Abernethy School Climate Handbook           

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School Climate Handbook

Abernethy’s Core Values

Be Safe

Be Responsible

Be Respectful

2019 - 2020

Abernethy’s Mission Statement:

Abernethy Elementary School supports excellence in education with a balanced curriculum for our diverse community of learners. We do this by empowering students with strategies, skills and tools to promote wellness, character development and academic achievement with the goal of developing life long learners equipped for success in a changing world.

Table of Contents

What Is School Climate?---------------------------------------------------------------------------------------------3-4


Restorative Practices---------------------------------------------------------------------------4


Tier I Team--------------------------------------------------------------------------------------------5

School Climate Team---------------------------------------------------------------------------5

Climate Team Meeting Schedule-------------------------------------------------------------5

Tier I Implementation---------------------------------------------------------------------------6

Behavioral Expectations---------------------------------------------------------------------6-9

Defining Minor, Stage 1 reports, 2 and 3 Behaviors---------------------------------10-13

Discipline Policies--------------------------------------------------------------------------14

Professional Development--------------------------------------------------------------------14

Classroom Procedures & Guest Teacher Protocols----------------------------------14

Acknowledgement Systems--------------------------------------------------------------14

Faculty Involvement---------------------------------------------------------------------------115

Tier I Evaluation-------------------------------------------------------------------------------------15

Fidelity and Evaluation of Climate Practices----------------------------------------------15

What Is School Climate?

School Climate Overview

School Climate encompasses CR-PBIS (Culturally-Responsive Positive Behavioral Interventions & Supports), Restorative Practices with the lens of racial Equity and practices of CARE (Collaborative Action Research for Equity) explicitly called out and woven in.


CR-PBIS (Culturally-Responsive Positive Behavioral Interventions & Supports) uses implementation science to help students to develop positive behaviors. At the most basic level, CR-PBIS can be described as a three-pronged approach:

  1. Explicitly teach what is expected
  2. Actively acknowledge kids when they are following the expectations
  3. Instructionally correct kids when they are not following the expectations

Research shows that when school staff acknowledge positive behaviors at least three times more often than correcting behavioral mistakes, misbehaviors decrease significantly.

CR-PBIS uses disaggregated data to make decisions and to develop the systems and practices of a school. The unique racial, cultural and linguistic makeup of the school is explicitly addressed at every decision point.

More specifically:

How do we make certain that PBIS is culturally responsive?

Restorative Practices

Restorative Practices, also referred to as Restorative Justice, is a range of community building, peacemaking practices adapted to the school setting. The intention is to build trusting relationships and offer restorative alternatives to punitive discipline.

Restorative Inquiry is an essential restorative practice. A series of guiding questions are asked:


This handbook is intended to inform Abernethy  School staff of the processes that support the reduction of exclusionary discipline to provide our students with equitable access to education. Portland Public Schools’ top priorities includes eliminating racial disproportionality in exclusionary discipline..

Our CARE work is intentionally focused on increasing classroom engagement for every learning style and our capacity for being culturally competent in our instructional practices and inclusive of our diverse learning styles.

“Portland Public Schools is committed to academic excellence and personal success for all students. Central to this commitment is educational equity. We are committed to providing instruction with the rigor, cultural relevance, and relationships that ignite the potential of each and every student. In order to do so, we must shift our practices to see students as individuals—including their race, their language, their gender, their sexual orientation, and their various abilities.

This work is necessary to serve a diverse student body well and prepare every student to navigate and compete in a culturally rich society and global economy, now and into the future.”

Chief Equity Officer, Lolenzo Poe

The School Climate Team (Tier I)

School Climate Team Information (1.1/1.2)

Team Member


Primary Meeting Role (Facilitator, Data Analyst, Minute Taker)

Backup Meeting Role (Facilitator, Data Analyst, Minute Taker)


Jenny Morgan



Christie Petersen

Family Member

Behavioral Expertise

Jenny Morgan

Coaching Expertise

Lisa Barnett

Knowledge of Academic/Behavioral Patterns

Jess Hutchinson

Shawna Butler

Jennifer Gerlach

Elizabeth Lannigan

Lori Ryan

Minute Taker

Knowledge of School Operations/Programs

Debi Adamski

Caryn Anderson

David Scholten

JoAnne Romanaggi

Data Analyst 

Student (for HS)


Climate Team Meeting Schedule







Tiered Fidelity Inventory (TFI) Assessment & Action Plan

Last year’s Discipline Data Review


Monthly Discipline Data Review


Monthly Discipline Data Review


Monthly Discipline Data Review


Tiered Fidelity Inventory (TFI) Assessment & Action Plan


Monthly Discipline Data Review


Monthly Discipline Data Review


Monthly Discipline Data Review


Tiered Fidelity Inventory (TFI) Assessment & Action Plan


Planning for rollout next year

Meeting Agenda:

Agenda scheduled for each of our school climate meetings will be driven by the Tiered Fidelity (TFI) Action Plan.

Tier I Implementation

Programmatic Supports for all Students

Schoolwide Values and Common Area Expectations (1.3)

Our School Values are:

Be Safe

Be Responsible

Be Respectful

Posters have been made and distributed throughout the building in order to make them visible to students, staff and families. The intention is to send a consistent message about what our school community values and what how it looks in different common areas. This will help Abernethy School ensure that our school values are inclusive and affirming. These values were developed with student, and staff input.

Common Area Expectations 

Abernethy School Agreements and Behavioral Expectations


Be Safe

Be Responsible

Be Respectful



Sit correctly

Clean up after yourself

Wait patiently for your turn

Raise your hand to get up or for help

Use a voice level 2

Listen and follow directions


Keep hands and feet to yourself

Use a hall pass or clip

Go directly to your destination

Walk quietly on the right, facing forward

Level 0 voice walking in the Hallway

Level 1 voice for working in Hallway




Take care of business


Clean up after yourself

Classrooms and Learning Spaces


Do your best work

Voice level 1-2

Allow others to work and learn

Listen and follow directions


Participate in safe and appropriate activities and follow the rules posted on the playground

Work together to solve small problems

Seek help from an adult if you have a large problem

Be a good sport and include others

Use equipment the right way and put it away when done.

Traveling to and from School;

Before and After School

Listen to safety patrol and use crosswalk

Walk bikes and scooters on school grounds and across streets

Report unsafe behaviors to an adult

Cafeteria opens at 8:25 am

Students eat or wait quietly until 8:40.

  • Enter classrooms and side hallways no earlier than 8:40


Stay seated in your designated spot

Keep hands and feet to yourself

Leave only in an emergency

Listen and follow directions

Enter and exit quietly



Pick or taste plants only with permission

Take good care of garden tools

Respect all living things

Listen and follow directions

Emergency Drills

Exit quickly and silently

Stay in line, facing away from the school

Stay with your adult

Listen and follow directions

Teaching Expectations (1.4)

Yearly Schedule for Teaching Common Area Expectations

August 28- September 30, 2019: Explicit, direct instruction in core values, student behavior, classroom expectations, and common area expectations building wide.

January 6-January 10, 2020: Explicit, direct instruction in core values, student behavior, classroom expectations, and common area expectations building wide.

April 7-10, 2020: Explicit, direct instruction in core values, student behavior, classroom expectations, and common area expectations building wide.

As indicated by Abernethy discipline data 2019-2020

Active Supervision

Active supervision is the alert, proactive ability of the staff member to circulate within a group of students while interacting in a positive and constructive way, scanning for potential problems, diffusing them before they arise, and motivating students to do their best and monitor their own behavior.

Playground supervision locations:

Effective Supervision

Effective Supervision:

Defining Minor, Stage 1 reports, 2 and 3 Behaviors (1.5)

Behavior level calibration will be conducted by building staff in order to properly reflect the evolving needs of our community and to accommodate the diverse racial, cultural, linguistic and developmental needs of our school.


Classroom Community Building/Tier 1 Supports

Staff responsibility for all students:

-Greet students for a daily positive initial interaction

-Before transitioning remind students of expectations

-Employ positive practice to ensure success with expected behaviors by utilizing “teacher toolbox”

-Teach/ re-teach school-wide expectations for classrooms and common areas with videos

-Post school-wide values and expectations in classrooms and common areas

-Explain and practice the expectations and review them as planned throughout the year

-Teaching tools for focus and attention - this toolbox will be rolled out at the beginning of the year as a collection of what we have already learned

-Community Meetings/circles at least once a week

-Acknowledge positive student behavior with Classroom Stars, Monthly Eagle Awards

-Differentiated instruction for all students and specific supports for focal students

-Build positive relationships and remain knowledgeable about students’ lives

Stage 1 Behavior Report

Managed by teacher in classroom

**Will try at least three different interventions

(Behavior does not warrant an office visit)

Stage 2 Discipline Referral

Managed by teacher or referred to administrator

(Reporter determines if student remains in place or goes to office. An office visit must include communication about incident)

Stage 3 Discipline Referral

Immediate administrative assistance

(Reporter notifies office and student reports to office)







-Damaging Property

-Excessive Talking

-Mild Cursing

-Mild Defiance

-Not Following Directions

-Play Fighting

-Pushing or Shoving

-Running in the building

-Taking Other’s Property

-Talking Too Loudly


If the incident warrants parent contact, a Stage 1 should be written for documentation. When using typical classroom interventions, repeated Stage 1 behavior instances may result in a Stage 2 referral.

-Language, Abusive/Profane

-Class Cutting/Leaving without Permission

-Deliberate Misuse of Property

-Display of Patently Offensive Material

-Disruptive Conduct that interferes with Learning

-Dress Code Violation



-Insubordination/Willful Disobedience

-Indecent (Obscene) Gesture

-Interference with School Personnel



-Off Limits

-Physical Contact, inappropriate


-Possession of Prohibited Item

-Possession/Use of Stolen Property

-Property Damage - Minor


-Technology, Use Violation

-Theft: Minor




-Arson or attempted arson





-False fire alarm/bomb threat



-Harassment or bullying based on: disability, gender/sexual identity, race, color, national origin, other


-Indecent exposure


-Theft; major

-Threat of violence

-Tobacco, use and/or possession

-Vandalism: major


Stage 1 Behavior Report

Managed by teacher in classroom

(Behavior does not warrant an office visit)

Stage 2 Discipline Referral

Managed by teacher or referred to administrator

(Teacher determines if student remains in class or goes to office. An office visit must include communication about incident)

Stage 3 Discipline Referral

Immediate administrative assistance

(Student goes to office)


Reporter of Stage 1 referral:

-Formal verbal warnings about specific behavior prior to written documentation

-Fill out Stage 1 referral

-Make copy of form to give to classroom teacher, if necessary, and give original to office

-Report incident to classroom teacher, if reporter is not classroom teacher

Classroom Teacher responsibility:

-Communicate with involved persons, if needed

-Select/implement intervention(s) for targeted behaviors for classroom intervention/support

-Parent contact

Office Staff responsibility:

-Stage 1 entered in Synergy

Reporter of Stage 2/3 referral:

-Formal warnings about repeated, specific behavior prior to written documentation

-Fill out Stage 2 referral

-Make copy of form to give to classroom teacher, if necessary, and give original to office

-Report incident to classroom teacher, if reporter is not classroom teacher

Classroom Teacher responsibility:

-Appropriate classroom intervention

-Selecting/implement intervention(s) for targeted behaviors/staff intervention

-Parent contact/conference

Administrator responsibility:

-Consult with teacher about behavior

-Investigate/confer with student and involved persons, if requested by teacher and/or if the situation warrants further investigation

Office Staff responsibility:

-Stage 2/3 entered in Synergy

Reporter of Stage 3 referral:

-Formal verbal warnings about specific behavior prior to written documentation

-Fill out Stage 3 referral

-Make copy of form to give to classroom teacher, if necessary, and give original to office

-Report incident to classroom teacher, if reporter is not classroom teacher

Administrator responsibility:

-Consult with teacher

-Investigation/conference with student(s)

-Immediate parent contact

Office Staff responsibility:

-Stage 3 entered in Synergy


Classroom Teacher responsibility:

-Re-teach/model/practice expected behaviors

-Review the rule with the student

-Change seating

-Use of buddy class (break or refocus opportunity)

-Reminders of expectations

-Change teacher proximity

-Loss of privilege

-Positive reinforcement before/during/after

-Time out in classroom calming area

-Think sheet

-Restorative chat/apology letter/make amends

-Counselor consult

-Recess swap/practice time

-Peer modeled practice

Classroom Teacher responsibility:

-Choice of Stage 1 interventions←

-Referral to Student Intervention Team (SIT)

-Daily behavior tracking sheet/Check-in/Check-out (CICO)

-Visual schedule/cues

-Access to a calming area

-Social stories

-Turn referrals into office as soon as possible

-Need assistance immediately:  call office and turn in Stage 2 within 24 hours for effective response

*Some of the above may include consult with other staff

Administrator responsibility:

-Parent conference/contact with administrator

-Respond to immediate assistance calls as available (counselor, as well)

Potential consequences (on a case by case basis):

-Structured recess

-Loss of privilege

Classroom Teacher responsibility:

-Student Intervention Team (SIT)

-Check-in/Check-out (CICO)

-Safety plan

-Restorative/making amends process

Administrator responsibility:

-Parent conference/contact with administrator

-Respond to immediate assistance calls as available (counselor, as well)

Potential consequences:

-Determined by administrator according to Student Rights and Responsibilities Handbook

Discipline Policies (1.6)


DESCRIPTION: The Buddy Classroom Level I is an intervention designed to be used by teachers for low level, irritating behavior that creates a minor disruption in the classroom. It may rarely be used for moderately disruptive behavior, and is never appropriate as a response to behavior that is openly and actively defiant or unsafe. To be most effective, this intervention must be used early in the escalation cycle.

GOALS: Interrupt escalation of minor behavior in the classroom; Decrease minor disruption in the learning environment; Retain students in a learning environment; and reduce traffic in the office.

WHO SENDS: Any classroom, guest teacher, or paraprofessional who has been trained in its use.

WHO RECEIVES: A trained teacher who has previously been identified as the “Buddy Teacher.”

FOR WHAT: Level I behavior – Early in the escalation cycle for mildly disruptive behavior. If student requires an escort, this is not an appropriate intervention. No more than one student can be sent to a partner teacher at any given time.

FOR HOW LONG: 5-15 minutes

DATA: Send student with the problem solving worksheet. Sending teacher completes the information section in the top two lines. Receiving teacher completes information in bottom box.

RECEIVING CLASSROOM MATERIALS: Chair, & pen/pencil. Clipboard as needed.

SCRIPT: Initial  Warning given quietly and privately – “Joe, I’ve asked you to follow directions. If you choose not to follow our classroom rules you will need to leave class until you’re ready to follow the rules”.

SENDING TEACHER – “Joe, you are not following directions. You’ve broken a rule. You need to go to _____’s room. While you are there you need to fill out this problem solving sheet.

RECEIVING TEACHER – “Please have a seat.” Points to chair, ‘thank you’ classroom rule, please go to Mr./Ms. _________ room and complete the problem solving worksheet.”

* If the student complies, teacher responds with ‘thank you.’

* Do not interrupt flow of instruction.

* At a natural break; “Thank you for not interrupting my class. Please complete the worksheet and raise your hand when you have finished.”

* At a natural break; Quickly review the sheet with the student.

“So, you are ready to return to class be be S.R.R.?”

If they indicate they are ready, say, “Thank you.”

* If student escalates or is non compliant; “I’m sorry you are not choosing to make this work. Please return to your classroom.”

* If student behavior makes it inappropriate or unsafe to return to their classroom, send them to the office, and inform the student’s sending teacher.

Professional Development (1.7)

Over the course of the year, staff PD must explicitly address these five essential areas: teaching school wide expectations, acknowledging appropriate behaviors, correcting errors, requesting assistance (SIT Team), and understanding the influence of race, culture and language on student behavior.


School climate orientation:

  • Teaching school values & common area expectations schedule
  • Teaching classroom routines & expectations
  • Schoolwide and classroom acknowledgement systems
  • Correcting fluently
  • SIT flowchart
  • Influence of race, culture, and language on adult expectations and student behavior









Re-teach expectations after winter break




Re-teach expectations after spring break




Review of School Climate Plan/Staff Handbook


Classroom Procedures (1.8)

As per PAT contract, every teacher will have a classroom management plan. Classroom management plans will be due to administration the day before back to school night.  A sample plan is provided below; PD time will be provided in the first two weeks of school

The Classroom Management Plan template, covers the essential feature of effective classroom management: Structure, teaching expectations, acknowledging positive behaviors, correcting misbehaviors.

Effective Classroom Practices Plan

Feedback and Acknowledgement Systems (1.9)

Research shows that when staff “catches" students exhibiting appropriate behaviors, those behaviors will increase and misbehaviors will decrease. Specific praise is extremely important in increasing the reoccurrence of appropriate behaviors. Some schools decide to give out acknowledgement “tickets”: small slips of paper that are aligned with the school values. All staff hand out the acknowledgement tickets, along with specific praise, to students as they witness appropriate behaviors in the common areas, in classrooms, on buses, etc.

Description of our school-wide acknowledgement system:

Acknowledgement Matrix




Who Gives Them?

Immediate/ High frequency

Kids: Classroom Star Awards


Classroom & Common areas

All Staff

Redemption of immediate/ High Frequency



Long term SW Celebrations

Kids: Assemblies, Character Certificates, Specials awards


Kids: Monthly assemblies?, Weekly drawings

Adults: ???

Teachers, Cafeteria duty staff, Specialists

Continued Excellence Programs



Kids: Walking Field Trips, Intermittent free dress, end of the year field trip

Adults: ???

Students apply for program

Faculty Involvement (1.10)

Schedule for sharing disaggregated data to staff and opportunities for input on Tier I systems


Data Shared

Staff Input Topic


August 28th-September 30th


January 6th-January 10th


April 7th - April 10th


School Climate Survey


Plan for Family, Student and Community Involvement (1.11)

Schedule for family involvement activities


Topic & Group



August/ Sept.

22- Community Care Day

29 -New Student Social

22- Curriculum Night and TAG Information Night

21- Pastini Pasta-thon


PTA, K teachers




7-Tour de Ladd

19-22 Book Fair and Conferences




18-Holiday Shop/Craft Night



3-4 Holiday Shop

9- Music Program

Season of Sharing



Jenny Morgan



18- Connect to Kindergarten

Principal, K Teachers


2/29-3/4 Project Second Wind

9- Music Program

11 – Abernethy School Auction

14-15 Pastini Pasta-thon

31- Chili Cook Off

Jenny Morgan






6- Fun Run

21- Volunteer Appreciation Breakfast




5- Music Program

13- School Carnival

Walk and Bike to School





3- Field Day

6- 5th Grade Continuation



Tier I Evaluation

Evaluation of the Effects and Fidelity of the School Climate Practices

Discipline Data (1.12)

Tiered Fidelity Inventory (TFI) guides the action planning for the implementation of positive school climate.

Recent TFI scores

School Climate Survey (SCS) determines the status of specific building-wide school climate initiatives and issues (Core Values, Student Voice, Specific CR-PBIS Initiatives--ex: acknowledgement tickets)

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