Positive

Behavior
Intervention and Support
Manual
PBIS

Incarnation Catholic School 2016 – 2017
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Table of Contents
PBIS BACKGROUND .......................................................................................................... 3
What is PBIS? ....................................................................................................................... 4
How does PBIS work? .......................................................................................................... 4
Who does PBIS effect? ......................................................................................................... 5
Area Expectations ................................................................................................................ 6
MANAGING STUDENT BEHAVIORS ........................................................................................ 7
Managing Student Behavior ................................................................................................ 8
Behavior Scenarios .............................................................................................................. 9
Minor Misbehaviors - Teacher Managed ............................................................................ 10
Major Misbehaviors - Administratively Managed ............................................................. 11
STUDENT BEHAVIOR OUTCOMES ....................................................................................... 12
Student Behaviors Outcomes ............................................................................................. 13
Positive Response: ............................................................................................................. 13
Warning ............................................................................................................................ 13
Strike ................................................................................................................................. 14
Referral ............................................................................................................................. 16
Teacher Intervention .......................................................................................................... 19
DISCIPLINE POLICY .......................................................................................................... 20
Formative Teaching Rationale ............................................................................................ 21
Middle School 3rd – 8th Grade Discipline System ................................................................. 22
* Strikes reset quarterly, however, students continue to move through the steps during the
course of the year. (i.e. a student will not complete step 1 twice, they will move on to step
2 if they receive six strikes in any other quarter.) ............................................................... 22
Elementary School (1st - 2nd) Discipline System .................................................................. 23
Pre-K and Kindergarten Discipline System .......................................................................... 24
Referrals ............................................................................................................................ 25
Outcomes of Referrals ....................................................................................................... 29
Policy for Suspension ......................................................................................................... 29
CONDUCT GRADES ......................................................................................................... 30
Conduct Grades ................................................................................................................. 31
MEETING BEHAVIOR EXPECTATIONS ................................................................................... 32
Individual Rewards - Red Tickets ........................................................................................ 33
Class Rewards – Shamrocks ............................................................................................... 33
Behavioral Excellence Rewards .......................................................................................... 35

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PBIS BACKGROUND
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What is PBIS?

PBIS is a school wide research-based framework for teaching and supporting positive
behaviors for ALL students. This approach to behavior is based upon creating congruent and
consistent behaviors across all settings in a way that promotes socially appropriate behaviors
and supports students’ achievement of academic and social success. PBIS promotes the
application of socially appropriate behaviors through teaching, modeling, practicing,
intervening, and positively rewarding students for appropriate behaviors. Implementing this
behavioral approach has the ability to ultimately decrease behavioral issues and increase
classroom instructional time.

How does PBIS work?

PBIS focuses on teaching, modeling, and practicing the school wide expectations for all
students. Regardless of the student’s age or grade, all students are expected to follow the same
expectations throughout all areas of the school. The rules and expectations of each school wide
area are posted as a visual reminder for all students. When a student meets the school wide
expectations they may be recognized with a red ticket. However, if a student would violate an
expectation, the teacher will used planned consequences to help to the student get back on
track.
• All students follow the same set of rules and expectations throughout all areas in the school.
• These rules and expectations are displayed as a matrix, which is posted in every hallway and
classroom.
• When students follow the rules and expectations, they are recognized.
• When students do not follow the rules, there are planned responses to help them get back on
track.

Who does PBIS effect?

PBIS is a school wide system that has an impact on all students within the school.
Students are expected to meet the school wide area expectations that are visually posted and
explicitly taught, modeled, and practiced. Although PBIS will impact all students within the
school, not all students will be positively affected by PBIS. Some students may need more
support than others in order for them to meet the school wide expectations.
The triangle below is a visual representation of the students that PBIS will have an effect
on and in which ways they will be affected by the system. The green area of the triangle
represents 80% of the students within the school. Within the school, 80% of the students will
be able to meet the school wide expectations though visual and verbal reminders of the school
expectations as well as rehearsal of the expectations. This group of students requires little
additional support.
The yellow portion of the triangle represents 15% of the students within a school.
Students that fall into this 15% will struggle to independently meet the school wide
expectations on their own. In order to help them meet the school wide expectations, frequent
additional support will be provided to them.
Finally, the top, red section of the triangle represents 5% of the students within the
school. Within the school 5% of the students will require consistent and constant support and
attention in order to follow the school wide-expectations.
The goal within the PBIS system is to provide the intervention and support to the
students in the red and yellow portion of the triangle.





5%
Representation of the percentage of students

15%
that will meet the different tiers of
intervention.
• Green: 80% of student will meet
school wide expectation
• Yellow: 15% of student will need
additional support

• Red: 5% of students will need

80%
constant support





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Area Expectations

PBIS helps students to meet school wide expectations through both visual and verbal
reminders of the expectations as well as though modeling and practicing of the behaviors that
are expected. Expectations have been developed for every area in the school based upon the
actions that a student will need to exhibit in order to be as successful as they can possibly be.
All behavior expectations fall into one of three categories. The three categories are
Movement, Voice, and Positive Attitude. The behavior expectations that the students are
required to meet will be posted on a banner in each area of the school as a visual reminder.
Additionally, the expectations for a particular area will be reviewed with students prior to
beginning an activity at a new location.

Expectations have been developed for the following areas:

• Classroom
• Hallways
• Restrooms
• Morning Care
• Assemblies
• Church
• Lunch
• Recess
• Car line

The following chart is an example of Classroom exceptions:

MANAGING STUDENT
BEHAVIORS
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Managing Student Behavior

At any point throughout the school day, there are many different types of behaviors
that a student can exhibit. In order to maximize our time-on-task and handle any given behavior
within the school, our approach to student behaviors needs to be consistent and direct. The
ways in which we can be consistent and direct when handling any behavioral situation include:
• knowing our consistent behavior expectations
• using common language,
• dealing with the behavior promptly,
• feeling comfortable and confident regarding the implementation procedures

Feeling comfortable and confident in our ability to handle any behavioral situation
stems from our awareness of the behaviors we will encounter and our understanding of the
procedural approaches we will take in order to eliminate the undesired behavior. The best way
to feel comfortable and confident is to clearly define the all the behaviors that can occur and
associate consequences with those behaviors. By clearly defining this, we will be empowered to
handle any behavioral situation that may arise.




















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Behavior Scenarios

There are two ways students can behave at school. Students can either meet the
expectation, or not. When they don’t, we further classify this lack of exemplary behavior. The
two classifications are Minor Misbehaviors and Major Misbehaviors.
Each level of behavior (Minor and Major) outlines specific behaviors, designates a
person responsible for handling the behavior, and indicates the procedures that will be
followed in order to handle the current misbehavior.
The primary differences between Minor Misbehaviors and Major Misbehaviors is the
person responsible for handling the behavior and the procedures they will follow when doing
so. All Minor Misbehaviors are teacher-managed. Persistent Minor Misbehaviors that occur will
result in the student receiving a “strike” and the “strike” being documented within Rediker by
3:30 p.m. that day. A notification will be sent to the administrator, who will then push the strike
out to the student and their parent(s) and/or guardian(s).
Major Misbehaviors drastically differ from Minor Misbehaviors in numerous ways.
Major Misbehaviors are not teacher managed; rather they are managed by administration.
When a Major Misbehavior occurs, the teacher will immediately refer (with an ICS Referral
Form) the students involved to the office so that the issue can be immediately addressed. After
handing the issues and determining the outcome of the situation, the administration will be
responsible for documenting the incident within Rediker.
More specific information about Minor and Major Misbehaviors is below.

Similarities and Differences between Misbehaviors
Minor Major
Teacher Managed Administered Managed
During both instruction and transition time Can occur at anytime

Gets a Strike Gets a consequence as determined by

administrator
Teacher documents in DCS Administer documents in DCS
Sent to office after 3 strikes Sent to office immediately











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Minor Misbehaviors - Teacher Managed

A Minor behavior is any unwanted or disrespectful behavior that may be physical, verbal, or
defiant in nature and exhibited toward a teacher or student within any area of the school. Any
Minor behavior will result in teacher providing the student with a strike for the behavior they
exhibited.
The following chart outlines the school wide Minor behaviors.
Disruption
Talking while the teacher is talking Talking in the hallways
Calling Out Talking during prayer
Making distracting noises in the classroom Making distracting noise outside of the
Whistling, humming, singing, animal noises, clicking classroom
your tongue, tapping/playing with object (water bottle, Talking loudly in the hallway and restroom
pencil), snapping fingers
Making distracting body movement/gestures Chewing gum/Candy
Falling out of seat, making faces, hand gestures
Getting out of seat
Out of seat without permission, gets up to avoid work,
gets up to talk to a friend or get an object
Disrespect
Not following teacher directions Inappropriate language/profanity/tone of
Refusing to do work, comply with a given action, having voice
head down on desk, not praying
Leaving your area a mess Teasing/Name Calling/Making fun of a student
Not cleaning up the lunch table, not putting recess Refusal to work to respond to another student whether
equipment away, throwing trash on the ground verbal or non-verbal
Misusing Items
Throwing items such as paper, writing utensils, etc.,
writing on desk, carrying items inappropriately using
electronics without permission
Safety/Physical Contact
Touching others without permission Pushing/Hitting
Taking other belongings without permission Tripping/Kicking
Aggressive play Running in the hallway
Mock fighting, banging toys against each other, etc.
Aggressive physical play

Inappropriate contact during a physical activity
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Major Misbehaviors - Administratively Managed

A Major behavior is any behavior that is more severe in nature and that is physically,
verbally, or emotionally harmful toward a student or teacher. All Major behaviors are
administratively handled. When a Major behavior occurs, the teacher will immediately send the
students involved to the office so that the issue can be promptly dealt with. After handing the
issues and determining the outcome of the situation, the administration will document the
incident within Rediker.

The following charts outline the school wide Major behaviors.

Major- send to office with a referral form.

Ο Cheating and/or forgery
Ο Lying/withholding information in regards to self and others
Ο Persistent violation of classroom expectations.
Ο Disrespect during mass (persistent talking, making fun of mass, touching/distracting
others- specifically during consecration)
Ο Profane/disrespectful messages (verbal or gestured) including threats, intimidation and/or
defamation of character. Can be written, spoken or electronic.
Ο Inappropriate physical, verbal, and /or sexual harassment
Pulling down another’s pants, hitting another in their private areas and/or buttocks
Ο Stealing of property
Ο Bullying-verbal, physical, indirect, and/or cyber-bullying
Ο Leaving school grounds, area of supervision during school activities, or failure to attend
assigned class.

Major- call administrator to the scene.

Defacing of school/parish property or destruction/theft of school’s/faculty’s/student’s property
(monetary replacement will be required)
Stealing of property and/or identity
Physical Fighting-actions involving serious physical contact where injury occurs
Hitting, punching, scratching, hair pulling, etc.
Throwing large harmful objects such as books, backpacks, chairs, etc.
Flagrant or hostile challenge of the authority of a school staff member or any other adult in
authority
Possession of drugs and/ or alcohol
Possession of pornographic materials or accessing inappropriate internet sites



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STUDENT BEHAVIOR
OUTCOMES
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Student Behaviors Outcomes

There are 4 types of behavior outcomes that a student can receive at any time
throughout the school day. The 4 types of behavior outcomes are a positive response, a
warning, a strike, or a Referral. Each type of behavior outcome is associated with a specific
behavior level (Minor or Major) and will indicate the procedure for documenting the behavior.

Positive Response:

In staying true to the PBIS philosophy, teachers will first recognize and commend
students who are meeting expectations. This will ensure that those students receive attention
and recognition, and it will also reinforce those positive choices that we would like all students
to consistently make. Some examples of positive responses are, but are not limited to:

• Positive calling and publicly administering a red ticket

• Compliment
• Positive note home
• Treat from a jar or treasure box
• Opportunity to use “big joe”, teacher chair or other comfy chair
• Special job or privilege
• Extra recess, free time
• Dress Down Days

Warning
A warning is a verbal statement or gesture that reminds a student of the behavior
expectation. A warning will typically occur prior to a student receiving a strike for not meeting
the behavior expectation. It will act as a reminder to the student of the rule they violated and
notify them of the behavior change that they need to make. A warning that is given by a
teacher can occur in many forms. The ways a teacher could provide a student with a warning
regarding their behavior include but are not limited to:

Nonverbal:
• The teacher making eye contact with a student not meeting the
expectations
• The teacher standing behind or beside a student not meeting the class
expectations (using proximity)
• The teacher tapping a student’s desk as a reminder to meet the
expectations




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Verbal:
• The teacher having a conversation with a student during independent
work about the expectations
• The teacher asking the class what expectations are
• The teacher restating the class expectations

If the warning prevents the behavior from re-occurring then it was effective. However,
in the case that the warning does not work and the same behavior is repeated, the student can
receive a strike for the Minor Misbehavior. After a student is given a strike for a Minor
Misbehavior violation, the teacher will document the strike in Rediker.

Example 1

• Student Behavior
o Shawn is tapping his water bottle on the desk, which is making a distracting
noise.
• Teach Response
o Teacher walks over to Shawn's desk, taps his desk and points to the lockers
letting Shawn know that he needs to put his empty water bottle away because it
is distracting to the learning environment.

Strike

A strike is the result for not meeting the behavior expectations for the current area. It is
used to direct or redirect a student to an appropriate behavior expectation. A strike does not
necessarily mean that student is in “trouble” with the teacher. Rather, a strike is a simple way
of letting a student know a mistake was made. The next time they need to work on meeting
the expectations with which they previously struggled. With the understanding that we all
make mistakes, students will receive strikes. The hope is that the strike will act as a reminder
for the expectations they need to focus on meeting next time.
As mentioned above, a strike will be given to a student for a Minor behavior. All strikes
will be documented in Rediker and will be pushed out to the parents(s) and/or guardian(s).

Example 1
• Student Behavior
o Suzie shouts out in class after Ms. Teacher asks the class a question. Ms.
Teacher has already warned Suzie about calling out in class.
• Teacher Response
o Teacher addresses the class, saying, “I am looking for a quiet hand to call on.”
Then, Teacher approaches Suzie and quietly says “Suzie that is a strike for
continuing to call out. Our classroom expectation is to raise your hand if you
have a question or would like to answer a question.”
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Example 2
• Student Behavior
o Becky pushes Hannah to the side so that she could be the line leader.
• Teacher Response
o Teacher says, “Becky, pushing another student is a very unsafe decision because
the other student can get hurt. It is also not nice to push someone so we can try
and get something first. You have received a strike for pushing Hannah out of the
way.”
• Teacher Intervention
o Becky, please apologize to Hannah and walk to the end of the line.
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Referral

A referral is the behavior outcome that is connected to a Major Misbehavior. If a major

misbehavior occurs, the student will be referred to the office. After informing the student of
the referral, the student will be immediately sent to the office with a completed referral form
to meet with an administrator in order to determine the outcome of their behavior. The
administrator will be responsible for documenting the referral in Rediker. It is important to
understand and to let the student know that a referral does not equal a specific number of
strikes or correlate to specific consequences. All outcomes of a referral will be appropriately
determined by an administration in a timely fashion.

Example 1

• Student Behavior
o Andrea finds writing on the bathroom walls and reports it to her classroom
teacher.
• Teacher Response
o Andrea, thank you for letting me know about the writing on the restroom walls.
Please go down to the office right now and tell an administrator about the
situation. I will let them know you are coming.
• Response Rationale
o The teacher will tell them to go to the office immediately so that the restroom
can be closed and the writing can be taken off the wall as soon as possible.
• Administration Response
o An administrator will close the restroom and get the writing cleaned. The
administration will also proceed to collect the necessary information regarding
the writing on the wall. Consequences of for the student(s) will be determined in
a timely manner and the necessary teachers will be informed as it pertains to
them.
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Preventative
Responses
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Teacher Intervention

Another important aspect of PBIS is to form students into disciples of Christ. This
requires teachers to take preventative measures to respond to student needs. A preventative
response is any action that is performed by the teacher in an attempt to catch the behavior
before it occurs or get the misbehavior to stop reoccurring. The decision as to which
intervention to implement will be determined by the teacher handling the misbehavior.
If a student would be issued a 3rd strike within a class period, the teacher will
immediately send the student to the office with a referral form to meet with an administrator.
The administer will collaborate with the student and teacher (if possible) to determine a target
behavior goal for the student. The behavior goal determined for the student will be part of the
intervention process.

The following chart outlines possible teacher interventions:

Teacher Interventions
Positive Response “I am looking for…” today Think about it sheet
Re-teach expectation to class Make eye contact w/ student Student writes note home
Student models expectation
Proximity control
Set up appointment w/ student
Talk w/ student during desk work
Change student seat
Teacher writes note home
Re-teach expectation to student
Written or verbal apology Teacher send email home
Create a short-term goal for student
Parent/teacher conference Teacher calls home
Extra time for assignment
Give Choice (this then that) Peer Assistance
Modify assignment length
Modify assignment difficulty Time-Out
Loss of lunch seat choice

Loss of entire recess Student calls home

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DISCIPLINE POLICY
Formative Teaching
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Formative Teaching Rationale

As previously stated, the intention of our discipline policy with the PBIS is to create
disciples of Christ through positives behavior changes within individuals throughout our school
community.
Our discipline policy includes the following:
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Middle School 3rd – 8th Grade Discipline System

Leveled Discipline System

• Step 1
o 6 strikes within Quarter/9 weeks OR Referral
§ 2 Week Virtues Training
§ Phone Call Home

• Step 2*
o 9 strikes within Quarter/9 weeks OR 2 Referrals
§ 2 Week Virtues Training and/or
§ Parent Conference

• Step 3*
o 12 strikes within Quarter/9 weeks
§ 1 day in school suspension
§ Parent Conference
§ Behavior Contract with ICS Administration
• Terms of contract will be developed at the time of
implementation
• Contracts will be based upon the individual student
• Step 4*
o Follow up Parent Conference with ICS Administration regarding Student Behavior
Contract

* Strikes reset quarterly, however, students continue to move through the steps
during the course of the year. (i.e. a student will not complete step 1 twice, they will
move on to step 2 if they receive six strikes in any other quarter.)
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Elementary School (1st - 2nd) Discipline System

Leveled Discipline System

• Step 1
o 2 Referrals within Quarter
§ Silent lunch for 2 days
§ Phone call home
• Step 2
o 4 Referrals within Quarter
§ Silent lunch for 2 days
§ Parent, Teacher, Administrator Conference
§ 1 day Virtues Training during recess
• Step 3
o 6 Referrals within Quarter
§ Silent lunch for one week
§ Parent, Teacher, Administrator Conference
§ 2 days Virtues Training
§ Behavior Contract with ICS Administration
• Terms of contract will be developed at the time of
implementation
• Contracts will be based upon the individual student
• Step 4
o Follow up Parent Conference with ICS Administration regarding Behavior
Contract


















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Pre-K and Kindergarten Discipline System

Leveled Discipline System

• These students will participate in the positive and preventative aspects of PBIS, and
misbehaviors will be handled in an age appropriate manner, on an individual basis.
o When the misbehavior becomes major, administration will intervene. The
Teacher will write an incident report and this will be filed in case of the need for
a Student Behavior Plan.

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Referrals

A referral is a behavior violation reserved for major misbehaviors. The school

administration will be responsible for handling any referral given. All outcomes of a referral will
be determined by the administration.

The table below shows the Major Misbehaviors as well as a range of potential outcomes that
can be assigned for that particular behavior choice. Associated with each infraction is a
minimum to maximum outcome range in connection to number of times (Frist time offense or
Repeated offense) an individual student has received that particular infraction. A range of
outcomes is provided as a way to make the potential outcomes of all behaviors transparent.
*The outcomes of a majority of the circumstances that will warrant an infraction will fall within
the range that is provided below. However, any offense (first or repeated), if severe enough in
nature, may be deemed worthy of immediate expulsion.

Due to the fact that each referral is unique; it is impossible to foresee every behavior
warranting a referral. Therefore, the list enclosed may not reflect all potential behavior
warranting a referral.

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Flagrant Disrespect

Inappropriate/Offensive Language
The use or display of vulgar and plainly offensive, obscene, or sexually explicit language or
graphics is prohibited. Clothing with vulgar and plainly offensive, obscene, or sexually explicit
references, graphics or comments is prohibited.

Occurrences Minimum Maximum

First Offense Virtues Training/Loss of Suspension
Privileges
Repeated Offense Behavior Contract Expulsion

Continued Defiance of Authority
Refusal to follow the reasonable requests faculty and/or designated authority
Occurrences Minimum Maximum
First Offense Virtues Training/Loss of Suspension
Privileges
Repeated Offense Behavior Contract Expulsion

Dishonesty
Lying, false accusations against others, or withholding/hampering an investigation
Occurrences Minimum Maximum
First Offense Virtues Training/Loss of Suspension
Privileges
Repeated Offense Behavior Contract Expulsion


Academic Dishonesty

Forging, Lying, or Academic Integrity
To the extent there is a substantial disruption to the educational process, writing or giving
false or misleading information to school officials by forging parent’s, guardian’s, or any other
person’s signature on any letter or other school document, cheating, plagiarizing, turning in
another person’s papers, projects, computer programs, etc., misusing technology by accessing
inappropriate site.

Occurrences Minimum Maximum

First Offense Virtues Training/Loss of Suspension
Privileges
Repeated Offense Behavior Contract Expulsion



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Physical Contact

Physical Contact with another Person/Fighting
Pushing, shoving, hitting, or kicking another person with as a mode of intimate or display of
perusal emotions or a mutual arrangement between two people or a group of people to want
to or have the intent to hurt the other.
Occurrences Minimum Maximum
First Offense Virtues Training/Loss of Suspension
Privileges
Repeated Offense Behavior Contract Expulsion

Harassment and Bullying
Aggressive physical, verbal, emotional or sexual pressure of force put on a another student
Occurrences Minimum Maximum
First Offense Suspension Expulsion
Repeated Offense Expulsion Expulsion

Other

Tobacco, Drugs, Alcohol
Using, possessing, selling, distribution, or being under the influence of
Occurrences Minimum Maximum
First Offense Suspension Expulsion
Repeated Offense Expulsion Expulsion

Weapons
The use, threat of use, possession or sale of a dangerous or deadly weapon, firearm, knife, or a
device, instrument, material, or substance which, under the circumstances in which it is used,
attempted to be used, or threatened to be used, is readily capable of causing physical injury.
Ex. BB guns, air guns, paint ball guns, throwing stars, and metal knuckles. *List is not limited to
these items
Occurrences Minimum Maximum
First Offense Suspension Expulsion
Repeated Offense Expulsion Expulsion

Property Damage/Vandalism
No student will cause or attempt to cause damage to private property either on the school
grounds or during a school activity, function, or event off the school grounds.

Occurrences Minimum Maximum

First Offense Suspension Expulsion
Repeated Offense Expulsion Expulsion

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Leaving School Grounds
Leaving school grounds, area of supervision during school activities, or failure to attend
Assigned class
Occurrences Minimum Maximum
First Offense Suspension Expulsion
Repeated Offense Expulsion Expulsion


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Outcomes of Referrals

Loss of Privileges – As a result of the infraction, privileges such as lunch with friends, dress
down days, class parties, field trip, sports, extra curricular activities and other privileges may be
lost for a specific amount of time or indefinitely.
Behavior Contract – An agreement between the student and the school personal
(teachers/administration) will be made related to the student’s behavior choice. It will outline the
schools desired behavior of the student, the results for upholding those behaviors expectations,
and the outcomes for failing to meet the behavior expectations.
Virtues/Social Skills Training - A long-term behavior intervention program focused on
teaching and developing positive behaviors and the virtues within the students. Virtues Training
will span over a 2-week period and will be scheduled by the Administrator. Having more contact
with students over a longer period of time will prompt long-term behavior changes.
Suspension - Suspensions may be issued at the discretion of the administration for serious
infractions of school rules and policies. During a suspension, a student is not permitted to
participate in or attend any school-sponsored activities. The exact terms of a suspension will be
determined on a case-by-case basis. Once an offense has been investigated and a suspension is
issued, refusal by a student’s parents to allow the student to serve the suspension may result in
the dismissal of the student from the school.
Expulsion - Expulsion is most serious and occurs in situations that demand immediate removal
of the student from school. If the serious nature of the situation warrants and after administrative
consultation, (for activities such as, but not limited to, possession of a real weapon, smoking,
possession or use of drugs, alcohol, or any controlled substance, vandalism and causing serious
harm to other students), expulsion may occur for a first offense. Serious misconduct on the part
of any student during school or at school-sponsored events (on or off campus) which causes
embarrassment to the school community, or which is not in accordance with the school’s
standards, may be cause for dismissal of that student from school. Expulsion may also follow a
series of smaller offenses, as stated in the student’s probation conditions. Parents have the right
to appeal the decision of expulsion from Incarnation Catholic School.

Policy for Suspension

Suspensions have the possibility of being a half-day, full day, or multi-day consequence
depending on the severity of the behavior. Administration will work closely with students who
are suspended, assisting them through periods of Reflection, Spiritual Growth, Virtues/Social
Skills Training. A student will be given assignment(s) to work on individually. If they are
completed with the assignment(s) before the time period ends, the student will remain in
personal reflection with that activity until that sessions has ended.
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CONDUCT GRADES
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Conduct Grades

The intention of the conduct grade is not to categorize how well a student meets the
behavior expectation through a descriptive term (outstanding, satisfactory, beyond,
consistent). Rather, our objective is to depict the level at which a student can independently
understand, apply, and accomplish the expectations.
Our assessment of their ability to meet the school-wide expectations is based upon the
number of strikes a student received over the quarter. As mentioned, one of the successful
aspects of this system is the documentation of each strike a student receives. All documented
strikes outline the location where the behavior occurred, the reason the strike was given, the
way in which the teacher intervened, and any other relevant notes about the behavior.
Documenting the strikes in this much detail allows us to use the data to identify any potential
patterns or trends as well as a means to proactively support our students behaviors.

The following chart outlines the conduct grading scale:

Conduct Grades
Grade Description # of Strikes Infractions
I can regularly meet the 0
4
expectations
0 - 2
I can usually meet the 0
3
expectations
3 - 5
I can meet the expectations 1
2
with assistance
6 - 8
I am working to meet the 2+
1
expectations
9 - 11
I was not able to meet the 2+
0
expectations consistently
12+









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MEETING BEHAVIOR
EXPECTATIONS
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Individual Rewards - Red Tickets

When a student is caught meeting an area expectation or when they go above
and beyond the daily school wide expectations, students will be awarded with a red
ticket. When they receive a red ticket, they will be required to write their name on the
back of it as well as the teacher’s name that awarded them the ticket. Then, they can
choose to either save the red ticket to earn a reward from the teacher, or place it into
the red ticket jar in their homeroom. Each individual student is responsible for his or
her red tickets. Lost red tickets will not be replaced and red tickets that are in the wrong
classroom jar will not be award to the winner if they are selected.
Every Thursday, Ms. Sanchez will go into each classroom and select two red
ticket winners for that week. The student’s names that are selected will receive the
reward they choose (by vote) for that particular week. The reward will occur at the end
of the day on Friday and will last for approximately 20 minutes.
After two tickets are chosen, the remaining tickets will be taken out of the jar
and the week will start over. The remaining tickets will be placed into one of the three
grade level jars (Primary (Pre-K – 2), Upper Elementary (3- 5), Middle School (6 – 8)). At
the end of each month, one ticket will be selected from the grade level bin and a prize
will be awarded to the teacher that handed out a red ticket to a student during the
pervious month.
Receiving a red ticket is an honor to the student that is showing excellent
behavior and being selected as the weekly red ticket winner is the additional privilege.
Because we believe that all children are made in the image of God, and because we
know that we all make mistakes, any student is eligible for these awards.

Red Ticket Drawing Rewards
Crazy Sock Day Dress Down Day Ice Cream Party
You Choose your Shoes Knockout Soccer Shootout
Extra Recess Card Games Sunglasses Day
Computer Time Special Snack Frisbee Golf
Hat Day Culvers Run Other

Class Rewards – Shamrocks

Classes will earn a Shamrock for any compliment they earn from a teacher. The
teacher that compliments the entire class will provide that class with a Shamrock. Each
class objective will be to earn as many Shamrocks as they can throughout each month,
quarter, and year. During any period of time throughout the school year, classes can
choose to reward their Shamrocks for a reward on the tiered reward chart below.
Shamrocks will be available for use until the end of the school year and will never be re-
set for a class until they are redeemed for a reward.
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Additionally, during First Friday Morning Assemblies, the class who’s Shamrock is
chosen will earn the opportunity to pick out a reward out of the Tumbler. In the
Tumbler will be all of the Shamrock rewards. Whatever reward the class earns, they will
win!

Shamrock Reward Chart

10 Shamrocks - 10 Extra Minutes of Recess
20 Shamrocks – 15 Minutes of Extra Computer Time
30 Shamrocks – Free Dress Down Day
40 Shamrocks – VIP Seating at First Friday Morning Assembly
50 Shamrocks - Popsicle Party
60 Shamrocks - 30 Extra Minutes of Recess
70 Shamrocks – 20 Extra Minutes of Lunch
80 Shamrocks - Lunch in the Classroom
90 Shamrocks - Cookie/Cupcake and Milk Party
100 Shamrocks - Pizza and Soda Party

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Behavioral Excellence Rewards

Students will also be rewarded based upon their behavior throughout the entire
Quarter(s) of the year. If a student does not make it to Step 1 of our discipline program
(3 or more strikes) they will be rewarded at the end of the Quarter by being able to
participle in an activity that will be hosted on campus.

End of Quarter 1 TBD
End of Quarter 2 TBD
End of Quarter 3 TBD
End of Quarter 4 TBD