Evergreen School Division has adopted the EBS (Effective Behavior Supports, or PBIS as it is also known) model for managing student behavior. A major advance in school-wide discipline, it places an emphasis on a school-wide system of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. Its focus is to teach and make students become responsible for their behavior, not simply to punish them when they make mistakes. More info can be found at this web site. www.pbis.org/schoolwide.htm, or click the image below:


SCHOOL RULES AND VALUES

Be Respectful, Be Responsible, Be Safe

CODE OF CONDUCT


All students and employees at our school have a right to work and learn in an environment supportive of their personal health, safety and well-being. We will work together to provide a safe and caring school environment that fosters and maintains respectful and responsible behaviors. Therefore students, parents and staff will do their best to act respectfully, responsibly and safe. In pursuit of this goal the following is unacceptable at our school:

~ Bullying, or abusing physically, sexually, or psychologically - orally, online, in writing or otherwise - any person;

~ Discrimination on the basis of any characteristic set out in the Human Rights Code;

~ Using, possessing or being under the influence of alcohol or illicit drugs at school;

~ Gang involvement;

~ Possessing a weapon (as defined in Section 2 of the Criminal Code of Canada)


Behavior Support Plan



Our school encourages Restitution, and School-wide Positive Behavior Supports as a developmentally appropriate approach to student behavior management.

  • Restitution is a process by which youth learn self-discipline. Restitution focuses first on the person. We ask the person to self-assess their behavior and how it affects others. It is then their responsibility to fix or solve the problem. The goal is to first teach the correct manner in which to behave, and furthermore to empower students to find solutions to the problems they have created. For more information point your browsers here:
    http://www.realrestitution.com/

  • School-wide Positive Behavior Supports focuses on the following:

    • Develop a continuum of scientifically based behavior and academic interventions and supports
    • Use data to make decisions and solve problems
    • Arrange the environment to prevent the development and occurrence of problem behavior
    • Teach and encourage prosocial skills and behaviors
    • Implement evidence-based behavioral practices with fidelity and accountability
    • Screen universally and monitor student performance & progress continuously

For more information point your browsers here: www.pbis.org/schoolwide.htm)

  • Level One: Classroom Environment

    Teachers develop clear expectations for students regarding classroom, hallway, and playground behavior These expectations are prominently displayed in the classroom, communicated to parents and reviewed and reinforced on a regular basis.

Teachers use a variety of other interventions in class to review and reinforce these expectations as well. By doing this we ensure the vast majority of students will be able to conduct themselves in a safe and respectful manner. PLEASE NOTE: ESD Policy allows teachers to suspend students out of the classroom for up to two days. Teaches must provide documentation of the behaviors, and the interventions employed before reaching this consequence.The teacher must identify an alternate location for the student and inform the parent verbally or in writing - this is classified an Out of Class Suspension.
  • Level Two: Minor Behavior Incident Reporting

    • Behavior Incident Report Form completed by person becoming aware of an incident indicated on the Behavior Incident Reporting Form as Minor
    • Information is gathered from witnesses (if necessary)
    • An Intervention with the student is undertaken taken and recorded on the form

    • If the student refuses to work through the intervention, the homeroom teacher will provide support
    • The form is passed on to homeroom teacher
    • The homeroom teacher decides if any further Intervention is required
      • Established behavior expectations may need review / reinforcement
    • The teacher files the report at the school office
    • The teacher will note if the student has accumulated a concerning number of reports (approximately 5) and refers for behavior planning if this is the case

  • Level Three: Major Behavior Incident Reporting
      • The staff observing or becoming aware or an incident classified as Major on the Behavior Incident Report will complete and pass on to the principal.
    • The Administrator will meet with the student to discuss the problem and have the student complete the Student Office Visit Form. This form must be taken home and signed by a parent as part of the intervention.
    • Additional interventions may be assigned, possibly including an in or out of school suspension


  • Level Four: Behavior Planning
    • At this stage, a student has a concerning number Behavior Incident Reports (usually around 5 in total). The Teacher will bring this to the principals attention.
    • The students case may be referred to the Behavior Support Team at this time.
    • A meeting will be arranged at this time to examine possible solutions in a collaborative setting. Parents will be involved with the planning.
    • Students not responding to teachers efforts at Level 1 may also be referred to the Behavior Support Team at this time as well. Teachers are to complete the Behavior Referral in advance of meeting.
PLEASE NOTE: Students found in possession of drugs, alcohol or weapons (as defined by the criminal code of Canada) will be suspended. > Behavior Incident Report Form



Revised 2011