Plan for Positive Behavior and

Discipline
2016-2017
Mission: Empowering all students to achieve, and
inspiring lifelong learning through high expectations,
collaboration and respect.

Information in this packet incudes:

Proactive Strategies
Clear building-wide expectations for
students
A plan for response to positive behavior
and misbehavior
Supports

Student Behavior
At Oak Ridge, we will provide a safe and nurturing learning environment for all.
Students learn best when they feel secure among their classmates and adults. It is
every staff members responsibility to be especially attentive to the direct teaching,
modeling, and consistent reinforcement of expected behavior of all students
throughout the school at any time of day. Continual re-teaching and patient,
consistent enforcement will help us to be more effective. Many staff members
collaborated to develop and review this plan.
District 196 Student Rights and Responsibilities
Classroom teachers will review the Student Rights and Responsibilities handbook
with their students by the end of the first week of school. An optional power point
will be provided, keeping in mind the need for developmentally appropriate content.

Proactive Strategies
The primary person responsible for behavioral support is the classroom teacher.
However, the support staff at Oak Ridge is also instrumental in teaching and
modeling expected behaviors. Positive behavior needs to be specifically taught and
modeled. Teachers should not assume that students come to school with an
understanding of the teachers behavioral expectations. Positive behavior is not
taught in a 15-minute session on the first day of school. Nor is a week, or even a
month of reinforcement adequate. Teaching positive behavior must be a systemwide, sustained approach to behavior management, introduced at the onset and
reinforced regularly throughout the week, month, and year. Teachers are expected
to take time to consistently and regularly model expected behavior, explain the
reasons for the expected behavior, and allow for student and teacher role-play.
Successful individual student behavior support is linked to host environments and
school climates that are effective, efficient, relevant and durable for all students to
be academically successful. Engaged students display less negative behaviors.
The science of behavior research shows that students are not born with bad
behavior. They learn better ways of behavior by being taught directly and receiving
positive feedback. Starting on the first day of school, and continuing regularly
throughout the year, teachers should teach and encourage classroom positive
expectations, including classroom routines and cues.
Expectations
Behavioral expectations and procedures must be clear. It is our job to help students
meet the expectations we have established. We will teach our students to be
cooperative, assertive, responsible, show empathy, and use self control. These
skills will be woven into the 7 Habits, and the habits will be explicitly taught by
integrating them into the Community Unit of Study. The 7 Habits are:
-Be Proactive
-Begin With the End in Mind
-Put First Things First
-Think Win-Win
-Seek First to Understand, Then to be Understood
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-Synergize
-Sharpen the Saw
Within the first two weeks of school, building-wide expectations for students will be
taught for: instructional areas, hallway, playground, cafeteria, restrooms, and bus.
These student expectations should be modeled, practiced, and reinforced in the
given location.
Instructio
nal Areas
Listen
Follow
directions
Participate

Hallways
Stay in
two lines
Stay to
the right

Playgrou
nd
Take turns
Listen to
adults

Cafeteria

Restrooms

Line up
Wait your
turn
Listen to
adults

Take turns

Bus
Take your
seat right
away
Keep feet out
of aisle
Listen to the
driver
Remember
all of your
belongings

Do your
best
Ask for help
when you
need it
Be
prepared
Complete
quality
work
Respect
property

Stay with
your
group

Be active
Think WinWin

Remember
what you
ordered

Flush
Wash hands

Go
directly to
your
destinatio
n

Line up
right away
Put
equipment
away

Clean up
Return to
class as
quickly you
can

Move in if
someone
needs a seat
Watch for
your bus
stop

Be kind
Respect
others

Greet
peers and
adults
Keep
hallways
clean
Take off
your hat
Walk
Keep
hands to
self
Voice
level 0 or
1
dependin
g on
location

Include
others
Look for
kids on the
Buddy
Bench
Share

Go through
line quickly
Put tray and
garbage
away
Leave table
spot and
floor clean
Respect
others food
choices
Say thank
you to
servers
Use good
manners
Walk
Voice level 2
or 3

Respect
privacy

Use kind
words
Greet the
bus driver

Keep feet on
floor
Keep hands
to self
Voice level 2

Stay in your
seat
Face forward
Keep hands
and feet to
self
Voice level 2
or 3

Be in
charge of
your words
and actions
Voice level
0-3, as
appropriate

Be safe
Use kind
words
Voice level
3-4, as
appropriat
e

Additional procedures are taught to all students, all the time. No assumptions are
made that students come to school knowing our exact expectations for their
behavior in any area of the school. It is our job as staff members to make students
successful by teaching and reteaching them our expected behaviors. Regular
teaching of the following procedures (but is not limited to) is expected in the first
three weeks of school, and then revisited regularly. Many of the procedures below
are an opportunity for leadership roles.

___

Voice levels

___

Quiet signal

___

Bathroom procedures

___

Hallway and transition procedures

___

Morning routines (ready for announcements at 9:25)

___

Locker/Desk Use

___

Friday folder expectations

___

Drinking fountain/drink procedures

___

Snack procedures (if applicable)

___

Pencil sharpening procedures

___

Lining up

___

Lunch procedures

___

Fire/Severe Weather procedures

___

End-of-day procedures (stack chairs, wastebaskets outside classroom)

___

Choices when work is finished early

___
Managed Independent Learning what it looks, sounds, and feels like, put
first things first
___

Separate trash from compost on lunch trays & bag lunches

___

Recycling bins in classroom

___

Take a break procedures

___

Inside recess procedures

___

Returning library books

___

Breakfast procedures

___

Understanding personal space

___

Energy savinglights out

___

How to get help in an emergency/ask for help

___

Procedure for going to the nurse

___
area

Behavior expectations for different areas of the building were taught in that

___

Buddy Bench

Expectations for Voice Levels

Voic
e
Lev
el
0

Descriptio
n

No Talking
or
Other
Noise
Whisper

Quiet Voice

Medium
Voice

Loud Voice

Locations

-Classroom, during quiet work time

-Hallways, when walking with a group or class

-Classroom, when conferencing with a partner

-Hallways, when it is necessary to speak to
others in a group
-Classroom, during group time
-Cafeteria, when talking with someone sitting
next to you
-Restrooms
-Bus, when talking with someone sitting in the
same seat as you
-Classroom, during group sharing or
presentations
-Hallway, when greeting a student or staff
member
-Bus, when talking to someone sitting near you
but not in the same seat
-Indoor recess
-Playground
-Cafeteria, when talking with others near you at
the table
Playground

Expectations for Arrival Time at 9:10 AM

In order to provide a welcoming atmosphere at Oak Ridge, the following procedures

are essential:

Classroom teachers will be in their instructional area when the bell rings
Students will be greeted by name every day
Non-classroom teachers will be assigned to areas throughout the building:
hallways, stairs, cafeteria, etc.
Teachers will teach students the following expectations for arrival:
Walking and quiet voices when entering the building
Hats or hoods removed when entering building
Respond to greetings from staff
Kindergarten students will go to their classroom at 9:00 to eat breakfast.

Expectations for Dismissal Time

Dismissal time must be safe and orderly. Everyones help is needed and
appreciated. The following is a list of expectations for students and staff:

All students will exit through the main entrance or gym doors.
Teachers will walk students down the sidewalk to each bus. Teachers should
make sure students get on the correct bus and provide a parting greeting to
each student.
All teachers will remain outside until the buses depart. Grade 3-5 teachers
will support parent pickup. Grade K-2 teachers will support buses. Each bus
should have a teacher nearby until they depart.
Dismissal times are:
o 3:40 PM - All walkers, students transported by families, and
grades 2-5 bus students.
o 3:45 PM - PreK, Kindergarten, and Grade 1 bus students
Teachers will teach students the following expectations for dismissal:
Pack up everything you need
Walk and use level 2 voices when walking in hallways and on
sidewalks
Be patient while waiting for your ride or for your bus to leave;
stand or sit quietly
Stay in line while waiting for your ride or bus
Respond to parting greetings from staff

Expectations for Classrooms Walking in Hallways

Staff are expected to follow these expectations for walking classrooms in hallways:

Arrive on time and leave on time

Avoid stopping in high traffic areas
Make sure your class is quiet and orderly before entering hallway areas
Do not leave students behind in the classroom, cafeteria, hallway, or
bathroom
Allow time for your class to practice expected behaviors for the hallway.
Provide specific instructions and feedback
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Responsive Classroom Practices

Responsive Classroom practices contribute to a learning community that is safe,
inclusive, productive, and joyful. It is a researched, and evidence-based,
approach to elementary education that is associated with greater teacher
effectiveness, higher student achievement, and improved school climate.
Oak Ridge staff are expected to implement the following Responsive Classroom
practices consistently: Morning Meeting, Positive Teacher Language, Interactive
Modeling, and Logical Consequences.
Additional Responsive Classroom practices include: Classroom Organization, Parent
Communication, Guided Discovery, and Academic Choice.
Responsive Classroom practices require effort, reflection and ongoing professional
development. During the 2016-2017 school year, we will review Responsive
Classroom practices during Sunrise Sessions. Resources and ideas will be shared to
support positive implementation and building-wide consistency.
For more information, remember to reference the books you received during
Responsive Classroom training. If you need a resource, check the staff development
library in the staff lounge, consult with your team, or consult with Karla Bisco.
Morning Meeting
Each classroom will have morning meeting from 9:25-9:45 AM. The four
components of morning meeting are:

Greeting
Sharing
Group activity
Morning message

Positive Teacher Language

Our most powerful teaching tool is language! Positive teacher language can
reinforce, remind, or redirect.
Reinforcing Language proactive, specific, descriptive, and reflective

I noticed that you

Tell me about your
Who agrees with that answer?
You must feel good about
What a smooth ____ that was.
That worked. We did it just like we practiced.
You were able to _____ and now (state result)
You were able to _____. How do you feel about that?
You were able to _____. What strategies did you use to accomplish that?

Reminding Language proactive and reactive, encourages planning and reflecting

Remind us how to
Who remembers
Think about last time what worked and what did we say we wanted to
change?
Show me how you
Tell me how you are going to
What strategies did you use to solve the problem?
Remind me what you think you say

Redirecting Language reactive, directive, names the ideal, invokes different

sources of authority

___ is for ___.

You need to
Our rules say
We agreed to
What words could you use to tell ___ you didnt like ___?
Show me a better way to do/say
Freeze! That looks dangerous. Show me a safer way.
___, your fried wants to work. Come sit over here.

Logical Consequences
Logical consequences exist to keep every child in instruction and in the community
not out. These consequences must be delivered, supported, and sustained with
positive teacher language. We want to instill confidence in every student, and
develop his or her leadership potential. To be most effective, logical consequences
are consistently partnered with: modeling, practice, positive teacher language, and
reflection. Our goal is to teach students to:

Recognize unproductive behavior and resulting consequences

Identify and avoid likely triggers that lead to unproductive behaviors
Develop and choose appropriate strategies to stay engaged, lead, and be
productive members of the community

Logical consequences include: take a break, reparation, and/or loss of privilege.

Take a break is for everyone. Each classroom should have a take a break area.
This strategy should be taught and modeled. It is only logical if it is used for small
things, and implemented consistently. Partner room take a break may also be used
to support students, but students should not be out of the room for extended
periods of time. Each teacher should establish a partner for this purpose. Take a
breaks should NOT occur in the hall.
Reparation-Making Amends includes apology of action and you break it/you fix it.
Students should be supported in making a plan to make it better, not just say Im
sorry. Reparation plans should consider fixing both broken tools/resources and hurt
feelings.

Loss of Privilege names the expectation not met and the privilege lost. The
privilege is reinstated quickly. This process conveys faith in the rule-breaker to
succeed during their next opportunity to try.
Relationships, relationships, relationships!
A fundamental question for a student is Does my teacher like me? Given a
rigorous, aligned curriculum, the answer to that simple question is our best
predictor of student achievement.
Alice Terry
Students who feel supported by their teachers (e.g., feel their teachers are involved
with them, provide support for their autonomy through leadership opportunities,
and provide structure in the form of high, clear, and fair expectations) are more
likely to be engaged in their schooling. This engagement results in better academic
performance and achievement.
Teachers and other staff members link together students, other teachers, school
administrators, families, and community members to foster the learning success
and healthy development of their students. The teacher's role in creating an
environment and building relationships conducive to learning goes beyond the
traditional academic duties to include the provision of additional support and care.
By developing nurturing, positive relationships with their students, teachers can
positively impact a student's academic achievement.

Show the student he or she matters by:

greeting by name, smiling, showing an interest by comments and

questions
finding the areas of strength for the most challenging student and
developing them into a leader in those areas. This may position them and
their behavior differently attributing to them resourcefulness, humor,
protectiveness, spirit in the face of adversity etc. This may give the student
an alternative self-concept to work towards.
giving regular positive feedback that is specific, genuine and brief
showing belief, trust and high expectations
showing that their success, safety and well-being is of concern.
Develop a sense of inclusion and belonging by:
ensuring that there are experiences which guarantee success however
small

 ensuring that there is fairness giving each their turn

encouraging students to take a leadership role and giving positive
feedback for this
using the word we and our to include not to exclude
avoiding unfavorable comparisons or put downs
avoiding self-fulfilling prophecies
doing everything possible to avoid sanctions that are about exclusion
welcoming students back if they have been absent
speaking about the student positively to others
What the research says about relationships:
Teachers and staff who take the time develop positive relationships with their
students will see improvement in their students academically, behaviorally, and
emotionally. Students who have positive relationships with their teachers and other
staff tend to put forth more effort in class and as a result improve their academic
achievement. Teachers also see improvement in their students behavior when they
take the time to develop positive relationships with their students.
Positive relationships between students and teachers/staff members have positive
academic affects. According to Pianta, close relationships with teachers lead to
higher levels of student engagement and achievement. (Pianta,1999) In an article
entitled Relationships Matter, Deborah Stipek reports that adolescents work
harder for teachers who treat them as individuals and express interest in their
personal lives outside school. (Stipek, 2006) By building positive relationships with
students, educators can provide the motivation, initiative, and engagement, which
are essential for success. (Pianta, Stuhlman, & Hamre, 2002)
When teachers have positive relationships with their students, it affects the
students behavior in relation to school. Students who perceive their teachers as
highly supportive have better attendance and avoid problem behavior. (Rosenfeld,
Richman, & Bowen, 2000) Positive student-teacher relationships involving students
with high-incidence disabilities have a positive effect on conduct problems,
delinquency, anxiety, and depression. (Murray, C. & Greenberg M. T., 2006) Positive
relationships between children and mentors were related to reduced levels of
teacher-reported externalizing behavior. (Pianta, Stuhlman, & Hamre, 2002)

Plan for Response to Positive Behavior

Oak Ridge staff believes that every child is able to demonstrate leadership and
positively contribute to the classroom community. Leadership qualities and positive
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behavior from students should be noticed and named by staff. Additionally, a

Leadership Referral (see attached) should go home with one student per class each
week. The referral should be sent for something specific the student did. It
is okay to send home more than one a week. Teachers will look for leadership
qualities and positive behavior in ALL students. When the office receives the
Leadership Referral, an administrator will conference with the student to notice and
name their positive behavior and contact the students family.

Plan for Response to Misbehavior

There are times when behavior problems occur and need to be dealt with in order
for the environment to be maintained. When students exhibit behaviors that do not
follow the established expectations, we must first and foremost use it as a teaching
opportunity to reteach and model the expected behavior. Ensuring students learn
the behaviors expected of them at Oak Ridge will require a paradigm shift in how
we respond to misbehavior.
All behaviors occur within an environmental context and environmental factors
contribute to behaviors (positively and negatively). It is difficult to change
behaviors if we do not understand what triggers them. Also, all behaviors (even
misbehaviors) serve a purpose (function). People continue to use certain behaviors
because they work (the student gets what he/she needs). It is difficult to change
a behavior if we dont understand why the behavior is happening. Therefore, all
staff will need to work together so that we establish a positive school climate where
all students can be successful and everyone feels respected and valued.
Levels of Severity
Please see the document in this packet entitled Oak Ridge Elementary Response to
Misbehavior. You will notice that behaviors are categorized as minor and major.
Minor behaviors failure to demonstrate an expectation or social skill. Behaviors
are managed on the spot by the witnessing staff member. Interventions are
implemented to address/correct the offense. Phone calls to parents are made by
licensed staff only.
Follow up for minor behaviors will include:

Reminding and redirecting teacher language

Logical consequences
Parent phone calls, as appropriate
Behavior report for patterns of behavior (a phone call home is required when
sending home a behavior report)
Other interventions as needed

Staff available to assist with intervention ideas includes:

Cindy Magnuson, Principal

Donnie Backner, Assistant Administrator
Karla Bisco, Magnet Coordinator

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Beth Anderson, Tier 3 Lead Teacher

Alisha Kaul, School Social Worker
Katie McPherson, Behavior Tools Trainer
Kris Bailey, School Psychologist
Cultural Family Advocates

A copy of each behavior report should be turned in to Donnie Backners mailbox.

Behavior reports should be sent home when a pattern of the same behavior is
observed. A pattern is considered seeing the behavior three or more times while
providing an intervention for the behavior. Examples of interventions are reminding
and redirecting language, take a break, reparations, loss of privilege, Tier 3
interventions, phone call home, and/or other interventions. Specific behaviors, and
interventions, must be documented on the behavior report.
Major behaviors violation of the district student rights and responsibilities, which
requires the immediate attention of administrative staff. An administrator may
document major behaviors on a district referral form.
Staff will receive a small manila envelope to be used for sending all notes to the
office, a yellow card, and a red card. To receive immediate support, place the red
card in the envelope, and casually send it with a student to the office like you would
with any other note. No phone call needs to be made. Instead, the teachers focus
should be on the student in need. Diverting attention to make a phone call could
cause behaviors to escalate. We also want to maintain the dignity of the student by
not processing the situation over the phone. An administrator, or someone
designated to respond by an administrator, will come right away. To receive support
that doesnt need to be immediate, put the yellow card in the envelope, and send it
with a student to the office. Follow up will include:

Student conference
Appropriate consequences, with referral to the District 196 Rights and
Responsibilities Handbook as needed
Communication with parents
Communication with referring staff to develop a plan of support for the
student

Please note, students identified as having a disability through special education

may not fit under the major infraction guidelines. Children with disabilities whose
behavior blocks learning will be addressed through their IEP and Positive Behavior
Support Plan. When behaviors are not related to the disability, the student may be
subject to the regular discipline code of consequence, provided that the child
continues to receive a Free and Appropriate Education (FAPE). Collaboration
between appropriate special education staff and administrative staff will occur if
needed in making this determination.
Bullying
District 196 has a policy and procedure for bullying. Please see the administrative
team and/or the district website for the definition on bullying and the procedures

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that will be followed. If you get a report of bullying from a student, parent,
community member, and/or staff member, you are required to report it to a member
of the administrative team, who will then follow the district procedure.

Support
When the normal procedures and re-teaching opportunities do not seem to be
effective for a student there are several avenues for support. Depending on the
type of behavior observed, support may be found in one or more of the following
services.

Grade Level PLCs

Sunrise Sessions
Literacy Coaching
STEM Coaching
Special Education staff members
School Social Worker
Cultural Family Advocate Services
Family Adolescent and Childrens Therapy Services (FACTS)
Student Success Team (SST)
Administrative Services, including the Principal and Assistant Administrator

After the first couple weeks of school, staff will be surveyed to see if there are
students that are showing a need for more support learning the routines and
procedures. Based on this survey, some supports, such as All Hands on Deck, will
be adjusted to support students showing need.
The school social worker and cultural family advocate are viewed as the link
between home, school and community. School social workers and cultural family
advocates are part of the educational team. They work with the teachers,
administrators, psychologists, school nurses, other student services staff, and
parents to integrate information from all of these sources with the students overall
social, emotional and behavioral functioning at school.
School social workers and cultural family advocates help students with:

School problems
Family problems
Community problems

School social workers and cultural family advocates:

Help students academically, socially, and personally

Act as a liaison between home and school
Make referrals to community agencies
Help in a crisis
Provide prevention programs

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The school social worker serves students identified with emotional/social/behavioral

concerns. Most often those students are seen in small group settings, however, the
school social worker is also able to serve students individually. School social workers
and cultural family advocates seek to assist children AND THEIR FAMILIES in
addressing a range of issues that may arise. Overall, the school social workers and
cultural family advocates goal is to assist in removing barriers to achievement. The
social worker may be involved with a student who is on an IEP or experiencing
behavioral concerns and will work in coordination with the other service providers.
In addition, she may assist students and families who are not having behavioral
difficulties but are in need of support to be more successful in the school
environment.
Administrative team member services are intended to be a reinforcement of
expected behavior and should be accessed when the behavior is office-managed.
The support should be considered and used for both rewards as well as
consequences. The admin team is responsible for this support.
Special education case managers should be the main person involved in problem
solving when an issue is occurring with a special education student.
Any incidents that violate district discipline policy must be reported to the admin
team immediately.
Student Success Team
The goals of the Student Success Team are to:
Proactively address academic and behavior needs in a way that supports
teachers and changes trajectories for students.
Coordinate support services to meet the academic and behavior needs of
students
Continuously monitor progress, so no child slips through the cracks
Investigate data and provide clear, quality, measurable interventions for the
teacher to implement.
How to access the Student Success Team
Teachers who have an academic or behavior concern for a student should fill out a
Student Success Team Referral, found in the office. When the referral is complete,
place it in Donnie Backners mailbox. Within 24 hours, the teacher must contact the
family to explain the concern, let them know youll be meeting with the team, and
they are invited to attend. Then a Partner in Intervention from the Student Success
Team will meet with you to schedule your time with the team.
Student Success Team meetings will be held weekly. At your scheduled meeting,
you must bring the following:
Grade level team and interventionists who support the student
Any pertinent data related to the area(s) of concern
Automatic Activation
There are also ways for the Student Success Team process to be activated
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automatically for students and teachers to ensure no student slips through the
cracks:
A student has been in the red on the BAS or OS for 2 consecutive benchmarks
and is not closing the gap.
A student was not proficient on the MCA (Math or Reading) AND showed low
growth.
A student has 2 behavior reports for the same pattern of behavior.
A teacher has made two requests for office support for the same student.
When the process it activated automatically, a Student Success Team member will
direct the teacher to get the referral from the office and fill it out for the specified
area of concern. Then the process will continue as normal.
Process
The Student Success Team will meet with the teacher and grade level team,
investigate the data, and develop an intervention plan with baseline data and a
target goal. The teachers Partner in Intervention will check in with the teacher
after three weeks to monitor progress and adjust intervention if needed. The whole
Student Success Team and grade level team will reconvene after six weeks to
review the data from the intervention and plan forward. This six-week cycle will
repeat two more times if we have not found a successful intervention. At the
conclusion of the third cycle, a comprehensive evaluation may be recommended to
gather more data.
Please see the flowchart at the end of the document for all the specific
steps involved.
Crisis Team
If there is a crisis with a student where there is a physical threat (the student
presents a danger to him/herself or others), the Crisis Team may be used. Crisis
Team members include the principal, assistant administrator, psychologist, social
worker, nurse, and/or a member of the special education team depending on the
situation.
If a crisis occurs, the staff member should contact the office immediately specifying
the area where the team is needed. Crisis Team members will proceed as quickly as
possible to the area. The staff member who requested the team will be considered
the team leader. Team members will look to him/her for direction concerning the
handling of the situation. If the requesting staff member chooses, he/she may ask
for one of the Crisis Team members to take the lead position.
The objective of the Crisis Team will be to remove the student or the audience so
the crisis can de-escalate. In a crisis situation, the principal, assistant
administrator, or a trained staff member is sometimes called to use a physical
restraint as part of Crisis Prevention Intervention (CPI), to prevent a situation from
becoming dangerous. This technique will only be used if a situation results in a
student putting him/herself or others in danger of injury. Only staff members who
have been trained in CPI, and are current in their training, are allowed to physically
restrain a student.
15

In the case of a student who takes off from the school property:
If possible, stop the student and seek help as needed from members of the Crisis
Team.
If it is not possible to stop the student without harming the student or yourself,
allow the student to go.
If you are alone:

Note the direction the student is heading.

Notify the office IMMEDIATELY. Then, Crisis Team members will become
available.
If, after three minutes from the time the student went missing, the
child has still not been found, the office staff should contact the police.
After 10 minutes, if the student has not yet been found, the parent
should be called and notified.
The most important thing to remember in an emergency
situation is to remain calm. Teachers should continue to teach while
the Crisis Team searches for the missing child.

If you are with another adult, you may wish to have one of the adults follow the
student. This option needs cautious judgment (most kids will head home). Have
the second adult complete the steps outlined above, while the other adult follows
the student.

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