D TIER 1 Teacher gives verbal warning, detention, and parent conference. TIER 2 Teacher refers student to PBS Coordinator. TEIR 3 PBS Coordinator prints schedule of student and generates file for documentation. TIER 4 PBS Coordinator meets with student to discuss behavior and possible support needed. TIER 5 PBS Coordinator provides teachers with tracker to monitor further behavior. TIER 6 PBS Coordinator determines course of action. • Weekly meeting with PBS Coordinator • Check in/check out • Journaling • Peer Mentor • Graduation plan • Goal Setting • Refer to SST Coordinator • Tutoring • Parent Conference • Self-rating • Workshop • Conflict Mediation TIER 7 9 Refer to Dr. Earls for suspension.
  • 12. S A M P L E D O C U M E N T S10
  • 13. S A M P L E D O C U M E N T S 11
  • 14. S A M P L E D O C U M E N T S This is a Jaguar Ticket; students receive this when caught modeling good behavior. Students will tear off the larger half and place it in a jug, which will be located in each academy office. At the end of each month we will do raffle prizes. 12
  • 15. R E WA R D S Y S T E M The rewards need to be substantial; they must be things that students really do want. 13
  • 16. T A S K F O R C E S U G G E S T I O N S The taskforce has some suggestions that we think will help make our system work and help us maintain consistency. Our suggestions are as follows: • Teachers use something other than a paper pass; it will last longer and not take away from instruction during class. It will also help us save paper and time. • Teachers walk around the SLC and the common areas of the building during the first 10 minutes of their planning period. • Teachers submit all behavior issues through Infinite Campus to help collect data. • Administrators help monitor common areas, such as: cafeteria, parking lot, and gym lobby. While teachers are fulfilling other duties during the day, having the administrators monitor those areas will be an added precaution to prevent students from skipping class or loitering around at the end of the day. • Administrators hold teachers accountable for following this system. If everyone is not enforcing this system, then we will continue to have behavior problems. 14