Safe and Caring Schools Resource Guide, 2009
Behavioural Expectation Samples
“When I approach a child, he inspires in me two sentiments: Tenderness for what
he is, and respect for what he may become.”
Louis Pasteur (1822-1895)
French Scientist
Safe and Caring Schools Resource Guide, 2009
2
Long Range Academy
Code of Conduct / Behavior Expectations
Expectations
Respect for Self Respect for
Others
Respect for
Environment
Respect for Learning
All Settings
Be prepared to give your
best effort
Dress, speak, act
appropriately
Keep your hands and feet
to yourself
Be considerate
Use good manners and
appropriate language
Recycle
Keep the school clean
Be prepared with homework and
supplies
Respect others efforts and
contributions
Be a good listener
Hallways
and Ramp
Walk to the right
Use inside behavior
Keep moving
Use appropriate voice
Keep hands and feet to
yourself
Be aware of space
Help keep school clear of
debris/litter
Enjoy/appreciate others
displays and space
Remember to be quiet in the
halls and stairwells, as others
are working
Outside
Respect equipment and
space
Play safe
Follow Expectations
Respect personal space
Use appropriate language
Practice Sportsmanship
Place litter in garbage cans
Take care with school
property
Follow instructions and rules
Use observation skills to
promote safety
Be positive with classmates
Cafeteria
Keep the school clean
Make healthy food choices
Use proper manners
Speak in a normal voice and
only to people at your table
Keep it clean
Treat furniture
appropriately
Inside behavior
Use microwaves
appropriately
Use listening skills
Use your good manners
Library,
Computer
Lab
& Science
Lab
Work quietly
Explore opportunities
appropriately
Respect equipment
Wait your turn
Leave things where they
belong
Follow procedures for use
of equipment
Keep area tidy
Replace the things you use
Eat and drink elsewhere
Share materials and equipment
as needed
Use appropriate research sites
Assembly
Remain Quiet
Keep your eyes on the
speaker
Keep hands and feet to
yourself
Maintain an aisle with the
chairs/on the floor
Applause when appropriate
Place litter in garbage cans
Keep area tidy
Follow seating plan
Gym
Appropriate dress and
footwear
Moderate voice level
Listening skills-focus on
the speaker
Participate as needed
Give Best Effort
Encourage others to do
their best
Follow the rules
Share equipment
Learn/follow safety rules
Practice Sportsmanship and
fair play
Use equipment
appropriately
Keep it clean
Eat and drink elsewhere
Listening skills
Know and practice rules
Pay attention
Bus
Travel safely
Sit appropriately
Follow seating plan
Stay on grounds until bus
arrives
Demonstrate courteous
behavior
Follow driver rules
Care for bus
Wait in designated areas
Listening skills
Know and practice rules
Pay attention
Settings
Washrooms
Wash hands Respect personal space
Wait your turn
Keep area tidy
Place litter in garbage bins
Keep walls clean
Use washroom at appropriate
times
Safe and Caring Schools Resource Guide, 2009
3
BEACONSFIELD JUNIOR HIGH
SCHOOL
POSITIVE BEHAVIOUR SUPPORTS MATRIX
EXPECTATIONS
RESPECT FOR
SELF
RESPECT FOR
OTHERS
RESPONSIBILITY
CLASSROOM
Listen attentively
Try your best
Follow classroom rules
Keep hands and feet to
yourself
Listen when it’s
someone else’s turn to
speak
Respect all opinions
and abilities
Be on time
Be prepared
Listen to
announcements
Keep your area clean
HALLS AND
STAIRS
Keep right on the stairs
Follow transition arrows
Walk
Keep hands and feet to
yourself
Use appropriate
language
Keep moving
Obey the bells
Pick up litter
CAFETERIA
Make healthy choices Line up appropriately
Bring your own lunch
money
Clean up after yourself
Recycle
WASHROOMS
Wash your hands Limit your time
Keep area clean and
tidy
Report vandalism
Put all trash in the
garbage
ASSEMBLIES
Listen attentively to
speaker
Dress appropriately
Sit quietly and
attentively
Respond appropriately
Sit with your class
Show appreciation
Remain seated until
your class is dismissed
GYM
Be self directed
Participate regularly
Listen to speaker
Be nice and friendly
Include everybody
Encourage all involved
Co-operate
Be motivated to do your
personal best
BUS
Sit appropriately
Travel safely
Follow the driver’s rules
Walk to the bus
Be courteous
Clean up your garbage
Report dangerous
behaviour
Stay seated
SETTINGS
ALL SETTINGS
Dress appropriately Use scent free products
Use appropriate
language
Use manners
Keep all areas clean
SCHOOL
DANCES
Dress appropriately
Dance appropriately
Dress appropriately
Dance appropriately
Dress appropriately
Dance appropriately
Safe and Caring Schools Resource Guide, 2009
4
LUMSDEN ACADEMY – EAGLES SOAR
SETTINGS BEHAVIORAL EXPECTATIONS: CODE OF CONDUCT
Hallways, entrance,
bus, etc
S
Safety/Health
O
Open Your Hearts
A
Always Respect
R
Responsibility
HALLWAY
Walk single file
Keep items off the floor
Use appropriate entrance
Walk to the right
Smile
Be Friendly
Include others
Speak in a quiet voice
Be polite
Use appropriate language
Stay in assigned area
Keep to the right
Socialize on benches
Keep lockers clean
CLASSROOM
Walk at all times
Keep hands/feet to yourself
Be kind to others
Use manners
Be a good listener
Allow others to learn
Respect others/property
Complete assigned
work
Keep space neat
Follow directions
Always do your best
Use time wisely
Be interested
Ask questions
WASHROOM
Use supplies properly
Use water appropriately
Stay off the stalls
Wash hands
Be courteous to others Allow others privacy
Use a quiet voice
Keep washroom clean
Keep visit short
Flush
CANTEEN
Line up quietly
Keep away from other’s
personal space
Walk at all times
Keep body to self
Be polite
Listen to prefects
Use manners
Choose healthy
snacks
Place garbage in bins
Recycle
BUS
Walk at all times
Cross in front of bus
Wait for the bus to stop
before standing
Sit properly
Be kind Listen to bus driver
Speak quietly
Keep bus clean
Take care of bus
properly
Be polite
Talk to others quietly
PLAYGROUND
Use equipment properly
Run in open areas only
Report danger
Take turns
Be a good friend - Include
others
Use appropriate language
Enter/leave the school
quietly through appropriate
door
Take turns
Stay within area
Put garbage in bins
ASSEMBLY/
GUEST SPEAKER
Walk with class in single file
Sit quietly
Listen to speaker
Ask questions on topic
Remain quiet when others
are speaking
Keep chairs from moving
Listen to teachers
Follow directions
GYM
Wear appropriate
footwear/clothing
Keep food and drinks out
Observe rules
Encourage/include others
Share equipment
Practice sportsmanship
Listen/focus on speaker
Wear appropriate clothing
Take turns
Put away equipment
Report dangers
LIBRARY
Walk at all times
Be quiet and courteous
Wait your turn
Put books back in place on
shelf
Clean up after yourself
Use appropriate
research sites
Keep food and drink
out
Follow schedules
PARKING LOT
Watch for traffic
Park bikes in bike rack
Stay off the trees
Report dangers
Be courteous
Help others who need it
Respect monitors
Enter/exit the school
quietly through the
appropriate door
Park bikes in bike rack
Stay away from traffic
Safe and Caring Schools Resource Guide, 2009
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WILLIAM MERCER ACADEMY
SCHOOL-WIDE BEHAVIOUR EXPECTATIONS MATRIX
“THE FANTASTIC FOUR”
Respect for Self, Others, Environment, & Learning
E X P E C T A T I O N S
RESPECT for
Self
RESPECT
for Others
RESPECT
for Environment
RESPECT
for Learning
All Settings
-Give your best effort
-Dress, speak and act
appropriately
-Keep your hands and
feet to yourself
-Be kind
-Use good manners and
appropriate language
-Recycle
-Keep your school clean
-Respect school property
-Be prepared with
homework and supplies
-Respect what others
say and do
-Be a good listener
Corridors
-Walk to the right in
single file
-Use inside behavior
-Use inside voice
-Keep your hands and
feet to yourself
-Respect others
personal space
-Keep your school clean
-Enjoy others displays
and space
-Remember to be quiet
Outside
-Play safe
-Follow instructions
and rules
-Respect others
personal space
-Use good manners and
appropriate language
-Be a good sport
-Place litter in garbage
-Respect school property
-Follow instructions and
rules
-Be kind to classmates
Field Trips
-Dress, speak and act
appropriately
-Give your best effort
-Use good manners and
appropriate language
-Place litter in garbage
-Respect property
-Follow instructions and
rules
-Be kind to classmates
-Be a good listener
Specialized
Rooms
( Library,
Computer,
Art/Science,
Music )
-work quietly
-make good decisions
-respect equipment
- wait your turn
- leave things in their
proper places
- use equipment
appropriately
-keep area tidy
- replace the things you
use
- eat and drink elsewhere
- share with others
- use appropriate sites
- respect equipment
Assemblies
and
Presentations
-remain quiet
-keep your eyes on
the speaker
- keep hands and feet to
yourself
- respect the speaker
- be a good listener
- food / drink free area
- respect property
- sit appropriately with
your group
Gym
-
appropriate dress /
footwear
- use indoor voice
- focus on the speaker
- participate
- encourage others to do
their best
- follow the rules
- respect equipment
- keep it clean
- eat and drink elsewhere
- listening skills
- know and practice rules
- pay attention
S E T T I N G S
Bus
- travel safely
- sit appropriately
- be polite
- use indoor voice
- follow bus rules
- food/drink free area
- respect property
- keep area clean
- inside behavior rules
Safe and Caring Schools Resource Guide, 2009
6
HILLSIDE ELEMENTARY SCHOOL
We CARE
SETTINGS BEHAVIORAL EXPECTATIONS: OUR CARING CODE OF CONDUCT
COMMITMENT ACCOUNTABILITY RESPECT EMPATHY
HALLWAYS
Remove outer footwear.
Commit to corridor order during
dismissal.
Remember to walk.
Keep to the right.
Keep track of time.
Respect school property.
Respect others.
Watch for safety zones.
Keep hands and feet to self.
Use appropriate behavior.
Use an indoor voice.
Be patient and accepting of others.
WASHROOMS
Return to class promptly.
Commit to a clean washroom.
Wash hands with soap and water.
Remember to wash hands.
Remember to flush.
Keep visit short.
Report problems to teacher.
Put towels in garbage.
Use an indoor voice.
Respect school property.
Allow others’ privacy.
LUNCHROOM
Leave no trace of your lunch.
Commit to cleaning up the area.
Recycle.
Walk at all times.
Follow lunchroom rules.
Be a role model for others.
Use table manners.
Respect others’ personal space.
Keep body to self.
Use an indoor voice.
Accept other’s food choices.
BUS
Commit to being safe.
Listen to the bus driver and bus
buddies.
Be a role model.
Be polite.
Follow bus rules.
Walk at all times
Keep hands and feet to self.
Use respectful language.
Be helpful.
Take care of others.
OUTSIDE
Commit to playing safe.
Be mindful of others and vehicles.
Report dangers/incidents.
Pick up and return equipment.
Stay within designated area.
Line up when told.
Enter building quietly.
Keep area clean.
Take turns.
Share equipment.
Include others.
ASSEMBLY
Walk with class single file.
Sit quietly in designated area.
Listen to teachers.
Follow directions.
Keep body to self.
Keep chairs from moving.
Appreciate others’ accomplishments.
GYM
Always try your best.
Follow the rules of the game.
Be mindful of position and
space.
Demonstrate sportsmanship.
Share
Use equipment appropriately.
Appreciate each others’ differences in
skills.
Be encouraging to teammates.
CLASSROOMS
Always try your best.
Be prepared for learning.
Follow classroom rules.
Use your time wisely.
Be organized.
Respect others’ personal space and
property.
Use school property wisely and
carefully.
Accept differences in ideas and
opinions.
Appreciate each other as individuals.
COMPUTER LAB
Remember that this is also a
classroom.
Commit to use time wisely.
Inform teacher of inappropriate
websites or content.
Follow specific procedures and
rules.
Keep lab neat and in order.
Use school property wisely and
carefully.
Use only your designated computer.
Be appreciative of your surroundings.
Be patient of and helpful to others as
needed.
Safe and Caring Schools Resource Guide, 2009
HOME OF THE TITANS
“This above all: To thine own self be “TRUE”
William Shakespeare (1564 - 1616), 'Hamlet,' Act I, Scene iii
T Tolerance towards others
R Respect for yourself
U Unity in caring for your school
E Excellence in learning
TRUE Titans will demonstrate the following:
EXPECTATIONS
Settings ∇
T
olerance
Respect
Unity
Excellence
ALL settings:
EXAMPLES:
curricular,
co -curricular,
extra-curricular,
hallways,
parking lot, etc.
Be considerate
Use good
manners and
appropriate
language
Respect other’s
personal space
Be prepared to
give your best
effort
Dress, act &
speak
appropriately
Be polite and
courteous
Recycle
Keep rooms tidy
Treat furniture
appropriately
Appreciate the
work others do
on your behalf
Enjoy/appreciat
e others displays
and spaces
Be an
ambassador for
the school
Be prepared with
homework and
supplies
Listen to
announcements
Follow rules &
procedures
Office
Use good
manners and
appropriate
language
Be polite and
courteous while on
the phone or while
speaking to office
personnel
Wait your turn
Listen to
announcements
During class time
only use the office
phone
Follow rules and
procedures
Classroom
Encourage
involvement of
everybody
Accept diverse
opinions
Acknowledge
and compliment
the work of others
Refrain from
plagiarism &
cheating
Leave the
classroom setting
as you found it
Remain seated
until you are
dismissed
Be a good
listener
Be on time
Focus on the task
Keep cell phones
out of the
classroom
Use personal
electronic devices
(i.e. MP3, games
etc) only when
required to meet
curricular objectives
Hallways &
stairs
Use appropriate
voice
Be patient
Walk to the right
Keep moving
Use inside
Move in an
orderly fashion
Hold the doors
Remember to be
quiet in the halls &
Safe and Caring Schools Resource Guide, 2009
8
Refrain from
sitting in hallways
behaviour
Display
appropriate forms
of affection
for others
Keep areas free
of debris
stairs
Cafeteria
Share your
space
Be considerate
of time
Make healthy
food choices
Keep tables
and area clean
Demonstrate
good manners
Follow rules of
good hygiene
Specialty
Rooms
Library, Labs,
Computer Lab,
Music room etc.
Work without
disrupting others
Explore avenues
for learning in an
appropriate
manner
Exercise
responsibility
when enjoying the
privileges offered
in that learning
environment
Replace
materials you use
Eat & drink
elsewhere
Respect
ownership of
property
Share materials &
equipment as
needed
Use appropriate
research
techniques & sites
Respect
equipment
Assembly
Keep your
hands and feet to
yourself
Maintain an
aisle to promote
safety
Show your
appreciation for
performances and
contributions
Remain quiet
Keep you eyes
on the speaker
Eat and drink
elsewhere
Take all
handouts with you
Keep the room
tidy
Follow seating
plan
Be a good
listener
Gym /Fitness
Center
Field / Outside
Encourage
others to do their
best
Practice
sportsmanship
Share
equipment
Accept new
group/team
members for
different activities
Appropriate
dress and
footwear
Play safe
Moderate voice
level
Focus on the
instructor
Use equipment
appropriately
Keep it clean
Eat drink
elsewhere
Listening skills
Know & practice
safety rules
Pay attention
Participate
Be observant &
promote safety
Bus
Demonstrate
courteous
behaviour
Follow driver
rules
Travel safely
Sit appropriately
Stay on grounds
until bus comes
Care for the bus
Wait in
designated areas
Keep the bus
clean
Inside behaviour
rules
Exhibit safety
rules
Safe and Caring Schools Resource Guide, 2009
9
Hawks SOAR
S
uccess
Soar With...Opportunity
· Be prepared with
books and materials
· Give your best effort
at all times
· Set and achieve
goals
· Ask questions and get help in
class
· Enjoy breaks and interact with
friends
· Take advantage of various co-
curricular activities including
drama, music, sports, student
council, tutoring...
· Work with others
Soar With...Attitude
Soar With...Respect
· Be courteous
· Be open to new
ways of learning
· Be proud of and take
ownership in your
school
· Exercise patience
· Give support to your
classmates
· Go to class on time
· Have a “can do”
philosophy
· Have consideration
for the building,
grounds and others
· Be attentive to
speakers/supervisors
· Be considerate of those with
allergies
· Be a good listener and participate
in your learning
· Help janitors in the multi-purpose
room and hallways by cleaning up
your mess
· Keep your hands and feet to
yourself
· Treat every teacher as your own
teacher
· Treat others as you would like to
be treated
· Use appropriate voice and
language at all times
Safe and Caring Schools Resource Guide, 2009
10
Presentation Junior High School
School-Wide Behavior Expectations Matrix
“The Fantastic Four”
Respect for SELF, OTHERS, ENVIRONMENT, &
LEARNING
Expectations
Respect for
Self
Respect
for Others
Respect for
Environment
Respect
for
Learning
Classroom
Be prepared to give
your best effort
Dress, speak, act
appropriately
Keep your hands
and feet to yourself
Be considerate
Use good manners
and appropriate
language
Speak in normal
voice at appropriate
time
Recycle
Keep the school Clean
Be prepared with
homework and
supplies
Respect others’
efforts and
contributions
Be a good listener
Hallways,
Stairs &
Washrooms
Walk to the right
Use inside behavior
Keep moving
Use appropriate
voice
Keep hands and feet
to yourself
Be aware of space
Help keep school clear
of debris/litter
Enjoy/appreciate
others’ displays and
space
Remember to be
quiet in the halls and
stairwells
School
Grounds
Respect equipment
and space
Behave in a safe
manner
Follow expectations
Respect personal
space
Use appropriate
language
Practice
sportsmanship
Place litter in garbage
cans
Take care with school
property
Follow instructions
and rules
Use observations
skills to promote
safety
Be positive with
classmates
Cafeteria
Keep the school
clean
Make healthy food
choices
Use proper manners
Speak in appropriate
voice and only to the
people at your table.
Keep it clean.
Treat furniture
appropriately.
Inside behavior
Use machines
appropriately.
Use listening skills.
Use your good
manners.
Settings
Library &
Computer
Lab
Work quietly.
Explore opportunities
appropriately.
Respect
environment.
Wait your turn.
Return things in their
proper place.
Follow procedures
for use of equipment.
Keep area tidy.
Replace the things you
use.
Eat and drink
elsewhere.
Share materials and
equipment as
needed.
Use appropriate
research sites.
Respect equipment
Safe and Caring Schools Resource Guide, 2009
11
Assembly
Remain quiet.
Keep your eyes on
the speaker.
Keep hands and feet
to yourself.
Maintain an aisle in
the bleachers / on
the floor.
Eat and drink
elsewhere.
Follow seating plan.
Gym
Appropriate dress
and footwear.
Moderate voice level.
Listening skills –
focus on the
speaker.
Participate
Encourage others to
do their best.
Follow the rules.
Share equipment.
Learn/follow safety
rules
Use equipment
appropriately
Keep it clean
Eat and drink
elsewhere
Listening skills
Know and practice
rules
Pay attention
Bus
Travel safely
Sit appropriately
Stay on grounds until
bus comes
Demonstrate
courteous behavior
Follow driver rules
Care for bus
Wait in designated
areas
Inside behavior
rules.
Safe and Caring Schools Resource Guide, 2009
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Safe and Caring Schools Resource Guide, 2009
13
Logo from a t-shirt printed by Dorset Collegiate, Nova central School District
Safe and Caring Schools Resource Guide, 2009
14
Safe and Caring Schools Resource Guide, 2009
15
Appendix II
Implementation Samples
“It must be remembered that the purpose of education is not to fill the minds of
students with facts… it is to teach them to think, if that is possible, and always to
think for themselves.”
Robert Hutchings (1882-1945)
Scientist
Safe and Caring Schools Resource Guide, 2009
16
Beachy Cove Elementary
Positive Behaviour Supports Implementation Schedule
________________________________________________________________
8:30-8:45 Opening in class – move to the gym
________________________________________________________________
8:45-9:15 Assembly (Whole School)
Station
Cafeteria:
Facilitator: Aubrey
Outside:
Facilitator-Juanita
Classroom:
Classroom teacher
9:20-
10:00
Grade 1 and 2
Grade 3 and 4 Grade 4 and 6
RECESS RECESS RECESS RECESS
10:25-
11:05
Grade 3 and 4
Grade 5 and 6 Grade 1 and 2
11:10-
11:50
Grade 5 and 6
Grade 1 and 2 Grade 3 and 4
LUNCH LUNCH LUNCH LUNCH
1:00-
1:25
Corridor
(Classroom Teachers
facilitate)
Primary
Elementary
Paula Krista
Patsy Joe
Trudy Angela R.
Charmaine
Bus
(Classroom Teachers
facilitate)
1 2 3
Norine
Anne-
Marie
Cathy
Kim
Donna
Roxanne/
Jill
Discussion
(Classroom
Teachers facilitate)
Stacey Carolyn
Tanya Paulette
Angela H. Lisa
Carla
Ann
1:30-
1:55
Primary
Elementary
Norine Ann
Tanya Roxanne/Jill
Donna Carla
Anne-Marie
1 2 3
Paula
Lisa
Joe
Stacey
Krista
Carolyn
Patsy
AngelaH.
Paulette
Cathy Angela R.
Trudy
Charmaine
Kim
2:00-
2:25
Primary
Elementary
Cathy Paulette
Stacey Carolyn
Kim Lisa
Angela H.
1 2 3
Trudy
Carla
Tanya
AngelaR
Charmaine
Ann
Norine Joe
Donna
Roxanne/Jill
Paula Krista
Patsy
Anne-Marie
2:30-
2:50
Back to Classrooms
Discussion/Journal/
Reflection
(Whole School)
Back to Classrooms
Discussion/Journal/
Reflection
(Whole School)
Back to Classrooms
Discussion/Journal/
Reflection
(Whole School)
Safe and Caring Schools Resource Guide, 2009
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Assembly for PBIS: Holy Cross School Complex
Monday of Education Week (1
st
Period).
CD of “respect song” playing and a pep rally style.
- Holy Cross School flags produced.
- Introduce all grades individually for school spirit.
Explain the purpose of the day and Introduction to PBIS – slide show to support.
- H. C. S.
- The CC’s (Gotchas)
- Explain PRIZES
- School Spirit O’Meter (ask Jill).
- Not too detailed, explanation done greater by classroom teacher.
School Video on School Spirit – collage of School pictures, interviews, etc. put to motivational
tunes. We are going to ask one class to produce this as an assignment.
Readings – Poems on (1) Respect, (2) Safety, (3) Cooperation.
Singing of H.C.S song.
Example of School Spirit - MC will have everyone up for a school wide activity to show
cooperation (Cha Cha Slide).
CHAT – Respect, Cooperation, Safety
Respect, Cooperation, Safety
Respect, Cooperation, Safety
Respect, Cooperation, Safety…
Then Send all students to homeroom for explanation of Matrix.
We will need:
Student to do power point.
Students to do video
Student to be MC
Light Show
CD of respect tunes
Student to write poems
Student to write song
Respect O’Meter
Copy of CHA CHA SLIDE
Flags (or money to buy flags)
** Teachers to HELP!!!
Safe and Caring Schools Resource Guide, 2009
18
Appendix III
School-wide Acknowledgements Samples
“I hear, and I forget. I see, and I remember. I do, and I understand.”
Chinese Proverb
Safe and Caring Schools Resource Guide, 2009
19
Student Incentive Examples
Gotchas
• Post cards
• Sit by a friend
• Line leader
• Certificates
• Notes in agenda book
• Positive phone calls or post cards
• Sit in teacher's chair
• Homework passes
• Select jobs
• Stickers
Boosters
• Read/Lunch with principal
• Lunch with the teacher
• Chinese Auction
• Roadhouse Certificates
• Teacher Talent Show
• Monthly Assemblies
• Lady Bug visit the classroom
Celebrations
• Kickball game
• Movie/popcorn
• Silent Auction
• Dance party
• Beach party
• Ice cream truck visit
• Raffle
ALSO To help with student behavior
:
Each classroom has a series of flip cards. Students having behavior issues will need to flip
their cards as instructed by the classroom teacher and follow the predetermined
consequences. Students that have no flips during the month are rewarded by attendance at a
special assembly.
Shared by an unidentified school in Nova Central
Safe and Caring Schools Resource Guide, 2009
20
Possible School-Wide Incentives
• Lunch with a staff member
• Phone call home with a certificate
• Special recess equipment
• Special table in cafeteria
• Extra media book check out
• Tell a joke at lunch
• P.A. announcement
• Wear a hat for the day (paw print hand to monitor or SFES visor)
• Principal or Asst. Principal helper for 1/2 hour
• Gift certificates
• Book cart
• Dismiss tables from cafeteria
• hat
• t-shirt
• rubber bracelets
• stickers
• Personalized bookmark
Classroom-based incentives
• stickers
• pencils
• gel pens
• sit by a friend for the day
• read a story to the class
• read a story to another class
• special show and tell
• positive note home/certificate
• bring a stuffed animal to keep at your desk for a day
• computer time
• homework pass (for 1/2 or all)
• stay in at recess and play a game with a friend
• sit a teacher’s desk
• sit in teacher’s chair
• first pick at weekly jobs
Shared by an unidentified school in Nova Central
Safe and Caring Schools Resource Guide, 2009
21
Dorset Collegiate
GOTCHA!
Thank-you for showing Respect for:
Self Others Environment Learning
Student’s Name:
Teacher’s Name ___________________________________
Dorset Collegiate
GOTCHA!
Thank-you for showing Respect for:
Self Others Environment Learning
Student’s Name:
Teacher’s Name ___________________________________
Dorset Collegiate
GOTCHA!
Thank-you for showing Respect for:
Self Others Environment Learning
Student’s Name:
Teacher’s Name ___________________________________
Dorset Collegiate
GOTCHA!
Thank-you for showing Respect for:
Self Others Environment Learning
Student’s Name:
Teacher’s Name ___________________________________
Dorset Collegiate
GOTCHA!
Thank-you for showing Respect for:
Self Others Environment Learning
Student’s Name:
Teacher’s Name ___________________________________
Dorset Collegiate
GOTCHA!
Thank-you for showing Respect for:
Self Others Environment Learning
Student’s Name:
Teacher’s Name ___________________________________
Safe and Caring Schools Resource Guide, 2009
Safe and Caring Schools Resource Guide, 2009
- 23 -
Appendix IV
Discipline Plan Samples
“The job of an educator is to teach students to see vitality in
themselves.”
Joseph Campbell (1904-1987)
American Educator and Author
Safe and Caring Schools Resource Guide, 2009
- 24 -
Long Range Academy updated Aug.28th, 2008
Code of Conduct Infractions
MINORS
• Unprepared for class
• Inappropriate clothing
• Incomplete homework
• Pushing and/or running in corridors
• Lateness
• Inappropriate footwear
• Talking in class
• Non-compliance
• Assembly behaviors
• Eating in corridors
• Bus behavior
MIDDLES
• Inappropriate language
• Inappropriate use of electronic
equipment
• Cheating on assignments, tests,
quizzes
• Disrespecting teachers
• Lying
• Use of cell phones
• Teasing
• Not signing out properly
• Disrespecting teachers personal
spaces
and property
MAJORS
• Fighting
• Inappropriate representation of school
• Weapons
• Inappropriate use of emergency
equipment
• Sexual Behavior
• Leaving school grounds without
permission
• Use of or under the influence of drugs
and alcohol
• Cheating on cumulative exams
• Racism & other forms of
discrimination
• Leaving a in-school suspension
without permission
• Defacing school property
• Theft
• Defiance
• Inappropriate use of internet/print
material
• Verbal aggression (uttering threats)
• Physical aggression
• Smoking on school property
• Use of matches and lighters on
school property
• Vandalism
• Bullying (confirmed by
Administration)
Safe and Caring Schools Resource Guide, 2009
Eastern School District
Draft Sample
School-Wide Discipline Plan
Minors
These behaviours are handled by the classroom teacher OR the attending
adult.
• Teasing/name calling
• Inappropriate hallway behaviour
• Non-compliance
• Homework incomplete
• Talking out of turn
• Disrespecting other students
• Inappropriate clothing
• Pushing in halls and stairwells
• Inappropriate use of electronic devices
• Food theft or other small items
• Assembly behaviour
• Inappropriate use of personal equipment
(skateboards/roller blades/hats)
Middles
These behaviours are handled initially by the attending adult, but are referred
to the administration if they become chronic
• Late
• Cheating
• Lying
• Attendance
• Sexual/racial teasing/name calling
• Disrespecting teacher’s personal space/desk
• Unprepared for class
• Chronic minor behaviour
Majors
These behaviours are immediately referred to the administration
• Fighting
• Physical aggression
• Matches/lighter
• Defiance
• Off-school/campus without permission
• Vandalism
• Skipping school
• Smoking on school property
• Drugs and/or alcohol use
• Serious threat/intimidation of others
• Weapons
• Theft (serious)
• Sexual Behaviour
• Inappropriate Internet sites and/or print material
• Inappropriate representation of school (field
trips, athletics, performances, etc.)
• Sexual harassment
• Chronic middle behaviour
Safe and Caring Schools Resource Guide, 2009
26
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MINORS
These behaviors are handled by the classroom teacher OR the attending adult.
• Teasing and/or derogatory remarks
• Inappropriate hallway behavior
• Swearing (unintentional)
• Disrespect to other Students
• Talking out of turn
• Wandering Hallways during class time
• Use of personal electronic devices in school
• Food theft
• Assembly behavior
• Inappropriate use of personal equipment
• Late for class
• Littering (inside and outside of school)
MIDDLES
These behaviors are handled initially by the attending adult,
but are referred to the administration if they become chronic
• Defacing School Property
• Cheating
• Lying (at detriment to others)
• Inappropriate clothing
• Non-Compliance
• Community or cultural slurs
• Matches/Lighter
• Disrespecting teacher’s personal space/desk (copier)
• Skipping class or school
• Inappropriate touching
• Abuse of school equipment
MAJORS
These behaviors are immediately referred to the administration
• Fighting
• Physical Aggression
• Defiance
• Off School Grounds without permission
• Vandalism
• Skipping
• Smoking
• Drugs and/or Alcohol
• Bullying
• Intimidation
• Theft (serious)
• Non-Emergency Fire Alarm
• Deliberate inappropriate internet sites and/or print
material
• Inappropriate representation of school (field trips,
athletics, performances, etc.)
• Sexual Harassment
• Sexual Behavior
• Weapons
Safe and Caring Schools Resource Guide, 2009
27
Mealy Mountain Collegiate Discipline Policy
MINORS
These behaviours are handled initially by the classroom teacher or supervising teacher,
but are referred to the administration if they become chronic.
Behaviours Actions
• Defacing school property
• Excessive talking
• Failure to complete assigned work
• Inappropriate behaviour during
assemblies/school sponsored
activities
• Inappropriate clothing
• Inappropriate displays of affection
• Inappropriate hallway behaviour
• Inappropriate internet sites and/or
print material
• Inappropriate language
• Inappropriate use of personal
equipment
• Lateness
• Lying
• Matches/Lighter
• Non-compliance
• Pushing in halls & stairwells
• Teasing and/or derogatory remarks
• Throwing foreign objects
• Unprepared for class
• Use of unapproved electronic
devices during class instruction
Step 1:
• Verbal reminder to the student of the expected
appropriate behaviours.
Step 2:
• Verbal reminder to the student of the expected
appropriate behaviours.
• Consequence applied by
teacher.
• Student complies/makes amends.
Step 3:
• Verbal reminder to the student of the expected,
appropriate behaviours.
• Home Contact made by the teacher.
Step 4:
• Move directly to Step #1 of Majors.
These behaviours are immediately referred to the administration.
Behaviours Actions
• Bullying
• Defiance
• Endangerment of Self/Others
• Fighting
• Inappropriate representation of
school
• Non-Emergency Fire Alarm
• Overt Sexual Behaviour
• Possession of drugs and/or alcohol
• Possession of weapons
• Selling drugs and alcohol
• Theft
• Sexual Harassment
• Skipping
• Smoking
• Vandalism
• Verbal Aggression
Step 1:
• Referral to Administration.
Step 2:
• Home contact made by Administration.
Step 3:
• Meeting with parents.
Step 4:
• In/Out of School Suspension.
Step 5:
• Written apology to offended parties before
student is permitted to return
to school.
NOTE: The school administration reserves the right of expediting the disciplinary
process pending circumstances.
MAJORS
Safe and Caring Schools Resource Guide, 2009
28
Appendix V
Consequence Guide Sample
“They may forget what you said,
but they will never forget how you made them feel.”
Anonymous
Safe and Caring Schools Resource Guide, 2009
29
Long Range Academy updated Aug. 28th, 2008
Code of Conduct
Consequence Protocol
MINORS
These behaviors are handled by the teacher or attending adult.
(When one step proves ineffective move to the next step)
Step #1: - Verbal reminder (s) to the student of the expected and/or appropriate behaviors.
Step #2: - Verbal reminder to the student of the expected and/or appropriate behaviors.
- Notify administration, in writing, that tracking has begun.
Step #3: - Verbal reminder to the student of the expected and/or appropriate behaviors.
- Natural consequence decided by the responsible teacher.
- Discipline action decided by responsible teacher.
Step #4: - Verbal reminder to the student of the expected and/or appropriate behaviors.
- Natural consequence decided by the responsible teacher.
- Discipline action decided by responsible teacher.
- Call parent/guardian (note if and when this occurred).
Step #5: - Move to Step 2 of MIDDLES
MIDDLES
These behaviors are initially handled by the attending adult,
but are referred to the administration if they become chronic.
Step #1: - Verbal reminder to the student of the expected and/or appropriate behaviors.
- Natural consequence decided by the responsible teacher.
- Discipline action decided by responsible teacher.
- Call parent/guardian (note: if and when this occurred).
Step #2: - Verbal reminder to the student of the expected and/or appropriate behaviors.
- Natural consequence decided by the responsible teacher.
- Call parent/guardian ( note when this occurred).
- Referral to Administration using office referral form.
Step #3: - Verbal reminder to the student of the expected and/or appropriate behaviors.
- Referral to Administration using office referral form (1-
Safe and Caring Schools Resource Guide, 2009
30
3 day in-school suspension). - - Administration to call
parent/guardian..
Step #4 - Verbal reminder to the student of the expected and/or appropriate behaviors.
- Referral to Administration using office referral form (2-
5 day in-school suspension). - - Administration to call
parent/guardian..
- Parent conference with Administration before student returns.
Step #5 - Move directly to Step #2 of MAJORS
MAJORS
Step #1: - Verbal reminder to the student of the expected and/or appropriate behaviors.
- Referral to Administration using office referral form (2-
5 day in/out of-school suspension).
- Administration to call parent/guardian.
- District office notified (out of-school suspension only).
- Parent conference with Administration before student returns (In the case of an
out of- school suspension).
Step #2: - Verbal reminder to the student of the expected and/or appropriate behaviors.
- Referral to Administration using office referral form (2-
5 day out of-school suspension).
- Administration to call parent/guardian.
- District office notified.
- Parent conference with Administration before student returns.
Step #3: - Verbal reminder to the student of the expected and/or appropriate behaviors.
- Referral to Administration using office referral form (2-
5 day out of-school suspension).
- Administration to call parent/guardian.
- District office notified
- District office may extend suspension for greater than 5 days.
- Possible consultation with medical professionals, as to whether student returns
to school.
- Parent conference with Administration before student returns.
Step #4: - Verbal reminder to the student of the expected and/or appropriate behaviors.
- Referral to Administration using office referral form (2-
5 day out of-school suspension).
Safe and Caring Schools Resource Guide, 2009
31
- Administration to call parent/guardian.
- District office will be contacted to intervene.
- Possible consultation with medical professionals, as to whether student
returns to school.
Step #5: - Verbal reminder to the student of the expected and/or appropriate behaviors.
- Referral to Administration using office referral form (2-
5 day out of-school suspension).
- Administration to call parent/guardian.
- District office will be contacted to intervene.
- Possible consultation with medical professionals, as to whether student
returns to school.
- Principal recommend student be expelled to Director.
Safe and Caring Schools Resource Guide, 2009
32
Eastern School District
Draft Sample
Consequence Guide
Minors
These behaviours are handled by the classroom teacher OR the attending
adult.
Model expected behaviour
Verbal reminders
Re-teach the expected behaviour
Offer choices and consequences
Advise the homeroom teacher
Natural consequences
Restitution
Monitor behaviour
Middles
These behaviours are handled initially by the attending adult, but are referred
to the administration if they become chronic
Model expected behaviour
Verbal reminders
Re-teach the expected behaviour
Offer choices and consequences
Advise the homeroom teacher
Natural consequences
Restitution
Home contact
Restricted access to facilities/activities
Peer mentor
Monitor behaviour
Behaviour contract
Peer counseling
Self-reflective exercise
Mediation
Detention
Parent/school conference
Referral to ISSP/SSS
BMP/informal FBA
Skill building
Restorative justice
Safe and Caring Schools Resource Guide, 2009
33
Majors
These behaviours are immediately referred to the administration
The adult making initial contact with the student(s) will intervene to stop the behaviour. The
teacher/staff will do so with the safety of the student(s), self and others as the utmost priority.
The following interventions would be appropriate at this stage:
Verbal reminder
Re-teach skill/expectation
Logical/natural consequences
Offer choices
The following interventions may be appropriate for a major behaviour, considering all important
circumstances, such as: intention, student history, exceptionalities, preceding events, etc.
Skill building
Restitution
Behaviour contract
Mediation/conflict resolution
Referral to school counsellor
Detention
Parent/school conference
Restorative justice
Reduced day
Loss of privileges
Referral to SSS/ISSP team
Educational program change P2/3/4/5
Behaviour management plan
Consultation with the behaviour support specialist and/or a functional
behaviour analysis
Police involvement
Suspension
Extended suspension
Safe and Caring Schools Resource Guide, 2009
34
We CARE
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MINORS
These behaviors are handled by the classroom teacher OR the
attending adult and can be referred to the office if they become
chronic.
Step #1: -Verbal reminder to the student of the expected, appropriate behaviors.
Step #2: -Verbal reminder to the student of the expected, appropriate behaviors.
-Classroom teacher informed of the incident, as appropriate.
Step #3: -Verbal reminder to the student of the expected, appropriate behaviors.
-Understanding by the student is demonstrated.
-Classroom teacher informed of the incident.
-Natural consequence applied by attending adult.
-Anecdotal notes, written and recorded, made by attending teacher.
-Behavior essay/write-up completed by student. Help from teacher as appropriate.
-Home Contact made by the attending adult or student.
Step #4: -Move directly to Step #2 of “Middles.”
MIDDLES
These behaviors are handled initially by the attending adult,
but are referred to the administration.
Step #1: -Verbal reminder to the student of the expected, appropriate behaviors.
-Understanding by the student is demonstrated.
-Classroom teacher informed of the incident.
-Behavior essay/write-up completed by student. Help from teacher as appropriate.
-Natural consequence applied by attending adult.
-Home Contact made by the attending adult.
Step #2: -Verbal reminder to the student of the expected, appropriate behaviors.
-Understanding by the student is demonstrated.
-Classroom teacher informed of the incident.
-Natural consequence applied by attending adult.
-Home Contact made by the attending adult.
-Referral to Administration.
Step #3: -Verbal reminder to the student of the expected, appropriate behaviors.
-Referral to Administration.
-Home contact made by Administration.
-Parent Conference with Administration.
Step #4: -Move directly to Step #2 of “Majors.”
Safe and Caring Schools Resource Guide, 2009
35
MAJORS
These behaviors are immediately referred to the administration
Step #1: -Verbal reminder to the student of the expected, appropriate behaviors.
-Referral to Administration.
-Home contact made by Administration.
-Understanding by the student is demonstrated.
-Parent Conference with Administration.
Step #2: -Verbal reminder to the student of the expected, appropriate behaviors.
-Referral to Administration.
-Home contact made by Administration.
-Parent Conference with Administration before student returns.
Step #3: -Verbal reminder to the student of the expected, appropriate behaviors.
-Referral to Administration.
-Home contact made by Administration.
-Director of Education informed of the incident & background info.
-Parent Conference with Administration.
Step #4: -Verbal reminder to the student of the expected, appropriate behaviors.
-Referral to Administration.
-Home contact made by Administration.
-Director of Education informed of the incident & background info.
-Possible referral to District Discipline Committee.
-Possible consideration for Alternate School.
-Parent Conference with Director of Education and/or Administration.
Safe and Caring Schools Resource Guide, 2009
36
Presentation Junior High
School
School-Wide Discipline Plan
Consequence Guide
Minors
These behaviors are handles by the classroom teacher OR the attending adult.
Step #1
- Verbal reminder to the student of the expected, appropriate
behaviors
Step #2
- Verbal reminder to the student of the expected, appropriate
behaviors
- Advisory teacher informed of the incident
Step #3
- Verbal reminder to the student of the expected, appropriate
behaviors
- Restitution by the student
- Advisory teacher informed of the incident
- Natural consequences applied by the attending adult
Step #4
- Verbal reminder to the student of the expected, appropriate
behaviors
- Restitution by the student
- Advisory teacher informed of the incident
- Natural consequences applied by the attending adult
- Home contact made by the attending adult
Step #5
- Move directly to Step #2 of “Middles”
Middles
These behaviors are handles initially by the attending adult, but are referred to the
administration if they become chronic.
Step #1
- Verbal reminder to the student of the expected, appropriate
behaviors
- Restitution by the student
- Advisory teacher informed of the incident
- Natural consequences applied by the attending adult
- Home contact made by the attending adult
Step #2
- Verbal reminder to the student of the expected, appropriate
behaviors
- Restitution by the student
- Advisory teacher informed of the incident
- Natural consequences applied by the attending adult
Safe and Caring Schools Resource Guide, 2009
37
- Home contact made by the attending adult
- Referral to Administration (in-school and/or out-of-school
suspension)
Step #3
- Verbal reminder to the student of the expected, appropriate
behaviors
- Referral to Administration (in or out-of-school suspension)
- Home contact made by Administration
- Parent Conference with Administration before student returns (out-
of-school only)
Step #4
- Move directly to Step #2 of “Majors”
Majors
These behaviors are immediately referred to the Administration.
Step #1
- Verbal reminder to the student of the expected, appropriate
behaviors
- Referral to Administration (in or out-of-school suspension)
- Home contact made by Administration
- Restitution by the student
- Parent Conference with Administration before student returns (out-
of-school only)
- Possible referral to school Guidance Counsellor
Step #2
- Verbal reminder to the student of the expected, appropriate
behaviors
- Referral to Administration (3-5 Day Out-of-School suspension)
- Home contact made by Administration
- Parent Conference with Administration before student returns
- Possible referral to school Guidance Counsellor
Step #3
- Verbal reminder to the student of the expected, appropriate
behaviors
- Referral to Administration (Out-of-School suspension)
- Home contact made by Administration
- Parent-Conference with Administration before student returns
Step #4
- Verbal reminder to the student of the expected, appropriate
behaviors
- Referral to Administration (Out-of-School suspension)
- Home contact made by Administration
- Appropriate Board Personnel contacted where applicable
- Parent Conference with appropriate Board Personnel before
student returns
Safe and Caring Schools Resource Guide, 2009
38
Appendix VI
Documentation Form Samples
“If you can’t say something nice, don’t say anything at all.”
Thumper’ s father (Bambi 1942)
Safe and Caring Schools Resource Guide, 2009
39
□ For Action Eastern School District – Draft Sample
□ For Your Information Behaviour Documentation Form
Student Name:
Class
Referred By:
Date:
Issue(s) of Concern
(List all Middle and Major Behaviours)
□ Attendance
□ Skipping school
□ Late
□ Dress code
□ Cheating
□ Unprepared for class
□ Lying
□ Fighting
□ Matches/lighter
□ Smoking on school property
□ Drugs and/or alcohol use
□ Serious threat/ intimidation of others
□ Weapons
□ Theft (serious)
□ Sexual behaviour
□ Inappropriate Internet sites and/or
print material
□ Inappropriate representation of school
(field trips, athletics, performances,
etc.)
□ Sexual harassment
□ Off school grounds without permission
□ Vandalism
□ Disrespect
□ Defiance
□ Theft
□ Offensive language
□ Physical aggression
□ Chronic minor
□ Chronic middle
□ Other
Location
Time Others Involved
□ Art room □ Before School □ Peers
□ Assembly □ 1
st
period □ Teacher/Admin
□ Bus □ 2
nd
period □ Staff/Volunteer
□ Cafeteria □ Recess
□ Classroom □ 3
rd
period
□ Gym □ Lunch
□ Music room □ 4
th
Period
□ Hall □ 5
4th
period
□ Comp. Lab □ After School
□ Home Ec.
□ Library
□ Music/Band
□ Off Grounds
□ Outside/Playground
□ Science Lab
□ Tech. Lab
Action Taken (
List from Consequence Guide - Middle and Major)
□ Verbal reminders
□ Re-teach
□ Offer choices and
consequences
□ Advise the homeroom
teacher
□ Natural consequences
___________
□ Restitution
□ Home contact
□ Restricted access to
facilities/activities
□ Behaviour contract
□ Peer counseling
□ Self-reflective exercise
□ Detention
□ Parent/school
conference
□ Referral to ISSP/SSS
□ Restorative justice
□ Referral to school
counsellor
□ Reduced day
□ Loss of privileges
□ Police involvement
□ In-school suspension
□ Out of school
suspension
□ Extended suspension
Safe and Caring Schools Resource Guide, 2009
40
Comments (optional)
Safe and Caring Schools Resource Guide, 2009
41
updated Nov. 7th , 2008
Referred by:__________________________ Date: _______________
Long Range Academy - Office Referral Form
Students Name: _______________________ Grade:_________ Referral to:_______________________
Code of Conduct Infractions
Minors
• Unprepared for class
• Inappropriate clothing
• Incomplete homework
• Lateness
• Inappropriate footwear
• Talking in class
• Non-compliance
• Assembly behaviors
• Eating in corridors
• Bus behavior
• Pushing and/or running in
corridors
• Other__________________
• Notification form previously
submitted
• Tracking form attached
Spoke with Parent ____ Yes
date:_________
Phoned ___ no answer ___Yes
date(s) _______________________
Middles
• Inappropriate language
• Cheating on assignments,
tests, quizzes
• Disrespecting teachers
• Lying
• Use of cell phones
• Teasing
• Inappropriate use of electronic
equipment
• Disrespecting teachers
personal space and property
• Not signing out properly
• Other ____________________
_
Spoke with Parent ____Yes
date:_________
Phoned ___ no answer ___Yes
date(s) ______________________
_
Majors
• Fighting
• Inappropriate representation of school
• Weapons
• Inappropriate use of emergency
equipment
• Sexual behavior
• Leaving school grounds without
permission
• Cheating on cumulative exams
• Racism & other forms of discrimination
• Defacing school property
• Theft
• Defiance
• Inappropriate use of internet/print
material
• Verbal aggression (uttering threats)
• Physical aggression
• Smoking on school property
• Vandalism
• Bullying (confirmed by Administration)
• Use of matches and lighters on school
property
• Use of or under the influence of drugs
and alcohol
• Leaving a in-school suspension without
permission
• Other ______________________
Safe and Caring Schools Resource Guide, 2009
42
Location:______________________________ Time: _____________________
D
etails of Infraction (s)/Action Taken :
_
_
_
___________________________________________________________________________________________________________
_
_
_____________________________________________________________________________________________________________
_
_
_________________________________
_
___________________________________________________________________________
_
_
_____________________________________________________________________________________________________________
_
_
__________
O
thers Involved/Witnesses:____________________________________________________________________________________
Administrative Response
Administrator:___________________ Date:________________
Parent Contact Verbal Warning Lunch-time Detention In-school suspension
Out-of-school Suspension Referred to Counselor District Notified ___________________
Comments: _________________________________________________________________________________________
_
_________________________________________________________________________________________
_
_________________________________________________________________________________________
_
_________________________________________________________________________________________
_
____________________________
_
____________________________________________________________
_
Safe and Caring Schools Resource Guide, 2009
43
Date:
Conrad Fitzgerald Academy
Office Discipline Referral Form
Student Name: Grade: Referral to: Principal
Vice-Principal
Referred By: Counselor
Issue(s) of Concern
Disrespect
Attendance
Bullying/Harassment
Illegal Substance
Physical Aggression
Snowballs
Weapon
Classroom Behaviour
Non-Classroom Behaviour
Theft
Vandalism
Academic Performance
Defiance
Safety Risk
Offensive Language
Field Trip/Athletics Behaviour
Computer Abuse
Dress Code
Fighting
Other ______
Description of Behaviour:
Location Time Others Involved
Assembly
Bus
Library
Computer Lab
Gym
Cafeteria
Hallway
Off-Campus (home,
community)
Gym
Classroom
Stairwell
Parking Lot
___________
Before School
8:45 AM – 10:50 AM
Recess
11:05 AM – 12:05 PM
Lunch
12:55 PM – 2:55 PM
After School
Peers
Teacher
Staff
Other(s) ______________
Previous Action with this same problem?
Action Date(s) Action Date(s)
Time-Out/Removal
Call Home
Teacher-Student Conf.
Parent Conf.
Classroom Management
Administration
Counselor
Other:
Safe and Caring Schools Resource Guide, 2009
44
Administrative Consequences
Action By: Date:
Warning Detention Detention @ Break/Lunch Teacher/Student Conference
Parent Conference Referred to Counselor In-School Suspension Out-of-School Suspension
Comments:
Copies to: Dates of Consequence:
Safe and Caring Schools Resource Guide, 2009
45
Dorset Collegiate
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E
R
R
R
R
A
A
L
L
F
F
O
O
R
R
M
M
Referred by: Date:
Student Name:
Grade: Telephone #:
I
I
S
S
S
S
U
U
E
E
(
(
S
S
)
)
O
O
F
F
C
C
O
O
N
N
C
C
E
E
R
R
N
N
Level 1 Level 2 Level 3
Assembly Behaviour
Disrespect To Students
Misuse Of Electronic Devices
Food Theft
Gym Behaviour
Hallway Behaviour
Incomplete Homework
Late
Litter
Non-Compliance
Misuse Of Personal Equipment
Pushing
Skateboarding On School
Grounds
Swearing
Talking Out Of Turn
Teasing/Derogatory Remarks
Unprepared For Class
Wandering Halls During Class
Time
Other
______________________________
Abuse of School Equipment
Cheating
Defacing School Property
Inappropriate Clothing
Inappropriate Internet Sites
Inappropriate Representation
Invasion Of Adult Space
Lying
Misuse of Matches/Lighters.
Misuse Of Trust
Parking Lot Behaviour
Plagiarism
Racial Slurs
Skipping
Other
______________________________
Bullying/Intimidation
Bus Behaviour (To/From School)
Smoking On School Grounds
Dangerous Use Of Vehicle
Defiance
Fighting
Illegal Substances
Non-Emergency Fire Alarm
Physical Aggression
Sexual Behaviour
Sexual Harassment
Swearing At An Adult
Theft
Vandalism
Weapons
Other
______________________________
Details of Behaviour:
Location:
Time:
Others Involved:
Previous Action with this same or similar problem?
Safe and Caring Schools Resource Guide, 2009
46
Appendix VII
Analysis of School-Wide Data
Samples
Administration Response
Action By: Date:
Warning Detention Student meeting Referred To Ed. Psych
Parent Contact Referred to Guidance Suspension
Comments:
Safe and Caring Schools Resource Guide, 2009
47
“Every job is a self portrait of the person who did it.
Autograph your work with excellence.”
Anonymous
Safe and Caring Schools Resource Guide, 2009
48
Safe and Caring Schools Resource Guide, 2009
49
Safe and Caring Schools Resource Guide, 2009
50
Safe and Caring Schools Resource Guide, 2009
51
Appendix VIII
Classroom Data Analysis
Sample Form
“We cannot always build the future for our youth, but we can build our youth for the
future.”
Franklin D. Roosevelt (1882-1945)
32
nd
President of the United States
Safe and Caring Schools Resource Guide, 2009
52
Long Range Academy -Tracking Form updated Oct. 8
th
, 2008
Students Name:________________ Grade:___________ Teacher:_______________
Please indicate subject
Behavior/Date
O1 O2 O3 O6 O7 O8 O9 O10 O14 O15 O16 O17 O20 O21 O22 O23 O24 O27 O28 O29 O30 O31
Unprepared for
class
Inappropriate
clothing
Incomplete
homework
Pushing and/or
running
in corridors
Lateness
Inappropriate
footwear
Talking in class
Non-compliance
Assembly
behaviors
Eating in corridors
Bus behavior
Other:
Safe and Caring Schools Resource Guide, 2009
53
Safe and Caring Schools Resource Guide, 2009
Classroom Discipline Tracking Form-ESD-SAMPLE
Date:
Number of teaching days this month:
Classroom population:
Total number of incidents:
Number of students involved:
List students involved: Name/Number Total
Percent of class involved:
÷ =
# of students involved student population
Percent of class population
involved
Average number of incidents per day:
÷ =
# of incidents # of days/month
Name the inappropriate behaviour: Total
• Attendance
• Cheating
• Chronic middle behaviour
• Chronic minor behaviour
• Defiance
• Dress code
• Drug/alcohol use
• Fighting
• Inappropriate Internet sites/printed material
• Inappropriate representation of school
(Field trips, athletics, performance, etc.)
• Late
• Lying
• Matches/lighter
• Physical aggression
• Serious treat/intimidation of others
• Sexual harassment
• Smoking on school property
• Theft (serious)
• Unprepared for class
• Vandalism
• Weapons
Safe and Caring Schools Resource Guide, 2009
Locations of behaviour: Total
• Art room
• Assembly
• Bus
• Cafeteria
• Classroom
• Gym
• Music room
• Hall
• Comp. lab
• Home Ec.
• Library
• Music/band
• Off-grounds
• Outside/Playground
• Science lab
• Tech. lab
Time of behaviour: Total
• Before school
• 1
st
period
• 2
nd
period
• Recess
• 3
rd
period
• Lunch
• 4
th
period
• 5
th
period
• After school
Safe and Caring Schools Resource Guide, 2009
Classroom Discipline Tracking Form – ESD EXAMPLE
Teacher:
Class:
Date:
Number of teaching days this month: 20
Number of students: 30
Number of incidence: 10
Number of students involved: 5
List students involved:
Percent of class involved: divide number of students involved
by the number of students in your
homeroom
5 divided by 30 = .17
17 percent of the class was
involved in inappropriate
behaviour
Average number of incidents per day: divide number of incidents by the
number of days
10 divided by 20 = .5
On average there was 1
incident of inappropriate
behaviour every 2 days
Name the inappropriate behaviour: List inappropriate behaviours and
add how many of each occurred
Locations of behaviour: List locations and add how many
incidents occurred per location
Time of behaviour: List the times and add how many
incidents occurred per time frame
Safe and Caring Schools Resource Guide, 2009
Appendix IX
School-Wide Data Analysis
Sample Form
“Education should be the process of helping everyone to discover his
uniqueness, to teach him how to share it because that’s the only reason for
having anything.”
Leo Buscaglia (1924-1998)
American Writer, Educator
Safe and Caring Schools Resource Guide, 2009
School-Wide Discipline Tracking Form-ESD Sample
Date:
Number of teaching days this month:
Student population:
Total number of incidence:
Number of students involved:
List students involved: Name/Number Total
% of school involved:
÷ =
# of students involved student population
% of student population involved
Average number of incidents per day:
÷ =
# of incidents # of days/month
Name the inappropriate behaviour: Total
• Attendance
• Cheating
• Chronic middle behaviour
• Chronic minor behaviour
• Defiance
• Dress code
• Drug/alcohol use
• Fighting
• Inappropriate Internet sites/printed material
• Inappropriate representation of school
(field trips, athletics, performance, etc.)
• Late
• Lying
• Matches/lighter
• Physical aggression
• Serious treat/intimidation of others
• Sexual harassment
• Smoking on school property
• Theft (serious)
• Unprepared for class
• Vandalism
• Weapons
Safe and Caring Schools Resource Guide, 2009
Locations of behaviour: Total
• Art room
• Assembly
• Bus
• Cafeteria
• Classroom
• Gym
• Music room
• Hall
• Comp. lab
• Home Ec.
• Library
• Music/band
• Off grounds
• Outside/playground
• Science lab
• Tech. lab
Time of behaviour: Total
• Before school
• 1
st
period
• 2
nd
period
• Recess
• 3
rd
period
• Lunch
• 4
th
period
• 5
th
period
• After school
Safe and Caring Schools Resource Guide, 2009
School-Wide Discipline Tracking Form _ESD EXAMPLE
Date:
Number of teaching days this month: 20
Student population: 200
Number of incidence: 40
Number of students involved: 20
List students involved:
Percent of class involved: divide number of students involved
by student population
20 divided by 200 = .1
10 percent of the school was
involved in inappropriate
behaviour
Average number of incidents per day: divide number of incidents by the
number of days
40 divided by 20 = 2
On average there were 2
incident of inappropriate
behaviour every day
Name the inappropriate behaviour: List inappropriate behaviours and
add how many of each occurred
Locations of behaviour: List locations and add how many
incidents occurred per location
Time of behaviour: List the times and add how many
incidents occurred per time frame
Safe and Caring Schools Resource Guide, 2009
Appendix X
Sample Data Collection Process
“We are all in a race for the hearts and minds of our young people, and we
are not the only ones.”
Rod Paige (1933- )
Us Secretary of Education
Safe and Caring Schools Resource Guide, 2009
The following is a suggested school-wide system for managing the data collection
and documentation of behaviour. It is an example of a paper format system.
1. An accessible but private location should be chosen for filing behaviour tracking
forms.
2. These forms will be kept in a file. Students should be grouped by some criteria.
Students may be grouped by homeroom class. (The homeroom class will be
used for the purpose of this explanation.)
3. Each file should have a class list inside the front cover.
4. A behaviour tracking form should be completed when a middle or major
behaviour occurs.
5. After the attending adult intervenes appropriately, as outlined in the school’s
consequence guide, then the attending adult will place the completed form in the
student’s homeroom folder, checking the student’s name on the class list.
6. If the teacher notes that the student has several incident reports for this period of
time, the teacher should check the file to determine if further intervention is
necessary at this time.
7. Further intervention may be necessary if the student has recently been involved
in the same or similar behaviour. This decision will be up to the teacher’s
discretion and professional judgment. If further action is taken, this should be
documented on this behaviour tracking form and the form filed.
8. If the behaviour was of a serious nature, defined as a major behaviour or a
chronic middle behaviour, the teacher should intervene as appropriate, complete
the behaviour tracking form, and place it in a pre-selected area for the
administration’s easy access.
9. The administration will check this pre-selected area periodically throughout the
day. Then will follow-up with the necessary action upon receipt of the form.
10. The administrator may choose to check the student’s homeroom file for a history
of recent behaviour. The administrator will have easy access to past months
behaviours through the analysis process of the data collected.
11. The administrator will follow through with appropriate action, will complete the
section of the behaviour tracking form for action taken and will place the form in
the student’s homeroom file checking the student’s name on the class list.
12. At the end of the month, each homeroom teacher, with the assistance of support
staff if necessary, will collect data on the behaviour of their homeroom students
for that month. (Refer to appendix VIII for a sample classroom data analysis
form.)
Safe and Caring Schools Resource Guide, 2009
13. The classroom data analysis form will be completed on a monthly basis.
14. A working group from the staff will be responsible for analyzing the classroom
numbers and formulating a school picture. (Refer to appendix IX for a sample
school-wide data analysis form.)
15. The school picture shall be presented to the entire staff on a regular basis for
evaluation of efforts and decision-making.
16. Most effective presentation of the school picture will be through a graph format
using something like Microsoft Excel. (Refer to appendix VII for sample school-
wide analysis charts.)
17. Use multiple graphs in order to identify what systems are problematic:
• Referrals by problem behaviour
o What problem behaviours are most common?
• Referrals by location
o Are there specific problem locations?
• Referrals by student
o Are many students receiving referrals or are there only a small number of
students with more than one referral?
• Referrals by time of day
o Are there specific times when problems occur?
18. The staff shall use this information for decision making, asking these questions:
• Is there a problem?
• Are many students or a few involved?
• What kinds of problem behaviour are occurring?
• When, where and with whom are these behaviours most likely?
• What is the most effective use of our resources to address this problem?
19. Student numbers may be used to ensure confidentiality for the purpose of
reporting to staff.
20. This information will be useful in identifying students requiring extra (secondary
or tertiary) support.
21. As plans for small groups or individual students are implemented staff should be
kept aware of their responsibilities.
22. Further data collection and analysis will enable continuous evaluation of school-
wide, targeted group and individual system support plans.
Safe and Caring Schools Resource Guide, 2009
