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 toward 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 CARES 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
3. What is your Tier 1 PBIS reinforcement system?
- Panther Paws
- School Store
- Panther Club for weekly & quarterly incentives
- Student of the Month recognitions
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 bully prevention? (e.g., Respect, Kindness, Thoughtful)
Kearns CARES: A focus on being 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: Safe UT App roll out 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)
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
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 Discovery (state codes only) and Educators Handbook?
- Discovery for state codes – YES
- Educators Handbook – YES
- Are teachers using Educators Handbook? – YES
Section 3: School-Wide Suicide Prevention Plan
- How is suicide prevention taught in your school?
- SEL lessons via advisory
- 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
Section 4: Data
- 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? Educators Handbook & Attendance
2. What data do you use to determine re-teaching priorities for Tier 1? Educator’s Handbook and Attendance
3. How frequently do you share office referral tend data with the entire staff? Quarterly
4. What behavior data rare you using to identify students/groups of students in need of Tier 2 interventions? Attendance, Educator Handbook & Work Completion
5. What behavior data are you using to identify students/groups of students of Tier 3 Interventions? SafeSchool, Sexual Harassment, Suspension, SST Forms, Discovery, & Educator’s Handbook.
Section 5: Interventions, Reporting, and Discipline (Tier 2 & 3)
- 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 |
| Scott Bell / Katrina Gillespie / Caress Perry | Admin |
| Corianne Reynolds / Anya May /Dylan Ball | Counselors |
| Christine Peasley | Social Worker |
| Mary Dennis | School Psychologist |
| Cynthia Lisonbee | School Nurse |
| Christopher Lee | SPED Department |
2. How does your SST utilize school-wide data to identify trends and groups of students who need support? Via Educator Handbook/Attendance Data/Early Warning System/Risk Indicators.
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 | 8/17/21 |
| Staff: Student Handbook Review/Faculty Meeting/Grade Level Teams | 8/09/21 |
| Patrons: Student Handbook-Registration | 8/04/21 |
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
- Witness Statements
- Is information communicated in multiple languages? YES
- How is this behavior plan communicated to staff? Professional Development & Faculty Meetings.
Who is your school contact for feedback on your Behavior Plan?
| NAME | PHONE | |
| Katrina Gillespie | klgillespie@graniteschools.org | 385-646-3502 |
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