PBIS is our district-wide approach to develop a culture of academic and behavioral success. We have adopted the following three key behavioral rules across the district:

Be safe. Be respectful. Be responsible.

At Ocean Crest Elementary School, we believe that positive reinforcement of expected behaviors will serve as encouragement for all students. It is our desire to create an educational environment that is safe, fun, and encourages mindfulness in all areas. School-wide discipline has traditionally focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, etc. Research has shown that the implementation of punishment, especially when it is used in the absence of other positive strategies, is often ineffective. Our PBIS approach introduces, models, and reinforces positive social behavior as an integral piece of a student’s educational experience.

Students are responsible for conducting themselves properly in accordance with the policies of the district and the lawful direction of staff. The district has the responsibility to afford students certain rights as guaranteed under federal and state constitutions and laws.

The district has authority and control over a student at any school-related activity, during the regular school day, regardless of time or location, and while being transported in district-provided transportation. Students will be subject to discipline including loss of privileges, detention, suspension, expulsion, and/or referral to law enforcement officials as deemed appropriate by school staff.

Classroom teachers will develop rules of conduct for their rooms. Students will be informed of the behavior that is expected of them and the consequences of misbehavior.

Ocean Crest implements Kelso’s Choice curriculum for conflict management. This protocol helps students to identify the difference between big and small problems and teaches specific strategies for students to proactively solve small problems. Some of the strategies include talking it out, ignoring, moving to another game, using words to ask someone to stop undesirable behavior, and apologizing when you’ve made a poor choice. Big problems include anything that results in an unsafe environment or the feeling of a threat to safety. Big problems should immediately be reported to the adult serving in a supervisory role. Small problems that do not resolve themselves with TWO of Kelso’s choices become big problems that require adult intervention.

Discipline is a process that uses teaching, modeling and other appropriate strategies to maintain the behaviors necessary to provide a safe, orderly and productive learning environment by changing unacceptable behavior to acceptable behavior.

• Be specific: tell the student exactly what he/she did right/wrong

• Be timely: don’t wait to praise or correct

• Be sincere: insincere praise is usually worse than none at all

• Be consistent: with everything, everywhere

• Communicate: keep open lines of communication between home and school

• The misbehavior of one student will not be allowed to interfere with the learning opportunities of other students.

• The misbehavior of a student will not excuse him/her from successfully completing learning objectives.

• Every discipline issue is an opportunity to teach expected behavior.

• Expected behavior must be communicated, taught, and modeled throughout the school year.

• Parents have a responsibility to ensure that their child’s behaviors do not take away from a safe, orderly, and academically productive learning environment for others.

The Reset Station is part of a district-wide movement to provide students with an “alternate” working environment. The Reset Station is Ocean Crest’s Alternative Work Center, called an AWC (Alternative Work Center) at Harbor Lights Middle School and Bandon High School.

The Reset Station is a staffed room for students needing time to reflect on unexpected behaviors and the impact on others, as well as staff support in creating a plan for making different choices in the future. Students will also be reminded of the behavior expectations in the area of concern.

The Reset Station is accessible for all students and requires a pass given by a staff member. It is staffed with a Special Education Instructional Assistant available to provide instructional and behavioral support.

The Reset Station can be used for the following reasons:

• Take a Break

  • This option is used when a student is emotionally escalated as an intervention prior to significant behavior issues. Students are supervised as they work through calming activities which may include sensory stations, journaling activities, or “think sheet” reflections. The Reset Station supervisor will communicate with the classroom teacher if the child is not demonstrating behavior indicative of readiness to return to the learning environment at the requested time and will continue to work with the child until he/she is ready to be successful in the classroom.

• Work Completion/Test

  • This option takes the place of missing recess for work completion issues by allowing a student an alternate work environment at the time that he/she is demonstrating an unwillingness to work in the general education classroom. This does not preclude the option of work completion during personal time (recess), but is a first step towards allowing each child the opportunity to work during work time.

• Behavior Referral

  • All behavior referrals (major/chronic and minor) are filtered through the Reset Station. The Reset Station supervisor reflects with the student, including identifying the behavior in question and any known antecedents, the impact on others (adults and students), and a plan for success in the future. Ms. Armistead is contacted on all major/chronic referrals and handles all discipline decisions. Parent contact will be the responsibility of the classroom teacher or principal, as needed.

• Other:

  • Student Study Team (SST) interventions are scheduled by the SST team and can be implemented in the Reset Station. It is also the home to any students losing recess privileges for safety concerns, which will include reflection similar to behavior referrals.

1. Use of appropriate language is expected at all times. Profane or disrespectful language is prohibited.

2. All students will keep hands and feet to themselves. Fighting and physical aggression (including pretend-fighting) is not permitted on the school premises.

3. Children should not bring valuable items from home. The school will not be responsible for lost or stolen items or money. All toys brought to school are expected to be kept in backpacks other than during bus time and specific “Show and Tell” time within the classroom. Toys and personal sports equipment will not be allowed at recess as they have historically become the catalyst for student conflict.

4. Electronics such as cell phones, MP3 players, and video game devices are not to be seen or heard during the school day. If they are brought onto campus, they need to be kept in backpacks during the day. The school is not responsible for such items and it is recommended that students keep these items at home.

5. Weapons and weapon look-alikes are forbidden on school property. Weapons include knives, firearms or other items that may endanger the safety of others.

6. Any act that endangers or threatens danger to the safety or property of other students is prohibited.

7. Illegal drugs, alcohol, and tobacco products are forbidden on school property at all times.

8. Students must refrain from damaging books, desks, or school property in any way.

9. Continual violation of school rules will result in progressive discipline consequences up to and including suspension and/or expulsion.

10. Any student with continual and/or serious behavior problems may be placed on an individual behavior intervention plan developed by the principal, teaching staff, parent and student.

There are two levels of unexpected behaviors: minor and major. Minor behaviors will be addressed and handled by teachers/staff members. Major behaviors will be referred to the Reset Station for reteaching and redirection, then to the office to be handled by the Principal.

The following table gives examples of minor and major behavior concerns. This is not to be considered an exhaustive list, but rather a guide.