School-Wide Positive Behavior Intervention Safety and Support (SWPBISS)

INTRODUCTION

 

The staff members at Foshay Learning Center believe that every student has the right to learn in a friendly and safe environment.

 

Our school's Positive Behavior Policy is intended to assist our students to be the very best they can be. Our staff will make every effort to encourage parents' support.

 

It is our collective belief that our students can succeed academically, be of good moral character, and develop + practice self-discipline.

 

The PBS/ Restorative Justice/IB Committee has developed a comprehensive character development policy which encourages our students to make responsible choices with the goal of becoming better self-managers.

 

STAKEHOLDER RESPONSIBILITIES

 

Teachers

 

• Master the concepts of International Baccalaureate, Positive Behavior Support, and Restorative Justice.
• Arrive on time, welcome your students at a door, prepared with engaging, standards-based/ Common Core lesson plans and class activities that cater to the needs of your students.
• Communicate classroom standards to parents during Back to School Night, during conferences, by telephone and/or written notice.
• Be sure that your students know what is expected of them. Can every student in your classroom express what your expectations are in your classroom?

• Participate in all professional development and implement strategies; policies and procedures reviewed during PDs (ex. Common Core, Restorative Justice, ODR, Positive Behavior Support, etc)
• Generate and maintain positive working relationship among and with all stakeholders which include your students.
• Use MiSiS for all student referrals. Follow the guidelines on MiSiS as to how to submit referrals. You may contact Mr. Carrillo, the Dean or Mr. Porter for assistance.
• Communicate with students I parents on a regular basis regarding academic and behavioral performance.
• Take the time to get to know each student on a personal level, adhering to the guidelines stated in the LAUSD Teacher/Student Code of Conduct.
• Students must learn to believe that the teacher truly cares for them. Students will perform much better if they feel that you care.
• Focus on ways you are assisting the child in learning the material and how far you are catering to his/her needs.
• Give a clear indication to parents that you deeply care about each child's learning and that your focus is for his/her child to experience success. If the parent perceives you as negative to his/her child, he/she will avoid communicating with the teacher.

 

TEACHABLE MOMENTS

 

Teachers may use the skills in classroom management techniques you've acquired in dealing with the following:

 

• Tardiness /Truancy
• Homework
• Bringing materials
• Inappropriate language
• Chewing Gum
• Talking out of turn
• Off-task behavior
• Use of Profanity
• Low or failing grades / What are you doing so that each student can experience a level of success? Lack of motivation and success = behavior problems.
• Wearing School and / P.E. Uniform
• Cheating
• Horseplay
• Leaving seat
• Tagging in your classroom with pencil or other non- permanent marker or pen
• Teasing
• Using cell phones or wearing ear-plugs to listen to music
• Wearing hat, beanies, and hoodies in your classroom.

 

RECOMMENDATIONS:

 

• Your goal in your classroom is to create a positive-driven atmosphere from the first day of school.
• Discuss your expectations with your students. Make sure they understand the rewards you have for them for good behavior or any improvement you may observe about their behavior. Students must also understand the consequences of not abiding be the classroom rules.
• Make certain your students understand that parents will be called at your discretion if they do well and if they do not live up to the expectations in the class.
• Have a maximum of 5 rules that every student can easily remember. Write the rules in a positive-driven manner. "Be friendly to other students," " Do your homework neatly and correctly," "Treat everyone with respect." Etc.
• Write clearly that there will be Rewards for good behavior and effort and there will be consequences for negative behavior. Describe what good behavior is and what you mean by the word "consequences."
• There will be students who enter your classroom who are disinterested, demoralized, and care­ less. They may have experienced failures in the past and may feel hopeless. They may be experiencing a variety of traumatic experiences you most likely are unaware of. Let it be clear to students that you would like to see every-one of them experience success during each of your classes. That you deeply care about their welfare. Be realistic and specific as to why you care for them. Students easily pick up on our lack of sincerity by how they perceive they've been treated in the classroom. The question is: What can you do to rekindle their minds so that they may regain an acceptable level of motivation to learn? What will you do so that they see some level of success in their life? This is a test for a truly great, effective, knowledgeable, professional and caring teacher. We see several outstanding examples of these teachers at Foshay learning Center.
• Work with other teachers who have the same students and find out what they do to effectively control the students' behavior. During your conference period, you may want to visit classrooms after pre-arranging such visits with the teacher, to see how other teachers interact with the students causing problems in your classroom. Teachers can learn from each other.
• You may also discuss relevant issues within your Department focusing on finding solutions to your student/s behavior.

 

EXAMPLES OF REWARDS:

 

• A positive note to parents, a phone call, or both
• The name/s of student/s nicely written and prominent on the board or in front of your classroom labeled accordingly
• A written commendation to the student
• A pencil, ruler, pen, notebook or any utensil a student can use
• Praise of the student in the presence of peers
• Other ideas you may have

 

EXAMPLES OF CONSEQUENCES:

 

• 10-minute detention during lunch or after school. (longer than 10 minutes must get the approval of the child's parents)

During Detention:

Student/s may write/s a page paper reflecting on his/her behavior and how he/she plans to turn it into a positive experience or other reflective notes you may prefer. You may remind these students about your behavior expectations.

• A note or phone call or both to parents describing the behavior
• A parent conference in the presence of the child
• Other appropriate action that the teacher may consider

 

The child must clearly understand why he/she is facing the relevant consequence and what your expectations are for improvement. The student must understand that you would like to see a more positive-driven behavior. Let every student understand that you believe in Restorative Justice (which you have already explained and have practiced with your students) and Positive-driven behavior.

 

You may send the student to the Counseling Office after 3 major interventions with succinctly written actions that you have taken in your effort to assist in improving your student/s behavior.

 

The Counseling Staff and/or the Dean could be more effective in assisting your student/s if he/she is aware of the specific reason for the referral and your effort to positively impact the student/s behavior. Describe the specific behavior exhibited by student and your effort at assisting student change to a more positive-driven behavior. You may use MISIS as the Referral System that is officially approved by LAUSD.

 

PASSES

 

Students must leave your classroom with a VALID PASS. Only the passes issued to you through the Dean's Office will be considered as valid. Each teacher has the responsibility to create a protocol in his/ her classroom that is very clear to each student and is consistently applied. Lack of consistency leads to chaos.

 

PINK---Students are sent to the Counseling or the Dean's Office. Keep records of students being sent to the Counseling or the Dean's Office. You must know who was sent, what time the student left your classroom and where they were sent.

 

Before sending a student to the Counseling or the Dean's Office the following steps must be taken:

 

• You have had a conference with the student concerning his/her behavior. Be very specific as to the behavior the child exhibited and why the conference with him/her is necessary. The student must be given the opportunity to describe the action he/she will take to improve in his or her behavior. Advise the student as to the major focus in your class and your effort to assist him or her in having a successful year. (REVIEW POSITIVE BEHAVIOR AND RESTORATIVE JUSTICE PROCEDURES). You must have a record of the conference.
• You are to call the student's parents describing the specific negative behavior exhibited by the student and your effort at instilling a positive-driven behavior in your classroom. Let the parent know that you are doing all in your authority to create an effective learning environment in your classroom. Have a record of the conference.
• A conference held with the student, his parents, the Dean, an administrator, and the classroom teacher. {The teacher is to bring his/her documentation of the incidents and conferences held with the student). Have a record of the conference.

 

GREEN---General (Other than the Counseling or Dean's Office and the Restroom. For example, if requested by the Testing Coordinator or Main Office.) Students are expected to go to the location as stipulated. Confirm that the information received by you is credible by making a phone call or any way you find most effective. Use your discretion as to the level of urgency intrinsic in the request.

 

BLUE---Restroom Pass. Students with a blue colored pass must be going straight to the restroom.

Keep a record of students sent to the restroom and what day and time they leave your classroom and at what time they return to your classroom. Having such a record will assist you in knowing how often any student is sent to the restroom and how long they take to return to your classroom. It is an excellent data collecting tool. SEND NO MORE THAN TWO (2) STUDENTS TO THE RESTROOM AT A TIME.

 

Students

 

• Understand the concepts of International Baccalaureate, Positive Behavior Support, and Restorative Justice
• Arrive to school and to each classroom on time every day. Show courtesy and respect to all school staff and students.
• Abide by school rules/regulations outlined in this PBS/IB/Restorative Justice/Disc. Plan
• Be prepared for class every day. Complete all class assignments and homework to the best of their abilities (including the use of notes and class texts).
• Maintain a clean campus that is free of graffiti, weapons, alcohol and drugs. Solve all conflicts maturely without physical or verbal violence. Weapons of any kind (including replicas), drugs or drug paraphernalia or any controlled substance must not be brought to school.
• Follow the instructions given to you during our daily random weapons' check.
• Report any bullying, harassment, or hate-motivated incidents. Keep social activities safe and report any safety hazards.
• Make every effort to participate actively in class and abide by the teachers' professional guidance.
• Students must not expose radios and/or phones with ear plugs while on this campus.
• Students must not wear hats and beanies other than those with the logos of Foshay, UCLA, or USC and only outside of the classroom. Hats and beanies must never be worn in the classroom.

 

Parents

 

• Have an understanding of the concepts of International Baccalaureate, Positive Behavior Support, and Restorative Justice.
• Send your children to school each day on time.
• Make sure that your child follows our school's dress code. Elementary and Middle School wear required SCHOOL UNIFORM. Our High School students must abide by our High School Students' dress code.
• Monitor your child's grades-From highest grade to the lowest grade – A, B, C, D, F. Encourage your child to work for the best grade possible. Students who study and do well in each of their classrooms should be able to receive a grade of A, B or C. D and F are not acceptable grades. Colleges and Universities do not accept any grade lower than a C.
• Encourage at least 20-30 minutes of independent reading daily. Reading allows your child to improve his/her vocabulary and helps him/her to increase his/her language skills.
• Be available to communicate with your child's teachers throughout the school year, not just during parent conferences.
• Monitor your child's academic and behavioral progress consistently and frequently.
• Keep contact information current and up to date. Wrong numbers limit the school's ability to be able to keep you informed about your child.
• Maintain respectful and professional relationship with all school staff at all times.
• Speak to your child regularly about the importance of a good and effective education. Emphasize that education is "THE KEY TO SUCCESS!!" The complexity of today's world demands the best possible education.

 

Counselors

 

• Master the concepts of International Baccalaureate, Positive Behavior Support, and Restorative Justice
• All Programming matters
• Disruptive behavior in the classroom (after teacher intervention has taken place)
• Problems with social interaction
• Preventing sexual harassment and the use of profanity toward adults.
• Issues with students' academic performance
• Progress reports and attendance checks
• Attendance
• Consistently not participating in classroom activities and functions
• Referring students to outside agencies or service providers within the school such as School Psychologist, School Psychiatric Social Workers, School PSA, any available relevant personnel
• Be prepared to assist with the Dean's responsibilities should the Dean be absent

 

Responsibilities include counseling, calling home, meeting with parents, issuing awards and consequences, referring habitual referrals to Dean, and documenting in MiSiS

 

Deans

 

• Master the concepts of International Baccalaureate, Positive Behavior Support, and Restorative Justice
• Habitual referrals--- from teachers and counselors (The Dean will receive information through MiSiS as to specific action taken by teachers and counselors on the student)
• Defiance of authority
• Violations in our dress code policy
• Possession of weapons or any lethal or dangerous objects
• Selling non-school-approved goods on campus
• Sexual harassment/Sexual activity/Child Abuse (All employees are mandated child abuse reporters. Anyone who receives information or is aware of child abuse must report it to Child Protective Services or the Los Angeles Police Department.) Follow District Policy. Informing the Dean or anyone about suspected child abuse does not excuse you from making the mandated report.
• Threatening other students, staff, or school volunteers or anyone
• Bullying/Fighting/Thefts
• Drugs/Drug paraphernalia/Alcohol/Cigarettes
• Destruction of Property/Vandalism
• Gang Activities
• Gambling
• Hate crimes
• Graffiti/Tagging anywhere on the school grounds
• Possession of markers or any kind of spray cans
• Habitually using profanity towards adults or other students (Referrals from the counselors)
• Lead professional development around Positive Behavior Support, Restorative Justice and our Safe School Plan
• May refer students to School Psychologists, PSA, School Psychiatric Social Workers and/or outside agencies
• Will lead the daily weapon's check program. Under his or a certificated person's immediate supervision an Adult Male must check male students and an Adult Woman must check female students (No exceptions.) Follow district policy in keeping a log on each weapons' check conducted.

 

Dean's action will include: Calling home, scheduling parent conferences with teachers, teachers and students, or other interventions as the Dean finds most effective in positively impacting the students' behavior. The Dean will input action taken on students referred to him/her on MiSiS.

 

Administrators

 

• Master the concepts of International Baccalaureate, Positive Behavior Support and Restorative Justice
• Referrals from the Dean or Counselor (if the Dean is absent)
• Must approve suspensions by the Dean whether in-school or out of school
• Will work closely with our Positive Behavior and Restorative Justice Committee in creating a positive driven environment at Foshay Learning Center
• Will assist and support school staff in monitoring the creation of a Positive-driven Support Mechanisms and the implementation of the concept of Restorative Justice
• May refer students to outside agencies, to available school personnel such as PSA, School Psychologist, School Psychiatric Social Workers, etc.
• Will actively provide guidance, supervision, and assistance in instructional practices and curriculum development that is culturally relevant and responsive to the language, social and academic needs of the student population, including those in English Language Development, Special Education, and gifted and talented students
• Recognize that attitude, well-planned classroom management techniques, and data-driven differentiated instruction are major contributors to positive behavior and improved academic performance among students
• Have the flexibility to assist or counsel any student or staff member as they see necessary