Hillcrest+Middle+School,+Trumbull,+CT

=Welcome to the Hillcrest Middle School home page.= **We stand for making everyone physically, mentally and emotionally safe.**
 * [[image:ces-pbis-network/Middle School/Hillcrest Middle School/hc.jpg align="center" caption="Hillcrest Middle School, Trumbull, CT" link="@http://www.trumbullps.org/hms/"]] ||
 * Hillcrest Middle School, Trumbull, CT ||

__Hillcrest Vision Statement__ Hillcrest is a community where everyone: **LEARNS** **ACHIEVES** **CONTRIBUTES** Our school will be dynamic learning community of responsible individuals who strive for excellence and contribute to society. __Hillcrest Mission Statement__ The Hillcrest community seeks to promote excellence through high expectations and appropriate learning activitiesthat will enhance the lives of all students, encourage responsibility, and advocate accountability to enable them to build the knowledge, skills, and attitudes necessary to be successful, contributing members of a changing global society. OUR PBIS CORE VALUES Hillcrest Hawks SOARR :


 * ==**__ S __** afety ==
 * ==__ O __ wnership ==
 * ==__ A __ ttitude ==
 * ==__ R __ espect ==
 * __ R __ esponsibility

** PBIS BEHAVIORAL ** ** EXPECTATIONS: ** Reinforcement Continuum
 * ** HILLCREST ** ** HAWKS ** ** SOARR… ** || ** CLASSROOM ** || ** CAFETERIA ** || ** BATHROOMS/LOCKER ROOMS ** || ** HALLWAYS ** || ** BUS ** ||
 * ** S **** afety ** || -Keep hands and feet to self -Use school and personal materials appropriately || -Use designated entrances/exits -Report accidents || -Report problems -Use facilities appropriately || -Keep hands and feet to self -Walk || -Stay in your seat -Enter and exit in an orderly manner -Report problems ||
 * ** O **** wnership ** || -Actively participate -Seek help when needed -Do your own work || -Pay your own way -Make healthy choices -Clean up after yourself || -Clean up after yourself -Use facilities in a timely manner || -Secure locker -Keep locker and hall clean -Report accidents || -Check your seat for personal belongings -Keep your area clean ||
 * ** A **** ttitude ** || -Do your personal best -Accept constructive feedback || -Include all -Be helpful and polite -Be tolerant of personal food choices || -Keep facilities clean || -Listen to adults -Be helpful || -Be kind to classmates and bus drivers -Share seats ||
 * ** R **** espect ** || -Follow directions -Use appropriate language -Respect individual ideas and differences -Maintain personal space and property || -Follow directions -Use good table manners -Use appropriate language || -Use appropriate language -Maintain privacy of others || -Use inside voice -Use appropriate language -Maintain personal space and property || -Listen to the bus driver -Use appropriate language ||
 * ** R **** esponsibility ** || -Come prepared -Arrive on time -Complete assignments on time || -Wait your turn -Follow pass procedure -Stay in assigned area || -Use good hygiene -Use pass procedure || -Follow pass procedure -Arrive on time || -Keep your body and belongings to yourself ||

__Infraction Continuum__


 * **__Level 1:__** Appropriate Behavior || **__Level 2:__** Behaviors that impact only the student || **__Level 3:__** Behaviors that interfere with the learning of others ||
 * -Student modeling of expectations || -gum chewing - Not prepared -Out of seat -Breaking pencils -Not following directions -Whining -Playing in desk -Not doing class work -Sleeping -Copying behaviors/academic dishonesty -Not listening -Refusing to work -Crawling on floor -Not taking responsibility for action -No homework -Not having a pencil -Late to class -absences -carrying backpack || - Talking out -Visiting/talking -Inappropriate noises -Touching -Poking -Standing on furniture -Constant talking -Out of seat and interfering with others learning -Inappropriate chair manners -Consistently not following directions -Chronically late to class -Leaning in chair -mean spirited behavior -Inappropriate language ||
 * **//__Prompts for desired behavior__//** Use effective signal/prompt (ex. school wide announcements, teachers takes three minutes to ask what SOARRR stands for, review behavior expectations before test, etc…) Label display of expected behavior (ex. ) Acknowledge appropriate behavior **MODEL,** **PRAISE, PRAISE, PRAISE, PRAISE, PRAISE, PRAISE,** **REWARD** || **//__Ideas for promoting positive behavior__//** -All previous -Remove attention -Wait for desired behavior, then immediately reinforce -Positively reinforce other student displays of desired behavior -Eye contact -Proximity -High levels of supervision -Private discussion about expectations -Verbal warning -Pre-teaching of expectations -Re-teaching of school rules/ expected behaviors -Link rewards to appropriate behaviors -Team Meeting with student -Collaboration with Intervention Specialist / Support Staff || **//__Ideas for promoting positive behavior__//** -All previous -Signal error or problem behavior – reminding student of expected behavior -Team discussion with student -Consultation with teams / support staff for classroom/individual behavior management ideas ||
 * **//__Consequences may include__//** -Reward / Praise -Parent contact (about great job!) -Well behaved students -Happy teacher and classroom || **//__Consequences may include__//** -Timeout in room - moving seat -parent contact -detention -loss of privileges || **//__Consequences may include__//** -All previous -Buddy classroom with grade level classroom -complete reflection sheet in buddy classroom or during detention -Behavior contract -Admin/parent/student/teacher conference ||

__Infraction and Response Continuum__
 * **__Level 4:__** Behaviors that affect an orderly environment || **__Level 5:__** Harmful/Illegal Behaviors ||
 * -chronic violation of teacher managed behaviors -electronic devices/cell phone (visible and/or on) - Talking back to adult -Teasing -Lying -Cheating -Forgery -Inappropriate language -Tantrums -Climbing in bathroom -Disrespect to others -Leaving room without permission -Hallway behaviors -Banging on window -Truancy (20 absences) -intimidation -inappropriate bus behavior -threat -failure to identify oneself -bullying || -Actions that cause harm -bomb threat - Sexual harassment -Theft or burglary -Fighting/physical aggression -Drugs -Weapons- use or threat of use -Punching -Biting -Throwing furniture -Stealing -Threatening to do injury to person or property -Sexual behaviors -Racial Slurs -Profane gestures -Vandalizing -Throwing things -Pushing -Pinching -Spitting on others -Looking under bathroom stalls ||
 * **//__Ideas for promoting positive behavior__//** -All previous -Proximity || **//__Ideas for promoting positive behavior__//** -All previous -High levels of supervision ||
 * **//__Consequences may include__//** -All previous -Office referral -Office referral for repeated behaviors -Security guard escort as needed -lunch detention -detained 5 minutes for lunch -Admin/parent/student/teacher conference -Suspension (As per Board of Education discipline policies) || **//__Consequences may include__//** -Automatic office referral -Suspension or expulsion (As per Board of Education discipline policies) ||

= Summary of Grade Level Programs =
 * __ 8th Grade Level Program __** The 8th grade introduced to their incentive program during their language arts class on the Gold Team and in math class on the Purple Team. Students received an incentive chart (attached) which was placed on the inside cover of their agenda pads. Teachers all have stickers to distribute to students who have been caught S.O.A.R.R.ing. Teachers refer to the PBIS matrix for the language/expectations for guidelines in awarding stickers. It is their discretion as far as how many/when to place a sticker on a student’s chart. Halfway through the trimester we will review their charts and determine if a team meeting should be called at that time to issue rewards/incentives for the students. The students who have displayed the most positive S.O.A.R.R.ing behaviors will receive the rewards/incentives. The incentive options are based on the results of the preference assessment previously conducted with the 8th graders.
 * __ 7th Grade Level Program __** The 7th grade introduced their incentive program at team-wide student meetings. For individual incentives, students receive tickets from their individual teachers for displaying S.O.A.R.R.ing behavior in class. These tickets can be pulled in the classroom randomly, and it is up to the teacher to decide how often to pull tickets. Rewards include, choosing your seat in the classroom for the day, a homework pass, sit in the “comfy seat”, etc. Tickets will also be pulled at the end of the trimester Achiever Meeting for a “goodie bag”. For class-wide incentives, teachers will have a jar for each class period. When, as a class, students display S.O.A.R.R.ing behaviors, teachers place a few marbles in that class’s jar. Once a class has filled their jar, as a class they decide on a reward. Rewards can include, having a snack in class, the class meeting in an alternate location, a game or music day in class, watching a “fun” video during lunch, hat day in class, etc.
 * __ 6th Grade Level Program __** The 6th grade conducted a preference assessment and found out that students preferred to work for incentives such as a game day, or listening to an I-pod during class day. We also noted movies were a favorite. The 6th grade introduced their incentive program at a grade-wide meeting. The marble system was explained in detail. To prepare the students for 7th grade, the 6th grade marble system mirrors the 7th grade system. In addition, individual S.O.A.R.R.ing students of the trimester are rewarded at a team-wide meeting at the end of the trimester.

Pages in this team:

 * 1) Home
 * 2) Bus expectations
 * 3) Expectation Matrix
 * 4) Lesson Plans
 * 5) Other resources