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P.A.S.S. Program Phase

Phase III

Good News

Post Card

Should serious or dangerous misbehavior occur, teachers are to follow this outline. Examples

TRANSITION ASSIGNMENT

Students who chronically misbehave may be placed in the Transition component of the A.I.M. room for up to a nine week period by school administration.

Once placed in Transition, student must comply with the rules of the A.I.M. room.

For details, please see Transition Program Guidelines

ALL teachers must enter their marks in the appropriate spreadsheet in the Google Docs the day that the marks are given.

TEAM ISOLATION continued...

5- Always provide the student with work for the period of isolation.

6- Class work must be given to each of the student’s teacher upon completion.

7- Remember to include the related arts teacher(s) assigned to your team in the team isolation procedures.

8- A.I.M. is not to be used for team isolation.

A.I.M. (Alternative Instructional Methods)

1- Students assigned to A.I.M. will be

monitored on a point system.

2- Students must earn one point per period in order to be

able to return to class after their A.I.M. time has been

served.

a. 1 point = Completes all work assigned by teacher.

Completion will be thoroughly verified by the A.I.M.

teacher.

b. 1 point = Come to A.I.M. prepared to work

c. 1 point = Completes A.I.M. assignment

d. 1 point = Follows directions in A.I.M. first time asked

e. 1 point = Stays in assigned area at all times

In the maintenance phase, the student is attending all scheduled classes in the mainstream environment. The PASS Coach and/or instructional assistant continues to use the PASS monitoring system to track the student's progress in the "OUT" classes.

include, but are not limited to: threats, physical fighting, destruction of property, behavior that poses a danger to self or others, sexual harassment, possession of drugs, tobacco or alcohol, leaving classroom or grounds without permission.

Dress Code

5-7 marks

within a one week period

P.A.S.S. Program Phase

Phase I

P.A.S.S. Monitoring System

Level One -> Parking Tickets

Level Two -> Moving Violations

Level Three -> Drunk Driving violations

One of the following:

School-wide Level Terminology and Procedures

All teams will use the term “marks” for infractions.

All teachers will communicate and teach the mark system to their students.

All teams will document marks on the Discipline Spreadsheet found in Google Docs. All teams will adhere to the weighted marks on the Discipline Report form. The weights may not be changed by the teams, and will be held standard school wide.

Team leaders or assigned team members will be responsible for saving, printing, and clearing the marks weekly for their respective grade levels.

Please keep in mind that several interventions should be used prior to the student receiving a mark, such as managing by proximity, nonverbal cues, eye contact, etc.

1. CHAMPs for Common Areas

2. CHAMPs for Classrooms

3. Assemblies

4. Character Education

5. Individual and Small Group Counseling

6. Student Teacher Assistance Team

Green - PASS student is demonstrating appropriate behavior

Yellow - Warning; PASS student's behavior is requiring attention and redirection

Red - Alert; PASS student is unable to maintain appropriate classroom behavior and needs to be removed from classroom for intervention

In the orientation or reorientation period, the student receives intensive social skills training in the PASS classroom, which is a self-contained setting. Time spent in the PASS classroom is divided between behavioral/social skills training and academics.

  • Lunch Detention
  • Recess Detention
  • 30 Minute Detention
  • 30 Minute Team Level Restitution

An Analogy

Dress Code

1.

THE PARKING TICKET

Reward Cards

Grade /Team level

Grade levels/Teams will work together to develop a system for the detentions.

Platinum Card

13+ marks

within a one week period

One of the following:

Students with GPA of 4.0

OFFICE REFERRAL PROCEDURES

1- Use the online referral found in Infinite Campus under the behavior tab to write the referral and submit it to the appropriate personnel. Send the student to the front office.

2- Call the front desk to let them know you have sent a student to the office.

3- Mrs. Johnson, Mrs. Thorn, will contact and administrator via the radio to deal with the situation.

4- IF the situation has escalated and you cannot write a referral immediately, send the student to the front office. Contact Mrs. Johnson, ext. 5001, to let her know a student is coming. She will contact an administrator.

5- IF you need someone immediately in your room, call the front office (5001 for Ms. Johnson, 5002 for Mrs. Jacobs; 5018 for Mrs. Shearer/Mrs. Turley; 5014 for Ms, Jacobs, 5009 for Mrts. Moore; 5012 for Mr. Mounts).

-> All Day Isolation

-> Office Referral

Reward Cards

School Wide Discipline Plan

Gold Card

Sixth Grade

Lindsay Caudill

Jenny Jones

Jordan Miller

Deb Ockers

Lindsey Overton

Jessica Pedigo

The backbone of Baker Intermediate’s school-wide discipline plan is teaching expectations and character education through social competency initiatives and behavioral support. Baker Intermediate has adopted a multi-level approach to school-wide discipline whereby different levels of prevention and intervention services are implemented based on student need.

All students will receive training and instruction in areas such as social skills, responsibility, and decision-making. Students with a greater need will receive additional support in areas such as anger management, making friends, impulse control, and family conflict. A relatively small number of students will display more intense needs and will receive support as needed to address them.

Students with GPA of 3.5 - 3.99

Teachers will follow these steps

in dealing with discipline:

1 -> Intervention/warning

(proximity, nonverbal cues, eye contact)

2 -> Mark

3 -> Corrective behavior

(level one or level two interventions)

4 -> Parent/guardian contact

5 -> Corrective behavior

(level one or level two interventions)

6 -> Administrative action

We Are Going To

Have A Great Year!

Go BULLDOGS!!!

Reward Cards

Silver Card

Students with GPA of 3.0 - 3.49

P.A.S.S. Program Phase

Phase II

Dress Code

Related Arts teachers

Related Arts teachers will be assigned to grade levels to assist with the detention rotation.

The Related Arts grade level assignments are as follows:

6 -> Pants must be free of all rips, holes, tears, or frays.

7 -> Midriff tops, cropped tees, halter tops and shirts that

do not extend completely to the lower garment are not conventional school clothing and are not allowed. (If hands are raised above the head, skin cannot be seen).

8 -> Sleeveless shirts, cut-away shirts, tank tops, mesh

tops, spaghetti strap blouses of any width or undershirts are not allowed unless worn over or under acceptable shirts. No shirt or blouse that exposes cleavage is allowed.

Grade/Team Level

Grade Level/Teams will develop a system for managing documentation.

Grade levels will develop a behavior based incentives plan for students that will be conducted at a maximum of every 9 weeks. To protect instruction time, reward days should be no longer than two hours.

Fifth Grade

Stephanie Arthur

Heather Crowl

Zach Ernst

Rebecca Kasilus

Matthew Leedy

Tammy Parrish

In tthe monitoring phase, the student gradually begins attending "OUT" classes. "OUT" classes are the general education classes that the student is scheduled to attend.

8 - 12 marks

within a one week period

One of the following:

Dress Code

P.A.S.S. Program Overview

(Positive Approach to Student Success)

Students who are experiencing significant emotional and behavioral difficulties may be considered for PASS services by the ARC committee based on their disability, functional behavior assessment, response to previous intervention, and current levels of functioning.

TEAM ISOLATION

1- Teachers will contact parents regarding team isolation. The contact should occur prior to the isolation, unless an issue requires immediate isolation. In that case, the contact must be conducted on the same day.

2- Teams will develop a system for student isolation.

3- All day isolation is the result of the skipped detentions or accumulation of marks. If a student has two skipped detentions in a nine week period a referral should be written.

4- Teams should work with their grade level counterparts to isolate students.

3- Students who do not earn enough points will return to A.I.M. for the period in which they did not earn enough points.

4- In order for A.I.M. to be successful, teachers must provide students with work for A.I.M.

5- A.I.M. teachers will also be providing students in A.I.M. with character education materials, and will use various resources for core content review.

6- Once a student has been assigned A.I.M. all privileges are forfeited. Examples include but are not limited to: team rewards, dances, etc.

In-Class Violations

Chronic Misbehavior

If a student has displayed chronic misbehavior, the team will refer the student to the STAT team.

Skipped Detention

Students who miss or skip detention will be given all day team isolation for the first occurrence. The second occurrence will result in an office referral.

  • One Hour After School Detention
  • One Hour Team Restitution
  • Half Day Team Isolation

Related Arts teachers will also

document infractions and enter

the marks into the appropriate online

marks spreadsheet within

Google Docs

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