Understanding Behavior Management and SpotLight System in Schools

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This overview introduces Behavior Management and SpotLight in educational settings, emphasizing the importance of a positive behavior intervention system like SpotLight for effective school-wide management. It discusses the features, benefits, users, and methods of utilizing SpotLight to address various behavior issues, empowering educators to create a supportive and structured learning environment. The content also covers identifying behaviors and determining appropriate interventions by teachers, guidance counselors, and administrative staff, illustrating how SpotLight aids in documenting both positive and negative behaviors as part of school-wide initiatives.

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Behavior Management and SpotLight: A Brief Introduction

This Years Focus We are PANTHERS! Proud Ambitious Noble Trustworthy Humble Educated Radiant

Behaviors Who addresses what and how?

SpotLight: What is it and why do we need to use it? What is SpotLight? SpotLight is a positive behavior intervention and support system within Infinite Campus. SpotLight features admin and classroom dashboards. The classroom dashboard allows teachers to manage both minor and positive classroom behavior. Why Choose SpotLight? To establish a single management system for both major and minor behaviors. To inform data-based decision making for effective school wide intervention and support across tiers. Have one uniformed accessible system for data integrity

Everyone Teachers Admin Other staff Who Who is using SpotLight?

How How are we using SpotLight? Two ways Documenting minor behavior issues Documenting positive behavior as part of the PBIS program.

Is the behavior best addressed by the teacher, guidance, guidance, or the office? office? teacher, Teacher Guidance Office Inappropriate Language name calling inappropriate vocabulary Deployment/Loss Abusive Language racial taunting sexually charged language of Loved one or pet; feeling sad about something that has happened between them and a friend; parent deployment Minor Physical Contact Pushing, shoving, kicking, etc. Consistently Fighting/ Physical Aggression Intent to do harm, aggression with injuries Not getting along with peers for small groups Disrespect Small groups Leaving school ground without permission Talking back, eye rolling, Conflict resolution, organization Defiance Divorce/Family Issues Problems at home or with the teacher. Threat or Intimidation/ Bullying Verbal threats of aggression against another person Not completing classwork, not following directions, non- compliance Observable behavior Bullying issues Someone is bullying them. Vandalism of Personal or School Property Disruption of Classroom Behavior that creates an environment that disrupts instruction Running in hall, poor line behavior, misbehavior in the cafeteria or bathroom Disruption Weapons or Dangerous Instruments Knives, bullets, lighters, etc. Tattling, distracting others, calling out Minor Theft/ Snooping Going into someone s desk/bag Taking item of small value Theft Taking of another person s or school s property of higher value

Minor Behaviors 1st 3rdoffense SpotLight 4thoffense after-school detention (if assigning after-school detention, a parent contact must have been made) 5th offense formal write-up and referred to MTSS How Should Inappropriate Behaviors Be Addressed? Major Behaviors Straight to the office

Positive phone call/note home Verbal praise ( I like how _____ is demonstrating he is ready to work by _______ . Thank you for stepping up and taking a chance answering . Positive proximity Conversely, How Should Exceptional Behaviors Be Addressed?

Should I Document a Behavior? Did the student have to be redirected? Did the student cause a minor disruption? Did the student cause a major disruption? Has the student had reoccurring issues? Did I have to contact a parent? Did I have to contact an administrator?

But Also, Should I Document a Behavior? Did the student demonstrate what it means to be a PANTHER? Did the student demonstrate a growth mindset? Did the student take initiative? Did the student show academic/behavioral/personal growth? Has the student correct negative reoccurring issues? Did I share something positive with a parent?

What Details are Needed? Jillian pushed Catherine in the line. She received a time out and counseling with the teacher. Who did what when and what was the outcome. Or After Catherine fell, Jillian helped Catherine up and comforted her until the nurse came.