Positive Behavior Flow Chart
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1Thurman White
Academy of the Performing Arts
Positive Behavior Flow Chart
Observe
P roblem
B ehavior
Teacher/Staff
Office
M anaged
Behaviors
Managed
Behaviors
Intervention
1 :
Is
t he
b ehavior
Intervention:
Staff
w ill
s ubmit
a
Re-‐direction
t o
Teacher/Staff
M anaged
or
O ffice
M anaged?
referral
v ia
I C.
appropriate
behavior
t o
m eet
Call
f or
e scort,
i f
Challenger
necessary.
Teacher/Staff
Office
Behavior
Administration
Managed
P roblem
Managed
P roblem
Expectations
determines
a nd
Behaviors
Behaviors
assigns
consequences
Inappropriate
L anguage
Abusive
L anguage
according
t o
-‐
Vulgarity,
N ame
-‐
Racial
t aunting
Progressive
Calling
-‐
Names
d irected
a t
t he
Intervention
2 :
Discipline
P lan
-‐
Put
d owns
teacher
Re-‐teach
&
V erbal
Disrespect
Fighting/Physical
Reflection
-‐
Talking
B ack
Contact/Horseplay
Outcome
o f
E vent:
Discuss
b ehavior
-‐
Tone/Attitude
The
D eans’
O ffice
one-‐on-‐one
Defiance
Truancy/Tardiness
will
a dminister
conference,
-‐
Not
c ompleting
-‐
Leaving
C lass
w ithout
discipline
a nd
Contact
H ome
contact
s tudent’s
assigned
t ask
permission
parent/guardian
-‐
Non
c ompliance
-‐
Late
t o
c lass,
a fter
b ell
regarding
t he
e vent
Disruptive
Bullying/Intimidation/
and
d isciplinary
-‐
Distracting
o thers
Harassment
action.
Intervention
3 :
-‐
Talking
-‐
Verbal
o r
p hysical
Written
B ehavior
-‐
Calling
o ut
-‐
Threats
Reflection
&
Preparedness
Vandalism
o f
s chool
p roperty
Contact
H ome
-‐
Missing
s upplies
Electronic
D evices
Weapons/Dangerous
I tems
Cell
p hone
-‐
Knives,
l ighters,
e tc.
-‐
-‐
Earbuds/Headphones
Intervention
4 :
Nuisance
I tems
Dress
C ode
V iolation
Counselor
-‐
Food
a nd
d rink
-‐
Inappropriate
Referral
w ith
-‐
Backpacks
Clothing
documented
Intervention
d ates
Contact
H ome
To Improve Student Behavior the Thurman White Staff will:
Greet students at the door
•
Give clear and consistent expectations
•
Be fair and honest
Intervention
5 :
•
Deans’
R eferral
Be positive role models
•
with
d ocumented
Take a personal interest in students’ lives and advocate for
•
Intervention
d ates
their well-being
Be available and give timely feedback
•
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