PBIS

UW Lab School

 

 

 

Positive Behavior

Interventions & Support

(PBIS)

Staff Manual

2016-2017

 

UW Lab School

Positive Behavior Interventions & Support

(PBIS)

Mission:

Our mission at the UW Lab School is to create a positive learning community that will recognize, foster, and assess continuous improvement toward high levels of academic and social achievement for ALL students, pre-service teachers, faculty and staff.

The UW Lab School recognizes that problem behavior in schools is both a

significant social challenge and a barrier to effective learning.  The school acknowledges the interdependent relationship between academic achievement and behavioral competence.   We are dedicated to promoting an environment that optimizes opportunities for teaching and learning.  In order to achieve our mission of creating a positive learning community that supports high levels of academic and social achievement, a Positive Behavior Support System for classroom and school-wide behavior management was adopted.  A continuum of academic and behavioral supports exists to assist students and teachers in developing positive learning skills and environments.

 

 

UW Lab School Rules and Behavior Expectations:

 

The UW Lab School Rules are:

 

  • Be Responsible
  • Be Safe
  • Show Kindness and Respect

 

Each student has the right to learn and each teacher has the right to teach.  A respectful environment is everyone’s right and responsibility.  Students attending the UW Lab School are expected to:

 

  • demonstrate safety, responsibility, kindness and respect through actions and language
  • show respect for school property and the property of others
  • recognize individual responsibilities and obligations

 

Following is the UW Lab School Rules and Behavioral Expectations Matrix.  This matrix shows the school rules and outlines behavior expectations for specific settings and situations within the school.

 

To maintain consistency throughout the school, it is important that the expectations are taught to all students.  However, teachers may allow students to generate the expectations and/or use “student generated” or “student friendly” language for the expectations, as long as they are guided to include similar minimum expectations as are provided in the matrix.

Dealing with Problem Behaviors within a PBIS System:

 

 

At the UW Lab School, problem behaviors have been divided into Major and Minor offenses.

 

For Minor behavior infractions, the initial responsibility is on the classroom teacher.  Teachers use their classroom-level management systems to support students in following classroom and school expectations (See Levels of Support/Level One).  Teachers are expected to utilize additional “interventions” or instructional strategies to help support students who are consistently not following expectations.  Teachers should also reflect on how they are reinforcing both positive and problem behavior (ratio of four positive acknowledgements to one negative one).  If after implementing additional “interventions” or instructional strategies to re-teach the expected behavior and support positive behavior, the student continues to disrupt the instructional environment, parent notification/involvement should take place (See Levels of Support/Level Two).  If problem behavior does not change after Level One and Level Two supports have been utilized, the student can be referred to the conference room (See Levels of Support/level Three).  Referral to the conference room at this point is justified and appropriate in order to maintain effective classroom learning and provide a higher level of support to the student demonstrating problem behavior.

 

For Major behavior infractions, the student can be sent directly to the office for intervention and supports. The behavior infraction will also result in disciplinary action at the discretion of the principal.

 

The goal of the office referral process is to provide an additional level of intervention support to teachers and students.   This support extends the school’s ability to address major behavior infractions and minor repeated behaviors before they develop into more sustained behavioral difficulties.  The support is designed to compliment what teachers are doing in the classroom by providing additional instruction about classroom and school-wide expectations.  Additional intervention and teaching is provided using examples and non-examples, role plays, and topic-focused instruction, as well as implementing additional interventions that support student skills in consistently following classroom and school expectations.  When students are sent to the office, parents will be notified and there may be disciplinary action from the principal (See Range of Disciplinary Action).

Definition of Types of Behavior

 

Minor Behavior Infractions

            Minor behavior infractions are those actions that distract or disrupt the class and/or the teacher to impact the learning environment and instructional time. Minor behavior infractions include:

  • Disruptive Behavior (Including Horseplay and Play Fighting)
  • Defiant or Disrespectful Behavior (Insolence, Rudeness, Talking back, etc.)
  • Out of Seat Behavior (Leaving seat, group, or classroom inappropriately)
  • Not following Rules
  • Non-compliance (Not following reasonable directions/requests, not participating in classroom lessons/activities, etc.)
  • Talking out of Turn
  • Teasing and or Put-downs
  • Not Prepared for Class (material and/or homework)
  • Unexcused tardies
  • Dress Code Violation (Clothing or symbols that advertise or promote alcohol, drugs, gangs, racial disharmony, profanity, and/or apparel deemed inappropriate for a school setting)
  • Electronic Devices or Toys (Cell Phones, Games, Pagers, etc. in use during school hours)
  • Other

 

Major Behavior Infractions

            Major behavior infractions result in immediate removal from the classroom to the PBIS room.  Major behaviors infractions include:

  • Inappropriate, Abusive, or Foul Language (written or verbal) or Gestures
  • Harassment/Bullying (Verbal or physical actions toward another person or group directed toward emotional, racial, physical or sexual content or have become a pattern of behavior – more than once)
  • Fighting, Physical Aggression, or Other Out of Control Actions
  • Truancy (Absent from school without an excuse, Off school grounds without permission, Not in scheduled class, etc.)
  • Stealing
  • Vandalism (Deliberately defacing school property or property of staff/students)
  • Weapons
  • Cheating
  • Drugs/Alcohol/Tobacco (Under influence and/or in possession)
  • Inappropriate Use of Internet/Computer

 

 

 

Levels of Support

 

The UW Lab School approaches behavior utilizing a three-tiered level of support model.  Each level is based on an assumption that drives the nature, location, and individuals involved in the support.

 

Behavioral Assumption at Level One:

80% of the students are believed to be able to consistently follow school-wide rules and expectations when this level of school-wide management is provided.

 

Level One:  All Students

      This is the first level of behavioral support provided to students at the UW Lab School.  Each teacher has a specific classroom-based management system that they implement within their classroom to support school-wide rules and behavioral expectations.  This classroom-based system will utilize a variety of instructional strategies to reinforce and review school-wide rules and expectations.

 

Teacher Strategies Typically Implemented at Level One:

 

  • School rules and classroom expectations clearly posted within the classroom
  • Rules and expectations are directly and explicitly taught to the class
  • Teacher review of expectations when transitioning between activities
  • Acknowledgement and reinforcement of appropriate expected behaviors
  • Whole-class re-teaching of classroom expectations throughout the year
  • Group goal-setting (If 100% of the students turn in their homework, the class will receive 5 additional minutes of recess)
  • Clear consequences established for students who demonstrate behavior that is not consistent with school and/or classroom rules and expectations

 

Behavioral Assumption at Level Two:

      Some students will require a more individualized approach to managing their behaviors.  This level of support is believed to prevent the onset of sustained behavioral problems.  The individualized focus can help students change behavioral patterns before they are practiced, reinforced and sustained.

Teachers are directed to contact parents if individual classroom supports are being used to promote appropriate behaviors.  This contact should be used to gather information, review current strategies being implemented for managing student behavior and brainstorm additional supports to help the student behave appropriately. (See Phone Script).  This should be a positive contact with the parent, emphasizing we are beginning to see this as a “behavioral pattern,” gathering information about why parents think this is a problem, and working together as a team to brainstorm a general plan for “What can we do to support the student?”  Lastly, parents should be notified that the office referral process will be a next step.

Phone Script for Contacting Parents

Sample:  Hi Mr./Mrs. XXXXX.  I am ZZZZ’s classroom teacher.  I want you

to know that I am very pleased with ZZZZ’s (i.e., participation in class and his willingness to share his ideas).  However, he is now on his third incidence of disrupting the classroom through talking out, bothering students who are working, and throwing pencils across the room.  I am calling to see if you have any additional ideas about how to support ZZZZ in safely and appropriately participating in the classroom.  I have reviewed the expectations with ZZZZ, removed him to a quiet spot for short breaks, and offered him alternative seating.  I have also addressed my concerns with ZZZZ and he reported that he forgets the expectations or just can’t control his actions.  It sounds like he needs additional support around the classroom expectations and his ability to control his own actions.  What do you think?

 

Level Two:  Some Students

 This is the second level of behavioral support provided to students at the UW Lab

School.  Each teacher has a specific classroom-based management system that they implement within their classroom to support students who are consistently having difficulties following the school-wide rules and behavioral expectations.  This classroom-based system will utilize various instructional strategies to reinforce and review school-wide rules and expectations.  However, they will be used more frequently, intensely, and/or at a more individualized level than the General Classroom Support Level (Level One).

 

Teacher Strategies Typically Implemented at Level Two:

 

  • Careful consideration of the ratios of reinforcement being used within the classroom (What types of behavior am I reinforcing? Am I keeping a ratio of about four positive acknowledgements to every negative one?)
  • Use of pre-correction or reminders to help students think about what they will be doing next
  • Clear review, with individual student, of class/school expectations
  • Offering students alternate behaviors to achieve the same goal
  • Clearly identifying the “target” behavior and making it operational (How can I state the behavior so that I can measure it?)

 

Behavioral Assumption at Level Three:

      20% of students are believed to need individualized support at either the secondary (Classroom with more frequent, intensive, and/or individualized support) or tertiary (Special Education) level.  These supports may be defined through a Behavior Intervention Plan.

Some students require more explicit teaching and practice of behavioral expectations to consistently follow classroom expectations. These students typically require a higher level of reinforcement than other students.  A specific plan is necessary for managing behaviors.  A referral to the school counselor to consider skill training or a supportive counseling group may also be recommended.

 

  • Teachers may choose to bring the student to the Principal, the SAT team, the school counselor, the teaching team, etc. to brainstorm additional classroom interventions

 

Level Three:  20% of Students

      This is the third level of behavioral support provided to students at the UW Lab School.  This level of support occurs when there has been little or no change in student behavior using Level 1 and Level 2 supports.  A referral to the office is now highly recommended.

 

School-based Strategies Typically Implemented at this Level:

 

  • Student will go to the office to complete a reflection form and work through a behavioral lesson on Responsibility, Safety, Kindness or Respect.
  • Student may be enrolled in an intervention and support program such as Check and Connect (a system that promotes student responsibility and a connection with an adult)
  • A referral to the school counselor may occur and support through individual skill development or group counseling support may be recommended
  • The referring teacher may receive support in brainstorming additional classroom interventions from the principal, the SAT Team, the school counselor, and/or the teaching team
  • A Behavior Intervention Plan (BIP) may be developed that will document the strategies to be implemented and the amount of support needed to change student behavior
  • Disciplinary action will be recommended at the discretion of the principal
  • UW Lab School

 

Relationship Between Unacceptable Behavior

and Disciplinary Action

 

 

Behavior                                 Range of Disciplinary Action

 

 

                                                Minimum                             Maximum

 

MINOR BEHAVIORS

 

  • Disruptive Behavior                            Warning/Reminder              Repeated minor behaviors will
  • Defiant or Disrespectful                                                                     result in a referral to the PBIS
  • Out of Seat Behavior                          Teacher Intervention          Conference Room.
  • Not following Rules                            & Re-Teaching
  • Non-compliance                                                                                  Consequences may include:
  • Talking out of Turn                             Parent Notification              – Loss of Privilege/Recess
  • Teasing and or Put-downs                                                                 – In School Suspension (ISS)
  • Not Prepared for Class                                                                       – Lunch or After School Detention
  • Unexcused tardies                                                                               – Peer Mediation
  • Dress Code Violation                                                                         – Conference with Teacher, Parent,
  • Electronic Devices                                                                                  and/or Principal
  • Other                                                                                                      – Counseling

– Behavior Plan

– Other

 

MAJOR BEHAVIORS

 

Inappropriate, Abusive, or                             PBIS Referral                       Detention

Foul Language and Gestures                          Conference w/ Principal     In-School Suspension

Parent Notification

Apology/Retribution

 

Harassment/Bullying                                        PBIS Referral                       Meeting with Youth Officer                              Parent Notification          Detention

Conference w/ Principal     In-School Suspension

Counseling                            Out-of School Suspension

Bullying Class                      Recommendation for Expulsion

 

Fighting, Physical Aggression, etc.               PBIS Referral                       Meeting with Youth Officer

Parent Notification              Detention/In-School Suspension

Conference w/ Principal     Out-of-School Suspension

Counseling                            Recommendation for Expulsion

 

Truancy                                                                PBIS Referral                       Citation from Youth Officer

Parent Notification              Detention/In-School Suspension

Parent Conference

Detention

Conference w/ Principal

 

 

Threats                                                                 PBIS Referral                       Meeting with Youth Officer

Parent Notification              Detention/In-School Suspension

Parent Conference               Out-of-School Suspension

Counseling                            Recommendation for Expulsion

Conference w/Principal

 

Stealing                                                                 PBIS Referral                       Meeting with Youth Officer

Parent Notification              Detention/In-School Suspension

Parent Conference               Out-of-School Suspension

Counseling

Retribution

Conference w/Principal

 

Vandalism                                                            PBIS Referral                       Meeting with Youth Officer

Parent Notification              Detention/In-School Suspension

Parent Conference               Out-of-School Suspension

Damage Reimbursement

Retribution

Conference w/Principal

 

Weapons                                                               Item Confiscated                 Meeting with Youth Officer

Parent Conference               Out-of-School Suspension

In-School Suspension         Recommendation for Expulsion

Conference w/Principal

 

Cheating                                                               PBIS Referral                       In-School Suspension

Parent Notification              Out-of-School Suspension

Parent Conference

No Credit Provided

Detention

Conference w/Principal

 

Drugs/Alcohol/Tobacco                                   Citation from Police            Recommendation for Expulsion

Parent Conference

Conference w/Principal

Out-of-School Suspension

 

Inappropriate Use of Internet/Computer    PBIS Referral                       Semester Loss of Comp. Privileges

                                      Parent Notification              In-School Suspension

Parent Conference               Out-of-School Suspension

Loss of Privileges

Detention

Conference w/Principal

 

 PBIS Office Referrals

 

Philosophy:

 

            Minor repeated behaviors and major behavior infractions significantly impact the learning environment.  Behaviors that are not consistent with school or classroom rules and expectations should not be tolerated.  Many behaviors do not go away if they are ignored.  They require specific and directed interventions.

 

Role of the Office Referral in the PBIS System:

 

A referral to the office should be considered a Level Three Intervention.  The teacher will complete the PBIS Office Referral Form and send it with the student.  Students should be sent to the office for typical Major Behaviors as well as the types of Repeated Minor Behaviors on the referral form.  *It is important to note that the Minor Behaviors need to be repeat behaviors that have not changed even though classroom interventions have been implemented and parents have been contacted and involved.

 

Often the most appropriate approach for an intervention addressing a repeated Minor Behavior is to set up an appointment for a student reflection and re-teaching session with their advisor, parent, or principal.

 

Upon referral to the office, each student’s problem behavior will be considered along with their behavioral history to determine any additional supports that will be provided to both the teacher and the student.  Additional parent contact and disciplinary action from the principal will take place as appropriate.

 

 Sequence of Events and Flowchart for Problem Behavior

 

Level One

 

  • Student’s repeated problem behavior is identified
  • Teachers ensure that rules and expectations are clearly stated and use whole-class re-teaching to change student behavior
  • Teachers implement whole-class reinforcement strategies to change student behavior
  • Strategies are broad and promote all students in demonstrating appropriate behavior

 

Level Two

 

  • Student’s repeated problem behavior is documented and individual review of the expectations takes place with the student
  • Additional whole-class instruction occurs around the targeted school rule: Responsibility, Safety, or Kindness and Respect.
  • Alternative behaviors that would get the student the same result are identified and encouraged
  • Goal setting may occur
  • The parent is phoned in order to gather information and collaborate on additional classroom focused strategies that may improve the student’s ability to consistently follow expectations. Parents are notified that if there is little or no improvement, the next step will be referral to the office for additional support as well as disciplinary consequences.

 

Level Three

 

  • The PBIS office referral is utilized for additional re-teaching of school or classroom expectations
  • Individualized supports/interventions may be identified for reinforcing expected behavior (i.e., Counseling, After-school Programming, Social Skills Program, etc.)
  • Documentation occurs to provide communication with parents and to monitor and inform school-wide and individual behavior support
  • Both teachers and students are provided with support to influence the student’s behavior
  • The principal is involved in the interventions and disciplinary actions

 

UW Lab School Process for Minor Behavior Infractions

 

Minor Behavior Infractions include:  Disruptive Behavior (Including Horseplay and Play Fighting); Defiant or Disrespectful Behavior (Insolence, Rudeness, Talking back, etc.); Out of Seat Behavior (Leaving seat, group, or classroom inappropriately); Not following Rules; Non-compliance (Not following reasonable directions/requests, not participating in classroom lessons/activities, etc.); Talking out of Turn; Teasing and or Put-downs; Not Prepared for Class (material and/or homework); Unexcused tardies; Dress Code Violation (Clothing or symbols that advertise or promote alcohol, drugs, gangs, racial disharmony, profanity, and/or apparel deemed inappropriate for a school setting); Electronic Devices or Toys (Cell Phones, Games, Pagers, etc. in use during school hours)and Other Minor Behavior Infractions identified by the teacher.

     

First Offence:        Teacher restates the rule that the student has broken.   The student

Level 1                  may be asked to repeat the rule or demonstrate the expected behavior.

 

Teacher engages in re-teaching of the expectation and implements reinforcement strategies.  This is done at the class-wide level.  It can occur immediately or during the next transition time.  This re-teaching should occur as close to the time of the minor behavior infraction as possible.  The idea behind the class-wide re-teaching and reinforcement is that peers may help remind or encourage the student to follow the rule.  Peer influence and a student’s motivation to be accepted may reduce the amount of times they are responsible for a class-wide re-teaching.

 

Second Offence:   Teacher engages in re-teaching the expectations to the individual

Level 2                  student.  Alternative behaviors that would get the student the same

result are identified and encouraged.  The teacher considers the ratio

of individual reinforcement the student is receiving and strives to     maintain four positives to each negative.  Goal setting may occur.

 

Third Offence:      Teacher reviews and re-teaches the expectations with the individual

Level 2                  student.  The teacher considers interventions such as the use of pre-correction or reminders to help the student think about what they need to do.

 

Parents are contacted to gather information, help brainstorm additional interventions and be informed that referral to the conference room will be the next step if there is little or no change in the problem behavior.

 

Next Offence:       Teacher utilizes the Office Referral Process.  The teacher

Level 3                  fills out the Office Referral Form to send with the student.  The teacher either walks the student to the conference room, telephones to notify the office that the student is on the way, or asks that someone come and get the student.  The teacher may also make an appointment for a student to go to the conference room if the infraction does not warrant immediate removal.

 

UW Lab School Process for Major Behavior Infractions

 

Major Behavior Infractions include:  Inappropriate, Abusive, or Foul Language (written or verbal) or Gestures; Harassment/Bullying (Verbal or physical actions toward another person or group directed toward emotional, racial, physical or sexual content or have become a pattern of behavior – more than once); Fighting, Physical Aggression, or Other Out of Control Actions; Truancy (Absent from school without an excuse, Off school grounds without permission, Not in scheduled class, etc.); Stealing; Vandalism (Deliberately defacing school property or property of staff/students); Weapons; Cheating; Drugs/Alcohol/Tobacco (Under influence and/or in possession); Inappropriate Use of Internet/Computer and Other Behaviors determined by the teachers and/or principal.

 

First:                      Student is sent directly to the Office.  The principal will be informed and involved.  Parents will be contacted and appropriate supports and disciplinary action will take place at the discretion of the principal.

 

 

Second:                 Student is sent directly to the Office.  The principal will be involved.  Parents will be contacted and appropriate intervention/supports and disciplinary action will take place at the discretion of the principal.

 

Third:                    Student is sent directly to the Office.  The principal will be involved.  Parents will be contacted and more intensive intervention/supports and disciplinary action will take place at the discretion of the principal.

 

Additional:            Additional offenses may result in the instructional team developing a Behavior Intervention Plan (BIP).  By this time, the student should be participating in an intervention program or activity directed at decreasing the likelihood of the problem behaviors occurring in the future.

 

Steps To Occur as Part of the PBIS Office Referral Process

 

Each referred student will spend a varied amount of time in the office (typically 10-60 minutes).  Initially, the principal or other staff may allow a student to calm down and plan a different time to work with them on an identified intervention.

 

  • Student will arrive at the Office with their Office Referral Form and be given time to cool down if necessary.

 

  • The student and the principal (or other staff) will review the referral form.  They will brainstorm different strategies or tools that the student could have used to prevent this situation from occurring.  At this time supports for the student to improve their behavior will be discussed and considered.

 

  • During the discussion between the student and the principal (or other staff), the student will detail what they will do differently in the future on the “Intervention, Supports, and Disciplinary Action” side of the referral form.  This will be provided to the teacher, student, and parent.

 

  • Interventions may include, but not be limited to, the following:  individualized instruction on a behavior or skill; a verbal or written apology; role-playing; a conference with the teacher, principal, other students, etc.; a service project or restitution; homework support or homework club; and/or counseling.

 

  • The principal will determine any disciplinary action that will result from the problem behavior(s) which may include, but not be limited to, the following:  warning/reminder; parent notification; loss of privileges; detention, in-school suspension; out-of-school suspension; and/or meeting with Youth Officer.

 

  • The principal (or other staff) will either escort the student back to the classroom or telephone the receiving teacher to notify him/her of the student’s travel.

 

  • A brief summary detailing the interactions and interventions with the student will be written on the referral form.  The referring teacher will be provided a copy of the referral form or informed about intervention, supports, and/or disciplinary actions.

 

  • Additionally, information and/or copies of the referral form may be sent to the classroom teacher (if different from the referring teacher), the advisor (for middle school students), and the school counselor. The referral form will be filed to serve as behavior history.  Parents will be notified by email or phone.

 

All staff involved will make efforts to recognize the referred student for future positive and appropriate behaviors.

What the Office Referral Process is . . .

 

  • A time and place for a student to “cool down”

 

  • A time and place for additional individual re-teaching of class and school-wide rules

 

  • Can result in Detention or In-School Suspension in the principal’s office or office conference room

 

  • A prevention tool; teaching students different ways to react to situations in the future

 

  • Part of a process for supporting students in improving behavior

 

  • A way to consistently communicate with parents about major behavior infractions

 

  • A place to gather information about the behavioral difficulties a student may be experiencing

 

  • An additional resource for teachers who need support for managing difficult behaviors of students

 

 

What the Office Referral Process Is Not . . .

 

  • A place for students to spend the day if their behavior is inappropriate for the regular classroom. Students are typically expected to spend 10 to 60 minutes in the office as part of the referral process, depending on the severity of the behavior and their willingness to participate in any discussion, re-teaching activities, and/or interventions.  (The only exception to this will be if disciplinary action results in an In-School Suspension).

 

UW Lab School

Office Referral (2016-2017)

 

Name: ________________________________________                                         Location:

 

Date: _______________________ Time: ____________                            Playground        LRC

   Lunchroom        Hallway

Teacher/Advisor: ________________________________                           Classroom          Restroom

   Gym                    Drop Off

Referring Staff: _________________________________                           Other ___________________

(If other than Teacher/Advisor)

 

This student was not:          ____ Responsible        ____ Safe       ____ Kind/Respectful

 

Repeated Minor Behaviors

(Process for minor infractions has been followed including parent contact)

Major

Behaviors

  Disruptive Behavior

 

  Inappropriate, Abusive, or Foul Language

or Gestures

  Inappropriate Language

 

   Harassment/Bullying – Verbal or Physical
  Physical Contact/Aggression

 

   Fighting, Physical Aggression
   Inappropriate Location

 

   Truancy/Skipping Class
   Non-compliance/Defiance/Disrespect

 

   Stealing
   Property Misuse

 

   Vandalism/Property Damage
   Teasing or Put-downs

 

   Weapons
   Electronic Devices or Toys

 

   Cheating
   Unexcused Tardies

 

   Drugs/Alcohol/Tobacco
   Dress Code Violation    Inappropriate Use of Internet/Computer
   Other   Other

 

Others involved in incident:                None         Peers         Staff          Teacher          Other 

 

Who else was involved: __________________________________________________________________

 

Other comments: ________________________________________________________________________

 

______________________________________________________________________________________

 

 

For Assistance Call:

                                Principal, Margaret Hudson (721-2155 or 760-0692)

                               

UW Lab School

Office Referral

 

Student Comments: _____________________________________________________________________

 

______________________________________________________________________________________

 

______________________________________________________________________________________

 

Disciplinary Actions PBIS Intervention
   Loss of Recess    Parent Notification

 

   Lunch or After School Detention    Conference with Student

 

   Conference with Principal    Conference with Others

 

   Conference with Principal and Parents    Apology to

 

   Loss of Privilege    Behavior Lesson

 

   In-School Suspension    Role Playing

 

   Out-of-School Suspension    Service Project/Restitution

 

   Meeting with Youth Officer    Meet with School Counselor

 

   Other    Other

 

Principal Comments:

 

 

 

 

 

 

 

 

 

 

 

 

Other Facilitator Comments:

 

Next Time I Will:

 

 

 

 

 

 

 

 

 

 

 

Please Recognize/Acknowledge the following positive behaviors:

 

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