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Time in class for SEAD, RULER, Blueprint, Restorative Justice

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Time in class for SEAD, RULER, Blueprint, Restorative Justice

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I am worried that I won't have enough time to put these new programs into practice during my teaching day.

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What can we do this year to prevent the 7th grade tier 3 students from setting the tone on our campus as 8th graders next year? We need to disempower them before it is too late to rein them back in. This requires strong intervention plans and behavior contracts for them, as well as a firm tier one structure with no wiggle room.

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How can admin. communicate with teachers when tier 3 students are being placed in our classes? If a student was identified the year before, we should not have to re-identify the same student the next year. There should also be a re-entry conference for the student the next fall with the new teachers invited to discuss interventions and possible consequences for continued disruptive behavior. We should not be so naive as to believe these students deserve a "fresh start"

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Our tier one rules should be solid, but currently are not being followed by a very large percentage of the student body. Kids are chewing gum, carrying cell phones in their pockets, wearing hats and hoods in office and at assemblies, etc. Which tier one rules should be enforced, and which ones does admin. choose to ignore? Breaking the rules is becoming the culture of our school.

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Most 6th grade and elective teachers can immediately pick out the students in 6th grade who are at risk. Can we develop a system where we focus our time, energy, and resources on students at the first hint of needing extra help? Identify potential issues in 6th grade and address them immediately before it becomes a huge problem in 7th/8

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Many issues this year have surfaced as a result of the master schedule. The large class sizes contribute towards some of the behavior issues as class management becomes more difficult. Is there a plan in place to begin working on the master schedule now so that we don't have the same problems next year?

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Can we bring in our campus supervisors for conservations around school climate, student interactions, etc.?

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Why does the student handbook (planner) still describe our no-longer-used discipline progression? (I.e., 30 minute detention, 60 minute detention, etc.). Why isn't the PBIS 4-strike sequence in the student planner by now? We've been using the PBIS form as our standard for many years now.

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Would we able to track tardies across the entire day and not just first period and hold students accountable the same way we do with 1st period tardies?

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Is there a bathroom procedure? Can it be consistent across the campus? Are there parameters?

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What did we gather from the pre-/post-survey from community circles?

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Highlight our student-athletes (pep rallies, Purple/Gold Games where the student body is encouraged to attend one game for each team)

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Students who are doing the right thing are beginning to feel alienated because they don't feel they have a voice.

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Can we investigate the use
of stocks, scarlet letters, and tar and feather as consequences??

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No communication back on consequences/interventions when applied beyond the third offence.

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We are fully on board with PBIS in the classroom. You can't have level one without backup. The program breaks down. What's our focus? PBIS? SEAD/RULER? WEB? AVID? COST?

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The vision seems to be to get students to 8th grade graduation without things exploding. What's our Mission Statement?

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Illuminate has a tool for imputing behaviors. Why are we using COST? A two week turn-around does not provide effective, quick, meaningful feedback or interventions.

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Are the changes announced for lunch procedures earlier this year actually happeneing and being enforced?

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Are the changes announced for lunch procedures earlier this year actually happeneing and being enforced?

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Our staff meetings don't cover the nuts and bolts of school needs. Everything has been aside to accommodate the SEAD/RULER program. We need communication for all staff. There seems to be a disconnect between our vision and what is practiced.

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What is the threshold for referring kids for SARB?

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How do we evaluate whether our rules and procedures are actually working?

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What is the threshold for referring kids for SARB?

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How do we evaluate whether our rules and procedures are actually working?

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There seems to be a belief that the problem is the staff and the fidelity in which PBIS is implemented. Where does this belief come from? Is this why SEAD/RULER has dominated our PDs? There seems to be a lack of "government" at NBMS.

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What is the threshold for revoking interdistrict transfers for Tier 2 and tier 3 behavior kids?

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What is the threshold for expelling a student?

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What is the process for chnages to school rules and how do those chnages make it into handbook?

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What is the relationship between consequences and procedures listed in planner/handbook with PBIS, COST, and the various individual classroom policies that teachers implement?

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Does a "suspension from class" count as a "suspension" for statistical purposes and for documenting patterns that could lead to expulsions?.

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What are guidelines for "threats" against teacerhs or students? If a threat is considered "transient," what are the consequences that set an example for other students so they undersatnd that threats will not be tolerated?

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What happened to idea for intramurals at lunch?

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What happens to kids who do not show up for Friday school and detentions? There seems to be no follow through with this.

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Are Sequoia or Phoenix, the COE alternative schools for middle school students, an option for our high fliers?

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Are Sequoia or Phoenix, the COE alternative schools for middle school students, an option for our high fliers?