School Wide Behavior Plan
ForestHills25-26SBPPolicy4302docx.pdf
Date: 2025-2026
Mission Statement Chapter 1
MISSION (WHY) Empower all staff and students to be the best version of themselves
VISION (WHAT) Prepare for success in the future, Increase academic Proficiency, Increase Academic Growth, Decrease Behavioral Referrals, Increase Attendance, Prepare for Success Today
CORE PRINCIPLES (#MUSTANGS LEAD)
Listen - Focused, Eye Contact, Calm Body
Empathetic - Kind, Love, Supportive
Accountable - We Do What We Say We Will Do
Determined - We Can Do Hard Things
Guidelines for Success Chapter 2
The staff and students of Forest Hills Elementary participate in a positive school-wide Core Behavior
Instructions, interventions and support to teach behavioral expectations in order to best meet the academic
potential of all students. We outline clear expectations to encourage a positive learning environment.
These are explicitly taught throughout the school year. We also post on social media and send home
information to parents about LEAD expectations.
EXPECTED BEHAVIORS (WHAT MUSTANGS LOOK LIKE)
- STAFF: Present (mentally & Physically), kind, Positive (Attitude, Language), Communicate, Team Player (No BCD)
- STUDENTS: Do Their Work, Participate in Class, Follow LEAD Behaviors, Regulate Their Emotions (Zones)
UNEXPECTED BEHAVIORS (WHAT MUSTANGS DON'T LOOK LIKE)
- STAFF: Checked out, Unkind, Nagative (Attitude, Body Language), Unprepared, BCD (Blaming, Complaining, Getting Defensive)
- STUDENTS: Don't Do Their Work, Not Engaged in Class, Don't Follow LEAD Behaviors, Feelings Dictate Actions
STOIC Guidelines Chapter 3
STOIC guidelines are to be used by all staff to evaluate and revise policies and procedures for common
areas, schoolwide policies, and individual classrooms throughout the school year. Here is the beginning of
the year PD for core behavior expectations.
S Structure for success
T Teach expectations
O Observe and monitor
I Interact positively
C Correct fluently
Staff Exemplars Adult behaviors often set the tone for student behaviors. We will continue to acknowledge and encourage
each other for modeling positive behaviors and being supportive of our colleagues. We will create time
and space for staff to write encouraging notes to one another at weekly PLCs.
Classroom Each classroom will post and review the following: LEAD Classroom Expectations Poster,
Noise Level Chart, Zones of Regulation Visual and use the morning meeting slide deck provided weekly.
Teachers are encouraged to seek student input for class expectations that follow the Mustang LEAD
expectations, goals, and class rewards and incentives. Posting these classroom expectations will serve as a
reminder and guide throughout the year that can be revisited to reinforce positive behaviors. Teachers will
also be given a weekly Zones of Regulation video to build their regulation toolbox.
Hallway Students will walk on the right side of the hallway in the 2nd square from the line. Mouths are
silent until you reach your destination Staff should use a level 1 whisper voice in the hallways when
needed. .
Noise Levels Use the guide below to teach students appropriate noise levels. Noise level Expectations
will be posted in all areas of the school as well as in your classroom where it can be referred to.
Example: In common areas, such as halls, cafeteria, bus waiting areas, buses, and playground, all
students follow the school-wide rules of the behavior matrix. Teachers speak with students about the
and consistently model and praise students for exhibiting appropriate behavior.
Teachers implement a structure that prompts behavioral success. Expectations are explicitly taught to all students. Teachers
consistently observe and monitor students and their behavior, correcting students following STOIC
guidelines. All staff members interact positively with all students and fluently correct students with
common language, following STOIC guidelines.
Schoolwide and Tier 2 Reinforcement Systems Chapter 4
● Acknowledgment-Mustang Rewards, Classwide Rewards
● Recognition-Mustang Award Winners, Mustang Award Menu
● Attention-Names announced
● Belonging-Classroom Community
● Purpose-LEAD expectations
● Competence-LEAD Expectations
● Nurturing-Student Support, all staff
● Stimulation and change-Instruction
Ratios of Positive Interactions Chapter 5
When adults pay more attention to positive student behavior than to misbehavior, students’ motivation to
behave responsibly can increase.
● Staff are expected to employ the “Magic Ratio” of 5:1 positive interactions
● Examples: greeting daily with eye contact, welcoming students when they arrive late, pointing out
positive choices and praising then, sharing how student behavior connects to LEAD expectations
and encouraging that, eating lunch with students and talking to them about their interests,
additional support at recess to encourage positive student interactions
● Class Dojo (or similar) is used to communicate with families and positive phone calls and
messages are encouraged
● Admin team to gather positive to negative rations during walkthroughs
Welcoming and Orienting New Students, Families, and Staff Chapter 6
New students are given a tour of the school before beginning in the classroom. Families are encouraged
to tour the school prior to enrollment if interested. There is a student hub on our website to provide
students with an orientation as well as for reminders and information throughout the year. New teachers
are assigned a Mentor veteran teacher. We have a staff and a student handbook which outlines
expectations and procedures.
Establishing and Working With a Behavior Leadership Team Chapter 7
Behavior Leadership Team Organization Team name: Core Behavior Committee
See below for the Name, Current School Position, Team Role/Responsibility, and Who the Person
Represents?
Heather Heinze, MTSS Coordinator, Co-chair-create agenda-collect
data-report back-follow up, staff/students
Tara Huntsman, Counselor Co-Chair-create agenda-collect
data-report back-follow up, staff, students
Alicia McCall, EC Teacher, report back-follow up, students/EC staff
Holly Hatchell, Kindergarten Teacher, report back-follow up, students/K staff
Kellie Council, First Grade Teacher, report back-follow up, students/1st staff
Blaire Harkey, Second Grade Teacher, report back-follow up, students/2nd staff
Stephanie Perkins, Fourth Grade Teacher, report back-follow up, students/4th staff
Kristen Barrett, Fifth Grade Teacher, report back-follow up, students/5th staff
Torri Bailey, Assistant Principal, report back-follow up, students/admin
Behavior Leadership Team Guidelines
MTSS/Core
Behavior training
How do team members receive ongoing
training in multi-tiered systems of support
(MTSS) and positive behavioral
interventions and supports (PBIS)
practices?
Staff members receive MTSS updates through
the Weekly Mustang Round Up and staff
meetings. Core Behavior committee meets
monthly and grade levels provides updates to
staff.
Team members’
terms
When do staff rotate off the team? How
long is the term of service (e.g., 1-, 2-, or
3-year term)?
Staff is invited to sign up for a different
committee each year
Compensation
Are team members compensated for time
spent serving on the team? Is so, how?
No, the district does not provide compensation
for extra duties
Team meeting
schedule
How often does the team meet (1x/week,
2x/month, etc.)? What are the dates? How
long are the meetings?
For one hour on the second Wednesday of
every month
Team meeting
place
Where does the team meet? Does this area
need to be reserved?
a team members classroom, no
Team meeting
ground rules
What are the ground rules for team
meetings?
be on time, participate, be solution focused,
share back with team
Absences
How do team members who miss meetings
catch up? Do all team members have a
backup person who can attend meetings for
them?
a follow up email is sent after the meetings,
teams can not send a back up as the other
representatives for their grade levels are at
their committee meeting
Team meeting
agenda and
minutes
How do we capture our work during our
meetings? Do we take minutes?
Notes are taken during the committee meetings
and housed in a the Google Drive Committee
Folder for FHES.
Schoolwide
Behavior Plan
(SBP)
Who is in charge of archiving all work
completed by the team? Where will the
SBP binder be kept?
These notes are kept in the google drive as
stated about.
Improvement Priority Sequence Chapter 8
Year 1 2023 - 2024
Provide professional development to all staff on behavior support and when to use Educator’s Handbook
Analyze student behavior - look for hot spots - plan
Work on schoolwide positive behavior supports and consequences
Tiered behavior support for teachers on classroom management
Add visual supports to Matrix
Collect information about all classroom management plans
Year 2 2024-2025
Review Behavior School Wide Management Plan
Provide training to staff on:
- Zones of Regulation
- Educator’s Handbook
- Restorative Practices
Analyze student behavior - look for hot spots - plan
Tiered behavior support for teachers on classroom management
Year 3 2025-2026
Review Behavior School Wide Management Plan
Provide training to staff on:
- Zones of Regulation
- Educator’s Handbook
- Restorative Practices
Analyze student behavior - look for hot spots - plan
Tiered behavior support for teachers on classroom management
Quarterly Review Calendar Plan Chapter 9
Document your plan for reviewing data throughout the next 2 school years. Identify the specific date
sources you will use.
Year 1
September 1
● Review priors years behavior data at staff at monthly staff meeting
● Review expectations and procedures with staff
October (end of first 4 weeks)
● Review beginning of the year behavior data
● Monthly Core behavior meetings begin
November
● Monthly Core behavior meeting
● Tiered grade level behavior PD
January (at or near the end of the second quarter)
● Review 1 st half of year Behavior data - look for trends (positive/negative)
● Monthly Core behavior meeting
March (near the end of the third quarter)
● Student Support Team PD
● Monthly Core Behavior meeting
May (near the end of the fourth quarter)
● Review year end behavior data review
● Review PowerSchool/Educator Handbook
Year 2
October
● Review priors years behavior data at staff at monthly staff meeting
● Student Support Team presentation
● Review expectations/procedures
November
● Monthly Core behavior meeting
● Tiered Grade level/individual behavior meetings/PD
January (at or near the end of the second quarter)
● Review 1st half of year behavior data in Core Behavior meeting
● Address findings through tiered support
March (near the end of the third quarter)
● leadership team meeting focusing on tiered behavior supports for teachers and students
● Monthly Core Behavior meeting
May (near the end of the fourth quarter)
● Review and present school year behavior data
● Plan PD needs for the upcoming school year
Year 3
October
● Referral support-how to input, when to input, behavior response protocol
● Student Support Team presentation
● Monthly Core Behavior Meeting and action items
● Character trait of the month and weekly morning slides
November
● Monthly Core behavior meeting and action items
● Tiered Grade level/individual behavior meetings/PD
January (at or near the end of the second quarter)
● Review 1st half of year behavior data in Core Behavior meeting
● Monthly COre Behavior meeting
● Address findings through tiered support
March (near the end of the third quarter)
● leadership team meeting focusing on tiered behavior supports for teachers and students
● Monthly Core Behavior meeting
May (near the end of the fourth quarter)
● Review and present school year behavior data
● Plan PD needs for the upcoming school year
Safety Policies and Procedures Chapter 10
Forest Hills follows specific Emergency Operations Procedures/Crisis Response protocols which we
practice as a staff with students. https://iloveuguys.org/standard-response-protocol/
Lesson Plans for Teaching Common Area and Schoolwide Policy Expectations Chapter 11
Lesson plans for teaching the expectations for student behavior in all common areas and with all school
wide policies. Zones of Regulation Instruction and The Road To Regulation
Job Descriptions for Supervisors Chapter 12
Staff should actively supervise common areas. This includes interacting with students positively,
observing and praising expected behaviors, privately and respectfully correcting unexpected behaviors.
Common Area Policies and Schoolwide Policies Chapter 13
● Assemblies
● Buses
● Cafeteria
● Serving Line
● Library
● Hallways
● Classrooms
● Playground
● Restrooms
● Stair
Discipline Policy and Procedures Chapter 14
● Three levels of misbehavior see document for definitions and examples
● Menus of corrections: Established by classroom teachers and includes-behavior reflection,
regulation station, proximity, redirection, private discussion
● Report forms: Infinite Campus will be used for all reporting and documentation
Anti Bullying Policy Chapter 15
Forest Hills Elementary follows NHCS policies in regards to Bullying and Harassment.
Policy Code: 4329/7311 Bullying and Harassing Behavior Prohibited Policy Code: 1710/4020/7230
Discrimination and Harassment Prohibited by Federal Law
Policy Code: 4331 Assaults and Threats
Policy Code: 4340 School-Level Investigations
Attendance Policy Chapter 16
Regular attendance is the key to scholastic success. Students with strong attendance records perform better
academically and socially. Parents, students, and school personnel are responsible for promoting positive
attendance attitudes. Tardiness is a serious problem since students miss valuable instructional time. The Forest
Hills School staff wants every child to come to school every day and is committed to helping both students and
parents achieve this.
If a student is absent: An absence note is required for the student’s return to school. The note should state the
child’s full name, date(s) or absence, and specific reason for absence. The principal or his designee may request
verification of illness. Excessive absences may result in referral to the school social worker for possible legal
action or may result in retention. According to New Hanover County policy, the following are reasons for an
excused absence: Illness of the child, Quarantine, Death in the immediate family, Religious observations, Court
proceedings, Military Deployment Activities. Family vacations are not deemed as excused absences. We do
understand that families need to spend quality time together and that does mean missing school periodically.
However, these absences will be documented as unexcused. Students will be responsible for missed
assignments. Educational Opportunity/Experiences must be pre-approved by the principal 2 weeks prior to
the trip. Once approved, students will complete a travel journal & share experiences with peers. The journals are
available, however, students may create a digital journal as well. *Repeated requests within a school year may
not be approved. **Repeated requests for the same educational opportunity over multiple school years may not
be approved. (ie., annual trips to Disney World)
If a student is tardy: If you arrive at school after 7:40 am, your child(ren) is tardy. There will be a sign in the
roadway to indicate that you need to park and come into the building with your child(ren) to check them in at the
front office. Please use the AIphone to gain access to the building. According to New Hanover County policy,
the following are reasons for tardiness to be counted as excused: Medical or dental appointment with a doctor’s
note. Note: According to county policy, traffic, car trouble, oversleeping are not excused reasons for tardiness.
If a school bus is late, the students are not counted as tardy.
If a student must be dismissed early: Dismissal time is 2:20 PM. If a student needs to be dismissed early,
please notify your child’s teacher in advance if at all possible. If your child is dismissed early for a medical or
dental appointment, please remember to send a doctor’s note with your child the following school day for the
early dismissal to be counted as excused. There will be no check outs after 1:30 PM.
Personal Electronics Policy Chapter 17
Electronic Devices (Policy 8431)
Cellular telephones and personal electronic devices shall not be used by students during class time without
teacher permission. These devices shall be turned off and put away while the students are in class.
Picture phones and handheld computers with photographic capabilities present many unique challenges.
Therefore, students shall not use these devices to send pictures of other students by email or by other
electronic means during class. In addition, these devices, if used in academically reprehensible conduct
(cheating), will result in students being punished in accordance with Policy 8410, Student Discipline,
Policies, Rules and Procedures.
Students in violation of this Policy will have their devices confiscated by school officials. The first offense
will result in students’ devices being kept for the remainder of the school day. If a child has a second
offense, the device will remain with school administration until a parent/guardian picks it up. Students
who fail to comply with a request to turn over such devices will be disciplined in accordance with Policy
8410. Neither the school nor the Board assumes liability for the loss or damage of these devices.
Guidelines for Disagreeing With Others Chapter 18
Set up a plan for handling disagreements. Establish guidelines staff should follow when there are
disagreements among them. When the entire staff can develop and agree on what constitutes acceptable
behavior in conflict situations, they are more likely to work through their disagreements productively and
respectfully.
Adopted Approach to Classroom Management Chapter 19
Include a summary statement of your school’s overall approach to classroom management. If your staff
has agreed to adopt a specific program (such as CHAMPS or COMP), your summary statement should
briefly describe the major tenets of that model.
In addition, include a template for a classroom management plan (CMP) that all teachers should use to
develop their own plans. A template will help ensure that all teachers address the essential features of
classroom management that staff agreed to, while allowing all teachers to complete the details of their
plans to fit their own teaching styles. Use of a template will increase consistency among individual
teachers’ classroom management plans and between the various CMPs and the SBP.
Statement of Staff Beliefs Chapter 20
Help your staff to clarify and agree upon a set of beliefs about managing student behavior. This requires
time and skilled leadership. One useful way is to have staff discuss the three questions we present in
Chapter 13 and then summarize their answers as a series of belief statements. (Note: Although your staff
may not agree with the given beliefs, the answers to the questions may be useful as discussion starters.)