District Commitment: Every school in Granite School District will offer a learning environment where safety, responsibility, and respect prevail and where every student receives support for achieving academic goals and personal aspirations.
Section 1: School-Wide Behavior Plan (Tier I)
- What are your school-wide PBIS behavior expectations? (3-5 positively-stated, specific behavior expectations for your school that build on the district commitment as stated above)
THE PANTHER WAY – Living the Kearns Values
2. When do you teach your behavior expectations and flowchart to all students and staff?
- Staff Teaching/Re-teaching Schedule: Week 1 of First Semester
- Student Teaching/Re-teaching Schedule: Week 1 of Second Semester
- Teacher-directed reteaching of expectations as needed.
3. What is your Tier 1 PBIS reinforcement system?
- Panther Paws: Students receive points for meeting/exceeding behavior expectations
- School Store: Students can redeem points for various prizes
- Panther Club for weekly & quarterly incentives
- Student of the week recognitions: Students are nominated by their teachers to meet with admin for recognition. This is followed by a phone call home to share positive message with parents and guardians.
4. What is your school-wide system to address behavior infractions?
Section 2: School-wide Bully Prevention Plan
- How do your school-wide expectations/rules relate to teaching bullying prevention? (e.g., Respect, Kindness, Thoughtful)
The Panther Way: This incorporates the Graduate of Granite dispositions with a focus on being responsible, compassionate, and respectful to their fellow students.
2. How do you incorporate bully prevention in teaching your school-wide expectations to students and staff?
| School-wide involvement: Staff members have a duty to maintain active supervision, intervene, and report any instances of bullying they witness or that are reported to them. Safe UT App roll out: Students are trained and encouraged report any instances of bullying via the SafeUT App or directly to admin for proper investigation. SEL Curriculum: Addressing Bullying Specifically |
| Student involvement: Buddy Box: An anonymous way to report incidents |
| Community involvement: Patron Concern form Safe UT App |
Link to Granite School District Teaching Videos: (Is this bullying? A quick guide) & (What happens when bullying is reported)
Bullying is Never OK! (youtube.com)
3. Which curriculum do you use to explicitly teach bully prevention to all students and staff? When is this taught (timeline)?
| Curriculum: SEL curriculum delivered by advisory | Timeline: Monthly advisory lessons |
4. What are the procedures for addressing the following behaviors? Include the standard interventions and consequences in your school for each behavior.
| Procedures | Documentation | Interventions | Rewards/Consequences | |
| Bullying | Investigation Administration meeting Parent Contact | Educator Handbook Witness Statements Discovery | Ongoing Monitoring Limiting interactions with victim | Suspension Referral to Safe School |
| Bullying with an aggravating component i.e. derogatory remarks based on sex, sexual preference, or race | Investigation Administration meeting Parent Contact | Educator Handbook Witness Statements Discovery | Ongoing Monitoring Limiting interactions w-victim Anti-bullying Contract | Suspension/In-School Suspension Referral to Safe School Referral to Law Enforcement |
| Cyber-bullying | Investigation Administration meeting Parent Contact | Educator Handbook Witness Statements Discovery | Ongoing Monitoring Limiting interactions w-victim Anti-bullying Contract | Suspension/In-School Suspension Referral to Safe School Referral to Law Enforcement |
| Hazing/ Harassment | Investigation Administration meeting Parent Contact | Educator Handbook Witness Statements Discovery | Ongoing Monitoring Limiting interactions w-victim | School Suspension Referral to Safe School Referral to Law Enforcement |
| Mutual Altercation | Investigation Administration meeting Parent Contact | Educator Handbook Witness Statements Discovery | Ongoing Monitoring Limiting interactions w-victim | Suspension Referral to Safe School |
| Verbal aggression using “fighting words” | Investigation Administration meeting Parent Contact | Educator Handbook Witness Statements Discovery | Ongoing Monitoring Limiting interactions w-victim anti-bullying contract Restorative Justice & Reconciliation | Suspension In School Suspension |
| Retaliation | Investigation Administration meeting Parent Contact | Educator Handbook Witness Statements Discovery | Ongoing Monitoring Limiting interactions w-victim |
5. What are the procedures for providing support to targeted students?
| Procedures (i.e. student support form) | Interventions/ongoing support | |
| Victims | Witness Statements Parent Contract Copy of Behavior Contract Teacher Notification Seat/Class change | Access to Administration Counseling Services Check-ins with teachers |
| Perpetrator | Witness Statements Parent Contract Copy of Behavior Contract Teacher Notification Seat/Class change | Structured Lunch Behavioral Contract Referral to the SST Team Check-in/check-out Daily Behavior Tracker |
6. Describe your school’s reporting system if administrators, teachers, or staff encounter bullying.
Educators Handbook: All behaviors (minors or major incidents) are documented in Ed handbook to help us monitor patterns and provide interventions to address problem behaviors.
7. How do students, parents. or other patrons report bulling or other anti-social behaviors? How are these reporting channels communicated clearly to parents?
Patron Concern Form and/or Safe UT App
8. How does your school respond to reports of bullying or other anti-social behaviors?
Admin Response Investigation Protocol
9. Do you report behavior issues that are significant or persistent in Focus (state codes only) and Educators Handbook?
- Focus for state codes – YES
- Educators Handbook – NO
- Are teachers using Educators’ Handbook? – NO
Section 3: School-Wide Suicide Prevention Plan
- How is suicide prevention taught in your school?
- SEL lessons via advisory
- One-on-one visits with the social worker
- Small Groups Social skills training
- What evidence-based suicide prevention practices and programs are you implementing in response to State Board Rule R277-620?
- Safe UT App, lessons to be taught by our social worker and counselors.
- What is your procedure for addressing suicidal ideation?
- Pink Sheet
- Informing parents
- Referred to SST
- Referred to Counselors/School Social Workers
- Describe your school’s reporting system if administrators, teachers, or staff encounter threats of suicide.
- Referral to Counselors/Admin
- How do students, parents, or other patrons report threats of suicide? How are these reporting channels communicated clearly to parents?
- SAFE UT App
- Direct School Communication
- How does your school respond to reports of suicide threats?
- Risk Assessment conducted by our school Counseling Team
- Counseling support
- Parent notification
- Sharing outside resources
Section 4: Substance Abuse Prevention
Granite School District is committed to the prevention of drug, alcohol, tobacco, and E-cigarettes/vaping use by our students and is aware of the connection and effect these have on physical and mental health and on learning. A key component is INCREASING protective factors and REDUCING risk factors in a student’s life. As with other behavior expectations, our school teaches, reinforces, and corrects substance abuse prevention and follows the district substance abuse policy.
| Substance abuse Prevenion learning | Consequences of violation | Substance abuse prevention resources |
| -Mindfulness training -SafeUT training -Refusal skills lessons in advisory -7th grade health lessons | Possession/Use: 1st Offense | Suspension, Quit course 2nd Offense | Alternative placement 3rd Offense | Prolonged alternative placement | For Parents: Marijuana Talk Kit Parents Empowered Partnership for Drug-Free Kids For Students: NIDA for Teens Above the Influence Just Think Twice For Educators: Foundation for a Drug-Free World Prevention Dimensions Curriculum NIDA Educator Resources |
| Selling/Distributing: Alternative placement for 90 school days |
Section 5: Interventions, Reporting, and Discipline (Tier 2 & 3)
- Do you report all incidents of bullying, cyber-bullying, hazing, harassment, or threats of suicide to parents? YES
- Are you protecting that information? Yes
- What documentation is kept to ensure communication has occurred? Focus & Attendance
2. What data do you use to determine re-teaching priorities for Tier 1? Focus and Attendance
3. How frequently do you share office referral tend data with the entire staff? Quarterly
4. What behavior data are you using to identify students/groups of students in need of Tier 2 interventions? Attendance, Focus & Work Completion, and Panorama Student surveys
5. What behavior data are you using to identify students/groups of students of Tier 3 Interventions? SafeSchool, Sexual Harassment, Suspension, SST Forms, Focus, & and Panorama Student surveys.
Student Support Team (SST)
- Who are the members of your SST? Representation must include: an administrator, core teacher(s), counselor(s), psychologist(s), social worker(s), other gen-ed specialists, & an SRO (secondary).
| Name | Title |
| Kelli Miller/ Elvis Fonguh / Mandee Cossa | Admin |
| Corianne Reynolds / Natasha Jacobson /Dylan Ball | Counselors |
| Amber Woodward | Social Worker |
| Mary Dennis | School Psychologist |
| Aubree Heywood | School Nurse |
| Gloria Aceves | SPED Department |
2. How does your SST utilize school-wide data to identify trends and groups of students who need support? Via Focus/Attendance Data/Early Warning System/Risk Indicators/Panorama Student surveys.
3. How does your SST utilize the Student Support Process (flowchart and forms) to identify students and groups of students who need extra support or interventions? Grade Level Referrals and Pink forms
4. What methods of communicating concerns or specific behavior plans, supports, and interventions for particular students are shared with others who are in a position to assist the student, including the parents/guardians? In person, email, phone.
5. What specific school-wide Tier 2 behavior interventions do you have in place? check-in/Check-out, Social Skills Groups, School-based Mentoring, Reteaching Groups, Self-management, & Behavior contract.
6. What specific school-wide Tier 3 interventions do you have in place? Individual Behavior Intervention Plan, 504, IEP, School-based Counseling (School Social Worker/School Psychologist), Community Wrap-around Services, & Assigned para assistance (e.g., BHA, BST)
7. How did/will you train/discuss the student support process and the role of the Student Support Teams?
| HOW | DATE |
| Students: Student Handbook/Class Meetings | 8/6/25 |
| Staff: Student Handbook Review/Faculty Meeting/Grade Level Teams | 8/07/25 |
| Patrons: Student Handbook-Registration | 7/31/25 |
Section 6: COMMUNICATION
School Behavior Plans must be linked on school website including hierarchy of infractions, rewards and consequences.
- Is the plan posted on the school website? YES
- How else is this information communicated to patrons?
- Parent/Student/Counselor/Administrative Meeting
- Weekly Newsletter
- Is information communicated in multiple languages? YES
- How is this behavior plan communicated to staff? Professional Development, Faculty handbook, & Faculty Meetings.
Who is your school contact for feedback on your Behavior Plan?
| NAME | PHONE | |
| Elvis Fonguh | effonguh@graniteschools.org | 385-646-3502 |
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