Abernethy School Climate Handbook
Abernethy |
Abernethy’s Core Values Be Safe Be Responsible Be Respectful |
2018-2019 |
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
CR-PBIS-----------------------------------------------------------------------------------------3-4
Restorative Practices---------------------------------------------------------------------------4
Equity/CARE-------------------------------------------------------------------------------------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
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:
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, 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
Team Member | Name | Primary Meeting Role (Facilitator, Data Analyst, Minute Taker) | Backup Meeting Role (Facilitator, Data Analyst, Minute Taker) |
Coordinator | Jenny Morgan | Facilitator | |
Administrator | Heather Hull | ||
Family Member | |||
Behavioral Expertise | Jenny Morgan | ||
Coaching Expertise | Drew Laurence | ||
Knowledge of Academic/Behavioral Patterns | Jess Hutchinson Shawna Butler | Minute Taker | |
Knowledge of School Operations/Programs | Debi Adamski Caryn Anderson | Data Analyst | |
Student (for HS) | NA |
Month | Date/Time | Room | Topic/Assessment |
August | |||
September | Tiered Fidelity Inventory (TFI) Assessment & Action Plan Last year’s Discipline Data Review | ||
October | Monthly Discipline Data Review | ||
November | Monthly Discipline Data Review | ||
December | Monthly Discipline Data Review | ||
January | Tiered Fidelity Inventory (TFI) Assessment & Action Plan | ||
February | Monthly Discipline Data Review | ||
March | Monthly Discipline Data Review | ||
April | Monthly Discipline Data Review | ||
May | Tiered Fidelity Inventory (TFI) Assessment & Action Plan | ||
June | 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.
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.
Abernethy School Agreements and Behavioral Expectations
Area | Be Safe | Be Responsible | Be Respectful |
Cafeteria | Walk 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 |
Hallways | 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 |
Bathrooms | Wash Leave | Take care of business Flush | Clean up after yourself |
Classrooms and Learning Spaces | Walk | Do your best work | Voice level 1-2 Allow others to work and learn Listen and follow directions |
Playground | 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 |
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 |
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Assemblies | 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 |
Garden | Walk Pick or taste plants only with permission | Take good care of garden tools | Respect all living things Listen and follow directions |
Drills | Exit quickly and silently Stay in line, facing away from the school | Stay with your adult | Listen and follow directions |
August 29- September 30, 2016: Explicit, direct instruction in core values, student behavior, classroom expectations, and common area expectations building wide. |
January 3-January 6, 2017: Explicit, direct instruction in core values, student behavior, classroom expectations, and common area expectations building wide. |
April 3-6, 2017: Explicit, direct instruction in core values, student behavior, classroom expectations, and common area expectations building wide. |
As indicated by Abernethy discipline data 2015-2016 |
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:
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.
PREVENTION | 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, Eagle Ticket -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) | ||
BEHA V I OR | -Bothering/pestering -Cheating -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 -Teasing/Put-downs 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 -Forgery -Gambling -Insubordination/Willful Disobedience -Indecent (Obscene) Gesture -Interference with School Personnel -Intimidation -Loitering -Off Limits -Physical Contact, inappropriate -Plagiarism/Cheating -Possession of Prohibited Item -Possession/Use of Stolen Property -Property Damage - Minor -Tardiness -Technology, Use Violation -Theft: Minor -Trespassing -Truancy | -Alcohol/drug -Arson or attempted arson -Assault/menacing -Battery -Burglary -Extortion -False fire alarm/bomb threat -Fighting -Firecrackers/explosives -Harassment or bullying based on: disability, gender/sexual identity, race, color, national origin, other -Hazing -Indecent exposure -Robbery -Theft; major -Threat of violence -Tobacco, use and/or possession -Vandalism: major -Weapons |
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) | |
RESPONSE | 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 |
I | 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 |
BUDDY CLASSROOM LEVEL I: PROTOCOL
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.
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.
August | School climate orientation:
| |
September | EBBL | |
October | EBBL | |
November | EBBL | |
December | ||
January | Re-teach expectations after winter break | |
February | EBBL | |
March | Re-teach expectations after spring break | |
April | EBBL | |
May | Review of School Climate Plan/Staff Handbook | |
June |
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
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:
Type | What | When/Where | Who Gives Them? |
Immediate/ High frequency | Kids: Classroom Star Awards Adults: | Classroom & Common areas | All Staff |
Redemption of immediate/ High Frequency | Kids: Adults: | ||
Long term SW Celebrations | Kids: Assemblies, Character Certificates, Specials awards Adults: | Kids: Monthly assemblies?, Weekly drawings Adults: ??? | Teachers, Cafeteria duty staff, Specialists |
Continued Excellence Programs | Kids: Adults: | Kids: Walking Field Trips, Intermittent free dress, end of the year field trip Adults: ??? | Students apply for program |
Date | Data Shared | Staff Input Topic |
September | August 29th-September 30th | |
January | January 4th-January 8th | |
April | March 28th-April 1st | |
June | School Climate Survey |
Date | Topic & Group | Activities | Organizer |
August/ Sept. | 22- Community Care Day 29 -New Student Social 22- Curriculum Night and TAG Information Night 21- Pastini Pasta-thon | PPS and PTA Heather Hull PTA | |
October | 7-Tour de Ladd 19-22 Book Fair and Conferences | PTA | |
November | 18-Holiday Shop/Craft Night | ||
December | 3-4 Holiday Shop 9- Music Program Season of Sharing | Jenny Morgan | |
January | |||
February | 18- Connect to Kindergarten | Heather Hull | |
March | 2/29-3/4 Project Second Wind 9- Music Program 11 – Abernethy School Auction 14-15 Pastini Pasta-thon 31- Chili Cook Off | ||
April | 6- Fun Run 21- Volunteer Appreciation Breakfast | PE | |
May | 5- Music Program 13- School Carnival Walk and Bike to School | PTA | |
June | 3- Field Day 6- 5th Grade Continuation |
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)
Portland Public Schools 6/4/18