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Includes evidence-based goals for a safe and supportive instructional environment and culture-building actions, such as bias awareness, equitable communication, effective class meetings, and conscious discipline. Outlines expectation development with positively stated school expectations, classroom teaching plans, routines, and reinforcement strategies.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":36,"@type":70,"position":76},"https://docshare.wps.com/template/forms/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/schoolwide-positive-behavior-plan-template-revision-wcag-with-icons-rev-042621/194534/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/schoolwide-positive-behavior-plan-template-revision-wcag-with-icons-rev-042621/194534.png","ImageObject",442,249,{"name":88,"@type":89},"Himbo","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-09-27","2026-09-03",true,{"@type":98,"interactionType":99,"userInteractionCount":79},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What is the purpose of the School Climate Team in this plan?","Question",{"text":108,"@type":109},"The team examines equity concerns and relevant data, develops the Schoolwide Positive Behavior Plan, and reviews effectiveness on a recurring schedule to ensure ongoing improvement.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How does the plan use an equity lens when analyzing student needs?",{"text":113,"@type":109},"It identifies what data indicate about students’ social-emotional needs and the support staff provide, with attention to disproportionality across student groups such as African Americans and students receiving special education.",{"name":115,"@type":106,"acceptedAnswer":116},"What are the key climate goals and action areas described?",{"text":117,"@type":109},"The plan focuses on creating a safe and supportive environment and building a supportive culture through steps like bias awareness, equitable parent/guardian communication, effective class meetings, conscious discipline, and parent voice opportunities.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},194534,1790152872,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":35,"category_name":36,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":79,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":47,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":139,"read_time":73},687197100911,"https://ap-avatar.wpscdn.com/avatar/a000239b6f1da00475?x-image-process=image/resize,m_fixed,w_180,h_180&k=1785132997149421697","| Section 1: Initial Steps |\n| --- |\n|  |\n| School Climate Team |\n| Identify members of a School Climate Team (consider a representative selection of members). The team meets initially to examine equity concerns and data and to develop the Schoolwide Positive Behavior Plan. The team should then meet monthly (minimum quarterly) to assess the effectiveness of the SWPBP on an ongoing basis. |\n| Cathy Thomas, principal Sam Yuhanick, assistant principal Carrie Schiavone, school counselor Linda Gaylor, classroom teacher Katie Kessinger, reading specialist Jill Wright, magnet teacher\u003Cbr>Jess Heise, special educator |\n| Equity Lens |\n| Through an equity lens, identify what the data indicate about the social-emotional needs of students and the support provided by staff members relative to disproportionality between student groups, especially for African Americans or students receiving special education. Also consider the school’s population with regard to ELL, Latinx, and/or other student groups.(Information may be from School Data Story) |\n| CVE has had no suspensions in the last several years. We maintain an attendance rate of almost 96%; however, our black students and special education students are absent at a higher rate when compared to all students and white students.\u003Cbr>The 2018-2019 Stakeholder Survey domain values were 78.6 for Academic Aspirations, 64.2 for Belonging, and 71.2 for Student Support. These results indicate that student perception has improved for Student Support and remained stable for Academic Aspirations and Belonging since 2017-2018. In 2018-2019, nearly two out of every five students indicated that they were bullied, and more than half of students\u003Cbr>reported witnessing bullying. Students reported most frequently experiencing bullying outside the classroom (cafeteria, gym, hallway, stairs) and witnessing bullying outside the classroom (cafeteria, gym, hallway, stairs) . Across all domains and measures, where there are data for |\n\n\n| the non-binary student group, their perception of climate, specifically Belonging, are notably unfavorable than their peers.\u003Cbr>The 2018-2019 Academic Aspirations domain results indicate the most favorable results for the Two or More Races student group. In contrast, the Black/African American student group reported the highest as unfavorable among racial groups.\u003Cbr>The 2018-2019 Belonging domain results indicate the most favorable results for\u003Cbr>the White student group. In contrast, the Two or More Races student group reported the highest as unfavorable among racial groups.\u003Cbr>The 2018-2019 Student Support domain results indicate the most favorable results for the White student group. In contrast, the Two or More Races student group reported the highest as unfavorable among racial groups. |  |  |  |\n| --- | --- | --- | --- |\n| Data Analysis |  |  |  |\n| Summarize what the data tell about the school climate. (Information from School Data Story) |  |  |  |\n| The data demonstrates that CVE should focus on attendance rates for students of color and special education students. The stakeholder survey, as well as school level surveys demonstrate a persistent issue in the area of sense of belonging. There is a slight discrepancy between racial groups We are looking forward to collecting current data from parents and students in the 2021-202 school year.\u003Cbr>In analyzing the latest Stakeholder Survey, CVE remains slightly lower when compared with BCPS elementary schools in areas such as sense of belonging, academic challenge, and school support. They are slightly above in the area of bullying. |  |  |  |\n| Climate Goals |  |  |  |\n| Identify the school’s goals in improving the social-emotional climate of the building.(Information from School Progress Plan) |  |  |  |\n|  | SAFE AND SUPPORTIVE ENVIRONMENT\u003Cbr>What steps will you take to provide a safe and supportive instructional environment for identified underserved student groups? | Evidence |  |\n|  | Action Steps | Measure of impact on ","cbCaibJGWIwEmFeQ","https://ap.wps.com/l/cbCaibJGWIwEmFeQ","pdf",306620,"English","# Section 1: Initial Steps\n## School Climate Team\n## Equity Lens\n## Data Analysis\n## Climate Goals\n## Culture\n# Section 2: Developing and Teaching Expectations\n## Expectations Defined\n## Classroom Plan for Teaching and Reinforcing Expectations, Routines, and Procedures","[{\"question\":\"What is the purpose of the School Climate Team in this plan?\",\"answer\":\"The team examines equity concerns and relevant data, develops the Schoolwide Positive Behavior Plan, and reviews effectiveness on a recurring schedule to ensure ongoing improvement.\"},{\"question\":\"How does the plan use an equity lens when analyzing student needs?\",\"answer\":\"It identifies what data indicate about students’ social-emotional needs and the support staff provide, with attention to disproportionality across student groups such as African Americans and students receiving special education.\"},{\"question\":\"What are the key climate goals and action areas described?\",\"answer\":\"The plan focuses on creating a safe and supportive environment and building a supportive culture through steps like bias awareness, equitable parent/guardian communication, effective class meetings, conscious discipline, and parent voice opportunities.\"}]","Schoolwide Positive Behavior Plan template - REVISION WCAG with icons rev 042621 | PDF",1788440039]