The East Marshall School District is committed to having an inspiring academic atmosphere. East Marshall is using Mustang STRONG in correlation with Positive Behavioral Interventions and Supports (PBIS) to develop students’ positive behavior and create a healthy learning environment.
What is PBIS?
PBIS is a process for creating a safer and more productive learning environment where teachers can teach and all students can learn. It enhances the capacity of schools to educate all children by developing research-based, school-wide, and classroom behavior support systems. The process focuses on improving a school’s ability to teach and support positive behavior for all students.
What is Mustang STRONG?
Mustang STRONG are core values at the East Marshall Middle School.
Safe: protected from danger or injury
Teamwork: cooperation with others to meet an end goal
Respectful– actions that allow for learning to be the main focus or show behavior in a way that shows you care about others feelings and well-being.
Opportunities– willing to take a chance in new situations or making the choice to change the issue to show success.
No Excuses: taking ownership of your actions and decisions
Goal Oriented: working towards a positive academic and behavioral result
What is Mustang STRONG behavior?
Students are taught what it means to be Mustang STRONG throughout the building. Being safe, respectful, responsible, and a team player are all ways students can make sure to be STRONG in our school. Making sure students have taken ownership of situations when they arise and set a goal to be Mustang STRONG are all ways students can show PBIS traits. These character traits will be discussed and modeled in the PBIS lesson plans for students which will be completed the first two weeks of school. They also will be reinforced to start the second semester.
Goals for student success are:
1. To teach students appropriate behavior options.
2. To provide opportunities to practice these skills.
3. To recognize students for appropriate behaviors.
4. To assist students in determining and utilizing appropriate behaviors.
5. To reduce behaviors that may harm or show disrespect toward themselves, staff, other students, or school property.
Mustang STRONG Behavior Expectations
• Each student was taught Mustang Strong expectations in each area of the school.
• Feel free to refer to the Behavior Matrix to see what the expectations are in each area of the school.
|What does Mustang Strong look like?|
|Come to class prepared
Be an active learner
Give your best effort
Use STAR (Stop, Think, Act, Reflect)
|Use THINK (Thoughtful, Helpful, Inspiring, Necessary, and Kind?)
Table Width Voice- max is 4 people
|Using appropriate speed-Walk
One step at a time
Respect property and others
|Keep room and hands clean
Use time wisely
Respect others privacy
Athletic Events /Assembly
| Be respectful to the speaker
Pay attention to the activity
|Sit in assigned areas
Follow adult instruction
Walk assigned perimeter
Eat at assigned building upon arrival
|Stay in your seat
Follow driver’s expectations
Report problems to the driver
Keep items to yourself
| Use equipment appropriately
Treat others the way you want to be treated
Report issues to the supervising adult
Listen to the adult on duty
|Keep your hands and feet to yourself
Have an Appropriate Voice Level / Be Respectful
Mustang STRONG Ticket – Acknowledging Mustang STRONG Behavior
• Students will be given acknowledgements for showing Mustang STRONG behavior.
• Each student will receive a ticket when staff see Mustang STRONG behavior occurring.
• There will be an occasional school wide drawing.
If students are not following Mustang STRONG Expectations, the following protocol will be followed.
|1st Minor||Discussion with EMMS Staff Member with Corrective Consequence|
|2nd Minor||Discussion with EMMS Staff Member with Corrective Consequence|
|3rd Minor||Discussion with EMMS Staff Member with Corrective Consequence and grade level teacher calls home.
If the minors have been given by associates, the building principal will call home. The student will
also eat one lunch in the office or Room 12.
|4th Minor||Discussion with EMMS Staff Member with Corrective Consequence. School counselor conferences
with the student and calls home. The student will also eat two lunches in the office or Room 12.
|5th Minor||Discussion with EMMS Staff Member with Corrective Consequence. Mrs. Tarbell calls home with the
student part of the conversation. The student will receive an after school detention
|6+ Minor||Discussion with EMMS Staff Member with Corrective Consequence. Face-to-face conference with
parents, School Counselor, Mrs. Tarbell, grade level team, and student.
Major behaviors will be referred to the office.
• Teachers will make parent contact when necessary
• Principal will make parent contact when necessary.
|Physical aggression||Mild body contact||Aggressive physical contact / fighting|
|Defiance / Disrespect||Minimal disruption to class||Major disruption to class *Teachers have used multiple strategies|
|Disruption||Keeping students from learning
Attention getting behaviors
Blurting out, interrupting
|Students unsafe (throwing objects, threatening an unsafe action,
|Harassment /Teasing /Taunting||Name calling, rumors, not respecting someone’s space||Malicious intent & unbalance of power|
|Property Damage||Anything that can be cleaned up by the student,
no major damage to the object
|Damage property that needs to be replaced, things that
can’t be cleaned up
|Lying, Cheating & Theft||Cheating off classmate, plagiarism, not returning a borrowed item,
taking property (minor value)
|Taking someone’s property of gross monetary value, or lying
that impacts someone’s personal safety
|Other||Any illegal activity|
PARENT GUIDE TO HANDLING A CONCERN
The District recognizes that situations may arise in the operation of the educational system that are of concern to families or to the public. The District strongly believes that all concerns are best dealt with using open communication by the individuals involved and should be discussed and resolved at the lowest possible level of decision-making. Therefore, the purpose of this procedure is to address topics at the lowest possible level and as quickly as possible.
In regards to concerns of employees, any person with a concern regarding an East Marshall School District employee should first talk with the said employee involved as soon as possible. (If the concern involves the ethical behavior of the employee the concern should be directed to the employee’s immediate supervisor.) After speaking with the employee, a person may file a concern regarding the performance or behavior of an employee with the employee’s immediate supervisor. (See the flowchart to determine the appropriate supervisor.) Appeals of the immediate supervisor shall be taken to the Superintendent or his/her designee as set forth in the flowchart. In appeals to the Board regarding complaints about employees, the Board shall review only the actions of the Superintendent or his/her designee to assure that the Superintendent provided a fair procedure for the resolution of the concern. (Any resulting disciplinary action if necessary will remain confidential.)