Crabber Code Newsletter

March 2015

February Discipline Data

There were a total of 91 referrals in February. This is steady with the year-long decline in referrals this school year.


The following is a breakdown of the top five major discipline infractions and number of referrals received:



  • Disorderly conduct- 19
  • Skip/ truancy- 14
  • Excessive tardies- 12
  • Profanity- 8
  • Disruptive behavior- 8



Remember consistency is key in dealing with misbehaviors- not severity.

Student Voices-- School Climate and the Crabber Code

PBIS Tiers

Big image

PBIS Tiers- Hampton High School

According to tiered interventions we group students based on the number of referrals students receive:



  • Tier I (0-2 office referrals)
  • Tier II (3-5 office referrals)
  • Tier III (6 or more referrals)



We have a approximately 956 total referrals this school year:


  • approximately 59 students with 3-5 referrals (students needing Tier II support)
  • approximately 50 students with 6 or more referrals (students needing Tier III support)



The PBIS team will be looking at systems and initiatives to put in place for our Tier II students and more information will be forthcoming.

Strategies that Work- Beat the Teacher

If you are trying to find solutions on how to tame unproductive talk in the classroom, try this strategy called "beat the teacher."
Big image
Big image
Q: How does beat the teacher work in your classroom?

A: Every five minutes, if students are chatty and not paying attention the teacher gets a tally mark. If students are engaged in the material and on task, then the students get a tally mark. At the end of the block if the students win, they all receive an incentive.

Communities in School Site Coordinator - Ti'esh Harper

Big image
Q: How do you envision PBIS and CIS working together?

A: I think that our efforts fit together perfectly. PBIS seems to invaluable. We can work together to provide incentives for our students needing Tier III support making sure that we are connecting academics to behavior. For example, we can work to provide resources and incentives for after school activities.


Q: What are key areas of communities in schools?

A: We want to bring community support to the schools to serve our most at- risk students at all grade levels. Data is critical in identifying students and we have to be intentional in problem solving and sustaining our interventions.