Positve Behavior, Intervention and Support

Mission Statement for JFHMS:

The school community will be proactive in maintaining a safe and supportive environment where responsible behavior is taught, recognized, and rewarded and will provide fair and consistent opportunities for students to experience behavioral and academic success.

The school community includes the following stakeholders: students, parents and primary caregivers, faculty and staff, administration, business partners, central office staff, and outside agency affiliates.

Teachers are encouraged to continue to utilize the tools available to them for reinforcing the limits they set in the classroom prior to the need to refer the student to the office, including the following:

  • Clearly Communicated Expectations
  • Consistent Classroom Rules & Procedures
  • Student conference; Warning
  • Team Conference
  • Parent Contact(s)
  • Fowls
  • After-School Detention
To create an atmosphere where students are motivated to behave in an expected manner, administrators, teachers & staff will:

  1. Clearly communicate to students the benefits of learning and expected student behaviors, and that misbehavior will not be tolerated.
  2. Provide for close supervision of students.
  3. Discipline students according to a fair and consistent plan.
  4. Provide excellent instruction.
  5. Clearly communicate and model to students expected behaviors, and that misbehavior will not be tolerated.
  6. Be the authority in the classrooms and other areas of the school campus
  7. Utilize parent contacts and restriction of privileges to correct minor misbehaviors.
  8. Reward or demonstrate appreciation for appropriate behavior.

“Classroom management . . . is mentioned in some form in virtually every major study of factors affecting student achievement. . . . A classroom that is chaotic as a result of poor management not only doesn’t enhance achievement, it might even inhibit it.”

“A school-wide discipline policy . . . communicates powerfully to students and parents that teachers speak with one voice on how discipline should be addressed.”

(Marzano, Robert J. What Works in Schools: Translating Research Into Action. Alexandria, VA: Association of Supervision and Curriculum Development, 2003).

The CREST Program is a positive incentive program recognizing students for demonstrating good character through respect, trustworthiness, citizenship, caring, responsibility, and fairness. Students may be rewarded individually by receiving Talons, Positive Academic Tickets, Positive Referrals or other special recognitions. The school store (Talon Store) allows students to purchase items with their talon bank. Students may also receive recognition or rewards through drawings held during the school year.

CREST also hosts activities that reward students as a group. Students in good standing with the school community may participate in these events.

The Hawks SOAR Program is a team system designed to help each instructional team assist students by identifying the area (or areas) in which a student is not experiencing success within the school. Staff members may issue a Fowl to any student that fails to comply with school, team, or classroom guidelines. Each Fowl is documented electronically by the staff member that issues it and can be viewed by the parent on PowerSchool. By reviewing these Fowls each instructional team is made aware of each student’s individual needs. With the assignment of Fowls, the instructional team intervenes in an attempt to help the student in whatever area or areas in which he or she is having difficulty. These interventions include a range of consequences designed to influence the student’s behavior.

Expectations for student conduct center on the Character Traits of respect, trustworthiness, citizenship, caring, responsibility, and fairness. A simple way to remember the school’s expectations for students conduct is to remember to:

  • Be RESPECTFUL (adults and other students)
  • Be SAFE (respect school property and the property of others)
  • Be RESPONSIBLE (for your academic and behavioral choices)

Students accumulating Fowls will be assigned consequences according to the schedule listed below.

Schedule of Consequences and Interventions
* 1stFowl – Warning & Conference with the Teacher
* 2ndFowl – Teacher assigning the Fowl to Contact Parent/Guardian
* 3rdFowl – Silent Lunch
* 4thFowl – Team Referral to Administration for 1 Day of BIP
* 5thFowl – Referral to Administration and Assignment of 10 days of Poor School Standing and After School Detention
* 6thFowl – Team Referral to Administration for 2 Days of BIP

** All Fowls dropped at end of 4 ½ weeks coinciding with the distribution of Progress Reports – students begin with a clean slate every 4 ½ weeks.