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Troy Middle School

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Positive Behavior Support

School Wide Positive Behavior Support is a proactive approach to put behavioral/social skills strategies in place for all students while also building in support for those at risk and/or those who receive special education services. The goal of this program is to build positive relationships with students while outlining/explaining building-wide expectations.  One of the many aspects of this program is the earning of RRAP tickets for making good choices. RRAP (Respectful, Ready to learn, Accountable, Positive) tickets can be awarded by any staff member and the tickets can be redeemed for various privileges and/or rewards.

 

Troy Middle School Behavior Matrix

Trojans will be respectful, responsible, and accountable each day. Trojans will demonstrate these traits by meeting the social and academic expectations as follows:

  Respectful Interactions  Trusting Interactions  Safe Choices
The Trojan Way (Everywhere/Everyday) 
  • I can respond appropriately. 
  • I can use kind words.
  • I can advocate for myself. 
  • I can be honest.
  • I can be reliable. 
  • I can be supportive.
  • I can be aware of my surroundings. 
  • I can be respectful.
  • I can rely on my trusted adult. 
Cafeteria 
  • I can ask for permission to leave my seat. 
  • I can keep the cafeteria clean by cleaning up after myself. 
  • I can sit in my assigned seat. 
  • I can be respectful toward cafeteria staff. 
  • I can be respectful of my tablemates. 
  • I can follow cafeteria expectations 
  • I can respect boundaries. 
  • I can go to the requested destination. 
  • I can focus and eat my lunch. 
Technology 
  • I can stand up to inappropriate use.
  • I can use technology at school for schoolwork only.
  • I can treat equipment with care.
  • I can come to school with a charged iPad.
  • When needed, I can politely ask for a charger. 
  • I can use my iPad for schoolwork.
  • I can be responsible for my iPad and the iPads of others. 
  • I can put my cell phone and earbuds in my backpack.
  • I can keep personal information and passwords private.
  • I can prevent cyberbullying 
  • I can model digital citizenship. 
  • I can THINK before I “send”.
Restrooms
  • I can respect the privacy of others. 
  • I can clean up after myself. 
  • I can make a quick return to class or the designated area.
  • I can flush and wash my hands. 
  • I can request an electronic pass prior to leaving the classroom. 
  • I can prevent horseplay. 
  • I can report incidents to a trusted adult. 
  • I can respect no technology 
Hallways/Stairways
  • I keep my voice low.
  • I can use appropriate language.
  • I can pick up trash.
  • I can go directly to my destination. 
  • I can move with a purpose. 
  • I can request an electronic pass prior to leaving the classroom.
  • I can walk on the proper side of the hall.
  • I can report spills.
  • I can limit electronic use and pay attention. 
  • I can keep my hands to myself.
Bus 
  • I can listen to the driver. 
  • I can use appropriate language. 
  • I can clean up after myself and others. 
  • I can be on time. 
  • I can report directly to my bus. 
  • I can stay seated.
  • I can use appropriate voice volume. 
  • I can keep all of my personal possessions in their appropriate places. 
  • I can respect boundaries. 
Classroom 
  • I can be an active listener. 
  • I can use positive words. 
  • I can respect my educational future and the educational future of others. 
  • I can be an active listener. 
  • I can be supportive. 
  • I can have a growth mindset. 
  • I can respect the viewpoints of others. 
  • I can utilize technology appropriately. 
  • I can contact my teacher. 
Distance Learning 
  • I can find a quiet place to work at home. 
  • I can mute myself when appropriate.
  • I can complete assignments on time. 
  • I can be on time for scheduled meetings. 
  • I can be an active listener. 
  • I can have my iPad charged. 
  • I can utilize technology appropriately. 
  • I can contact my teacher. 
School-Sponsored Activities
  • I can use appropriate language. 
  • I can use positive words. 
  • I can show manners. 
  • I can show positive support. 
  • I can be responsible for myself and my items. 
  • I can be on time and prepared. 
  • I can report incidents to a trusted adult. 
  • I can participate appropriately. 

 

Troy Middle School Pyramid of Interventions

Pyramid with rep top as tier 3, yellow middle as tier 2 and green bottom as tier 1

 

Academic Systems 

 

Tier Three Interventions (15%)

  • IEP 
  • 504’s
  • Grade Recovery 

 

Tier Two Interventions ( 5-10%)

  • Tutoring
  • A+ Tutoring 
  • Classroom Checklist 
  • Saturday School 
  • After School Detention 
  • Guided Academic Lab 

 

Tier One Interventions (80-90%)

  • Collaborative Teams
  • BLT/PBS/PD/PLC
  • Big Ideas – E.Q.
  • Common Assessments 

 

 

 

 

Behavior Systems 

 

Tier Three Interventions (1-5%)

  • IEP 
  • Juvenile Office Referral
  • Behavior Intervention Plan 
  • 504’s

 

Tier Two Interventions 

  • Evaluation of SWIS Data 
  • Behavior Support Group
  • Team Meetings 

 

Tier One Interventions 

  • Expectations Matrix/Flow Chart 
  • Focus Sheets 
  • SWIS
  • PBS/PBS Training 
  • Character Ed. Lessons
  • Chill Zone