William T. Machan School Behavioral SUPPORT Philosophy Every Child has the Right to Learn in a Safe Environment Every Child has the Right to Learn in a Safe Environment

Objective: We will understand the Behavior Pyramid and be able to fill out the behavioral support documentation for our students. William T. Machan School

We maintain a safe and positive learning environment by: Praising generously when students do well Showing compassion, concern and respect Setting a good example Enforcing school rules with consistency Establishing, Teaching and Practicing Procedures Communicating with Parents Listening to what Children say Utilizing Pyramid of Behavioral Support Using consequences not warnings Praising generously when students do well Showing compassion, concern and respect Setting a good example Enforcing school rules with consistency Establishing, Teaching and Practicing Procedures Communicating with Parents Listening to what Children say Utilizing Pyramid of Behavioral Support Using consequences not warnings

Machan School Rules Respect People, Time and Property Use appropriate language Practice Safe Behaviors Do Not Hurt Yourself or Others Be Prepared, Participate Actively, Listen and follow directions Respect People, Time and Property Use appropriate language Practice Safe Behaviors Do Not Hurt Yourself or Others Be Prepared, Participate Actively, Listen and follow directions

Pyramid of Behavioral Support William T. Machan School

STEP 1: CLASSROOM AGREEMENTS-“TEACHER MAGIC” Includes: RESET-(MUST DISCUSS BEHAVIOR THAT OCCURRED AND EXPECTED APPROPRIATE BEHAVIOR, Time Out in classroom, buddy classroom time-out-(MUST DEBRIEF STUDENT UPON RETURN TO CLASSROOM), individual student meetings, Teacher Supervised Detentions, or card/light change, success plan etc: Must have Documentation STEP 2: TEAM DISCUSSION/INTERVENTIONS & 2 PARENT CONTACTS INPUT from grade level team and other specialists-classroom modifications/interventions 2 parent contacts: At least 1 call and 1 meeting, visit or note home. MUST HAVE Documentation (Informational in Nature, No Opinions, Ask for help from parents) STEP 3: TEACHER DETERMINED LOSS OF PRIVILEGES & PARENT MEETING WITH TEACHER Examples: Loss of recess, loss of sports practice/game, after-school detention, lunch detention *You may move to step 4 after 3 student loss of privileges and progress is not being made. STEP 4: Referral for Administrative INTERVENTION  Notify Mr. Munoz and turn in completed documentation  Mr. Munoz will collaborate with teacher to develop and implement a behavioral “SMART” goal.  Parents and referring teacher required to attend a meeting to discuss behavior and plan. STEP 5: PARENT MEETING WITH ADMINISTRATION  Zero-Tolerance Letter  Last options-(In-School-Success, PLUS, etc) STEP 6: ADMINISTRATIVE DISCIPLINARY ACTION STEP 7: SMART

Purpose of Schoolwide discipline plan: Ensure Consistency Create a positive environment Develop solutions proactively Teaches students responsible behaviors that result in school success Supports teachers in collaborating with parents Ensure Consistency Create a positive environment Develop solutions proactively Teaches students responsible behaviors that result in school success Supports teachers in collaborating with parents

Pyramid of interventions Used with chronically disruptive students and minor infractions NOT for: Serious infractions Used with chronically disruptive students and minor infractions NOT for: Serious infractions

Keys to Success SCHOOL RULES, TAUGHT IN THE CLASSROOM PARENT COMMUNICATIONS PROCEDURES DOCUMENTATION CONSISTENCY SCHOOL RULES, TAUGHT IN THE CLASSROOM PARENT COMMUNICATIONS PROCEDURES DOCUMENTATION CONSISTENCY