Behavior Plan

Academic preparation is the primary function within the mission, but schooling and life require disciplined behavior and the use of appropriate behavior and productivity skills to be successful.

The USD 445 K-12 Behavior Plan was developed collectively by all certified staff in the district on April 25, 2001, using the Teaching and Enforcing Positive and Productive Behavior manual, with guidance from John Wessels of Ten Sigma. Every school has a manual to use as resource support in its implementation of the district behavior plan. The manual provides processes, forms, posters, lessons and further definitions of the behavior and productivity skills to be taught to students. The following statements and support pages, with the manual as a resource, provide the basic framework for the USD 445 K-12 Behavior Plan.

1. Discipline is defined as "training expected to produce a specific character or pattern of behavior; self-control". It is about teaching students what behaviors are expected and teaching them to use skills and exercise "self"-control to demonstrate disciplined behavior appropriate to the "time & place".

2. The K-12 Behavior Expectations posters are provided by the district and displayed in every school.

3. Each school designs its own plans to teach and discuss the K-12 Behavior Expectations, behavior skills and productivity skills to its students. The timelines are just suggestions. The manual provides suggested processes, handouts and lessons to help do this.

4. The teaching of behavior and productivity is based on a
40-20-20-15-5 rule: Of the students.

a) 40% will intuitively follow rules and meet expectations

b) 20% will follow rules and meet expectations that are posted

c) 20% will follow rules and meet expectations that are taught

d) 15% will follow rules and meet expectations if held accountable

e) 5% will need special handling and behavior plans

5. Standard K-12 consequences are established for not complying with expectations. Some age level adjustments have been made in format and process in grades 7-12.

a) Warnings Only will be used, as teaching tools, to start the school year

b) Consequences accumulate, but start over after different periods of time, depending on the grade levels

c) Students write behavior plans to insure they understand expectations and implement the plans to improve their behavior. Students make structured calls to inform their parents of their violations and plans.

d) The In-School Suspension Room for the elementary schools is located at Edgewood Elementary, with limited use by any one student.

e) Common Area Tickets may be issued by any staff member

6. The District Behavior Team, comprised of the School Behavior Teams, will monitor and make necessary modifications to the USD 445 K-12 Behavior Plan, beginning in September 2001.

BEHAVIOR EXPECTATIONS K-12

A. Be prompt and prepared.

1. Come on time.

2. Come with needed materials.

B. Respect authority.

1. Listen to authority.

2. Follow directions promptly.

3. Accept responsibility for behavior.

C. Respect rights of others.

1. Use appropriate voice and language.

2. Listen to speaker.

3. Respect opinion and points of others.

4. Refrain from harassment.

D. Respect property.

1. Respect property of others.

2. Respect own property.

E. Display a concern for learning.

1. Remain on task.

2. Allow others to remain on task.

F. Display appropriate social skills.

1. Cope (disagreement, teasing, failure).

2. Display courtesy and tact.

3. Interact with others appropriately.

G. Display appropriate character.

1. Display positive character.

2. Display productive character.

Common Behavior Expectations K-6 at all three schools.

RMS and FKHS may add/incorporate other expectations particular to their buildings.

BEHAVIOR SKILLS K-12

• Be prompt, prepared and meet deadlines (combined with a handout for Dec.)
• Pay attention to the speaker
• Follow directions
• Respect authority
• Respect the rights of others
• Respect property
• Accept the consequences

 CONSEQUENCES FOR NONCOMPLIANCE  K-12

Consequence One - Warning with an Interaction

Consequence Two - Time Out or One- Minute Personal Interaction

 Consequence Three - Behavior Improvement Plan 

Consequence Four - Call Parents 

Consequence Five - Meeting With Principal 

Consequence Six - Meeting With Parents

 Consequence Seven - In-School Suspension

 Consequence Eight - Out-of-School Suspension

Consequence Nine - Expulsion

 Severe Clause - Meeting with Principal or designated Teacher/Other Building Principal/Central Office Administrator