IB Culture of Honor
2021-2022 Year of Understanding: Creating a Mindset to Listen, Connect and Reflect
This positive behavioral interventions and supports (PBIS) plan was developed by a multi-disciplinary committee devoted to encouraging students to actively demonstrate the IB Learner Profile
Walker Statement of Equity
At Walker, equity is doing whatever it takes to provide the supports necessary for all students to be successful.
Equity is not treating every student the same.
There will be the same high expectations of success for all stakeholders.
Each instance of student intervention will be treated separately and in context. Two students can do what appears to be the exact same thing, positive or negative, and the path toward success look completely different. Treating students and situations as independent and separate occurrences is at the heart of equity.
Walker Core Leadership Values
Walker Leadership Values Key Reflective Questions
Appreciative Focus Are strengths being leveraged to make ideal scenarios a reality?
Student Voice Is student input valued, gathered, and put into action w/ equity?
Shared Leadership Are faculty & staff effectively leading & playing a “team game”?
Teacher Agency Is professional learning for and by teachers w/ support of data?
Celebration & Recognition Are Wolves celebrating the journey?
Walker Leadership Guiding Questions
What are the stories of success in the lives of students and staff?
What questions must be asked, answered, and monitored for the ideal to become reality?
Time 2 H.O.W.L. & Wolf Bucks
T2H Purpose = Balance:
1. To give each Walker student a time each day to rest, laugh, and enjoy fellowship with others.
2. To create special environments for students that meet performance criteria to “cash in” Wolf Bucks.
3. To provide academic enrichment time for students in need or who seek additional support.
1. Grade Level Teams will create support plans for T2H/Lunch to include the following:
• All staff will report to the cafeteria at the beginning of the lunch period to help students get seated for lunch and check seating charts.
• Staff will remain in the cafeteria to collect their students for pull-outs and escort them back to the room.
2. Students will give attention to speaker, asked to “Give Me 5” for announcements and recognitions.
3. The following options will be made available to students at this time:
• Remain at their tables for some fellowship with others.
• Cash in “Wolf Bucks” for a variety of special environments.
• Students will sign out and walk with their teacher for pull-outs.
4. Students may cash in Wolf Bucks and go to their incentive once their table is called and they’ve moved through the lunch line.
5. Once areas are in order and clean, students will be dismissed one table at a time.
6. Students will be seated at assigned tables based on the period prior to lunch. (Year 1 – 5th period, Year 2 – 6th period, Year 3– 7th period)
1. Students are expected to do the following each day during T2H:
• Be on time
• Sit in their assigned seats
• Give undivided attention to whoever is talking to the group – “Give Me 5”
• Leave areas cleaner than they found it
2. Electronics are put away in backpacks and are not to be used in the cafeteria.
3. Once announcements are made and directions are given, students will be called by groups to the line and to cash in Wolf Bucks.
Students will be recognized on a daily basis for demonstrating the Walker Honor Code:
- Risk Taker
All adults on campus including teachers, paraprofessionals, office staff, cafeteria staff, and custodial staff will reward students for demonstrating the IB Learner Profile Traits by handing out “Wolf Bucks.” Wolf Bucks come in $1 denominations and may be spent on incentives in the classroom, the school store, activities during lunch, and even school events such as dances and sporting events. Students write their name on the Wolf Buck before redeeming their incentive. Staff members will print or stamp their name on the Wolf Buck before awarding it to a student. Wolf Bucks can only be redeemed if there is a staff signature or stamp and a student name.
Classroom Reward Systems:
- Teachers use classroom management systems to reward positive behavior.
- Wolf Bucks are given daily to students demonstrating the Honor Code.
- When recognizing positive student behavior, teachers will reference the monthly IB Learner Profile Trait.
Wolf Bucks can be redeemed to go to the PTSA Park, VIP Lounge, Patio, use for “Juke Box”, play Foosball, Air Hockey, participate in a Makerspace, and more!
- School Store is open to spend Wolf Bucks in the morning two days a week and during lunch on special days. Students can purchase snacks, candy, drinks, ear buds, phone cases, cotton candy, popcorn, and more!
- Year 1 students will have access to the store in the courtyard and Year 1 and Year 2 students will have access near the gym.
- Wolf Buck Drawings: Students write their name on the Wolf Buck. All Wolf Bucks are entered into a monthly raffle, where students and teachers are recognized and receive a special prize.
- IB Monthly Profile Trait Focus: There will be a monthly focus on each IB Learner Profile Trait and students will be recognized for demonstrating it with Wolf Bucks.
- IB Teacher of the Month: One staff member is recognized for a particular IB learner profile trait. Nominations are made by teachers and students. Nominations are read aloud to staff and a parking space is designated for the month.
- Student of the Quarter: Students in each grade level are selected by teachers for exemplifying IB learner Traits and showing academic achievement. Students are recognized with a special breakfast, T-shirt, and a note from their teacher.
- Principal’s Honor Roll Breakfast: Students who earn Principal’s Honor Roll will enjoy a breakfast with the Principal to celebrate their success.
- Quarterly Cash Outs: Students will be given an opportunity to spend any leftover Wolf Bucks they have on special events such as popcorn/snow cones in the cafeteria, the school store, Wolf Buck Raffle, etc.
School Wide Mentoring Plan
Counselors will work with Grade Level PLCs to identify students needing specific interventions for attendance, behavior, and/or academic concerns and will identify by teacher-leaders for mentoring. Mentors will meet with mentees to begin building rapport and setting goals. The mentorship will focus on creating meaningful connections between the student and the school. Goal setting may focus on academics but is not required. Some students may just need a trusted adult to connect with at Walker.
Mentors will meet with mentees to get to know them further and check on progress toward goals.
Participants in the mentoring program will meet all together at the end of each quarter for a Mentoring Luncheon. The purpose of this luncheon will be to celebrate successes and have fellowship.
Walker School-Wide Positive Behavior Plan
The goal of the District is to ensure that all students are provided an education in a safe and supportive environment that is conducive to learning. One way to achieve this goal is through fair and appropriate implementation of student discipline policies and procedures based on research substantiated with evidence. It is critical for all stake holders – students, parents/guardians, teachers, resource officers, and administrators to play an active role in bolstering the implementation of preventative procedures and programs to reduce the incidences of reactionary discipline. (HCPS Student Code of Conduct & Resource Guide, p. 17)
The purpose of Walker’s positive behavior plan is to increase instructional time and positive behaviors. The ideal scenario includes accomplishing the goal without resorting to suspensions in accordance with Key Performance Indicators set by the district to increase graduation rates.
To reach our goals of higher student achievement, both as academic learners and global citizens, we need 100% of the Walker staff to enforce the following policies 100% of the time.
The expectation is that both student and teacher will work together respectfully when communicating about how to solve a problem. When addressing a student who is struggling to uphold the Honor Code, the teacher will speak with the student privately (away from other students).
Walker Middle Magnet School Uniform Policy
Walker Middle Magnet School believes that our uniform policy promotes a positive learning environment and contributes to school spirit and safety.
The Student Uniform shall consist of the following:
“Tops” Only White, Forest Green and Burgundy collared polo shirts shall be worn. White undershirts may be worn underneath, but they must be tucked in. Hoodies, jackets or sweaters are acceptable over the school uniform shirt but must be in conjunction with the district dress code and not cover up the collar of the uniform top.
“Bottoms” Only khaki/beige and black pants, shorts, skirts, skorts, capris, and jumpers may be worn. Hemlines shall be no shorter than fingertip length. There should be no rips/holes. No blue jeans are allowed on any day other than special designated days. All “bottoms” must be worn at the waistline and be a solid color without logos and/or prints of any kind. Short shorts, mini-skirts, yoga-style stretch pants, leggings, and sweatpants are not acceptable. On designated “jeans days”, student may wear blue jeans without rips/holes or print design.
Shoes Shoes shall be worn. Skate tennis shoes and bedroom slippers are unacceptable and not allowed.
Friday Dress Official Walker spirit shirts may be worn on Fridays with uniform bottoms. Student of the Quarter shirts may be worn with blue jeans.
Face Masks Face Masks are optional. Face masks must adhere to the dress code and should not be disruptive to the learning environment.
Procedures for non-compliance with Uniform Policy:
All staff members will send students who are out of compliance to the front office starting at 7:50 a.m. All teachers will conduct a uniform check at the beginning of the period. Students should be sent to the office immediately when determined by an adult to be out of uniform or questionable. Once changed, the office will hold non-compliant clothes until the end of day. A pass will be given to the student to return to the office during 8th period at 3:15.
Students will sign a “Dress Code Violation Log” and the student will return to class as soon as possible to resume instruction.
Students may be sent back to class even though a uniform change could not be made. Those students will still be assigned a consequence in the office based on the chart below. These students will be sent back to class with a dress code violation note.
1st Instance: Student is sent to the office to change and receive a warning.
2nd Instance: Student is sent to the office to change and Counselor will call the parent.
3rd Instance: Student is sent to the office to change, Administration will call the parent, and student will be assigned work detail or loss of privilege.
4th Instance: Student is sent to the office to change, Administration will call the parent, and student will be assigned work detail or loss of privilege.
5th Instance: Student is sent to the office to change, Administration will write a referral and student will be assigned ISS for one day.
*This applies to any violation of the dress code policy.
A student is tardy if they are not in their seat or teacher designated location in the class when the bell rings. If a student is tardy, the teacher should enter the tardy into attendance in EdConnect every instance for all classes at all times. There is no individual tardy lock out. Only passes from the Main Office are an acceptable excuse for a tardy. In emergency situations, a teacher may issue a pass for a student going to their next class. Email should not be used to communicate these instances. If a student is marked present but not in class, the teacher will call the office so that the student may be located (not posted on Teams). If a student is late to class due to a late bus, an announcement will be made to notify all teachers.
Per Quarter for Each Teacher:
First Instance: Teacher give verbal warning to student.
Second Instance: Teacher will communicate to parent verbally or via email a brief description of the tardy behavior and the positive behavior we hope to see.
Third Instance: Teacher will communicate to parent verbally or via email with a brief description of the tardy behavior and the positive behavior we hope to see
Fourth Instance: Teacher phone call to parent and issue Conduct Cut.
Per Quarter for Each Student:
Fifth Instance: Administration send parent letter home.
Sixth Instance: Administration send ParentLink.
Seventh Instance: Student is assigned work detail during lunch. Administration call parent.
Subsequent Instance: Student is assigned additional disciplinary action. Administration conference with student and parent. Action plan for student created.
• Any student sent out of class should have a written pass. A sign-out log must be used. Logs will be provided to teachers.
• Hall passes should NOT be given during the first 10 minutes or the last 10 minutes of a class period.
• The sign-out log should document the date and time when a student leaves the room.
• No more than one student should be sent with a bathroom pass at a time.
• If a student is found in the hallway without a pass, a teacher will escort the student to the appropriate classroom.
Bring Your Own Device
• Walker is a BYOD school. Devices will not be permitted from 7:50 a.m. - 3:25 p.m.; devices are only to be used at the direction of the teacher or administrative staff. Any student using electronic devices in an unapproved manner will receive consequences based on the plan below.
o 1st instance: Confiscate item, Label and give to Administration, Teacher calls parent, Teacher reminds student of BYOD policy. Teacher logs in Cell Phone Log in Main Office. Parent picks up in Main Office.
o 2nd instance: Confiscate item, Label and give to Administration, Teacher calls parent, Teacher reminds student of BYOD policy. Teacher logs the offense in Cell Phone Log in Main Office. Parent picks up in Main Office, Work detail or loss of privilege.
o 3rd instance: Confiscate item, Label and Give to Administration, Teacher reminds student of BYOD policy, Teacher logs in Cell Phone Log in Main Office, Administration call parent, Item returned to parent, Administration generate referral and student will be assigned work detail or loss of privilege.
o Subsequent instances: Confiscate item, Label and Give to Administration, Teacher logs offense in Cell Phone Log in Main Office, Administration calls parent, Additional disciplinary action assigned, Action plan for student created.
• Devices will not be permitted starting at 7:50 a.m.
• “Approved manner” = authorized by the teacher for academic purposes. Teachers will use Stop Light System in the classroom to indicate whether electronics can be used that day. When the reflection bell rings, teachers will direct students to put electronics away in back packs.
• Devices are not to be used outside of classes (District Policy applies). Earbuds, headphones and electronic devices are NOT to be used in the hallways, restrooms, cafeteria, gym, etc.
• NO technology will be used in the cafeteria.
• The taking of pictures, video recording, and/or posting on social media is strictly forbidden unless done so under the direct supervision of a teacher (i.e. academic use of Canvas, etc.)
• Conversations during the school day are prohibited unless under the supervision of staff.
• Stop Light System – Technology (Posted around campus and in classrooms)
Red – No technology "Device Restricted Zone"
Yellow – Technology use on a topic directed by an adult "Device Limited Zone"
Green – Free use technology. No pictures, recordings, or social media posts of any kind. "Device Friendly Zone"
AM / Breakfast Procedures
All students needing breakfast will report to the cafeteria upon arrival and go immediately to the breakfast lines.
Students will eat their breakfast in the Café.
Once finished with breakfast, students will throw away their trash and report to their holding areas (Year 1 to Patio and Year 2 & Year 3 to Gym).
No students will be allowed to stay in cafeteria beyond time allotted for eating their breakfast.
Supports and Strategies for Individual Students
The following supports will be provided to students and parents in the instance where a student struggles to uphold the Walker Honor Code and District Policy. The expectation is for each instance of student behavior affecting a conduct grade to be documented. Teachers should follow the guidelines below when assigning conduct grades.
Conduct Grades are assigned quarterly by the teacher and should be documented using Behavior Tracker and on the Report Card. They “re-set” back to “A” at the start of each quarter. Each instance in need of support and each subsequent referral to administration will result in the conduct grade being lowered one letter.
Support for 1st Instance • Teacher will respectfully reinforce positive behavior.
NOTE: The goal is for every part of the process to be documented.
Support for 2nd Instance • Parent is notified – verbal, written, or via email – to include a brief description of the instance and the positive behavior we hope to see. A documented response from the parent is required. Behavior Tracker updated.
Support for 3rd Instance • The student’s conduct grade is lowered to a B.
• Parent is notified – verbal, written, or via email – to include a brief description of the instance and the positive behavior we hope to see. A documented response from the parent is required. Behavior Tracker updated.
• The counselor will be contacted for a meeting with the student (contacting parents as needed). Counselor will provide feedback to referring teacher.
Support for 4th Instance • The student’s conduct grade is lowered to a C.
• The teacher calls the parent and documents parent response/teacher attempt.
• The counselor will facilitate a conference with student, teachers, and parent (present or via phone) to include a review of specific instances, the Walker Honor Code, and the Magnet Commitment Letter.
• The teacher will refer the student at grade-level RtI meeting to problem solve support and strategies.
• Behavior Tracker updated.
Support for 5th Instance • The student’s conduct grade is lowered to a D.
• The teacher will document a written referral. When writing a referral, teachers are asked to include their recommendation for a consequence.
• Administration will attempt to work with the student, parent, and teachers to improve student behavior based on the District Behavior Matrix.
Support for Subsequent Instances • The student’s conduct grade is lowered to “F”.
• Administration will attempt to work with the student, parent, and teachers to improve student behavior using District Behavior Matrix.
Walker Middle Magnet Honor Code
Being at Walker Middle Magnet School is a privilege. Students, staff and parents will honor it accordingly.
As a member of the IB world community, I will honor the following values:
Copies of this information will be distributed to all students in Homeroom - Please sign and return to the Homeroom Teacher
By signing below, I agree to live out the above values. I agree to reflect on my behavior and make every effort to improve based upon feedback. I look forward to earning school-wide incentives based on my performance.
Walker Student Name - Print Walker Student Signature Date
Parent Signature Date Homeroom
Walker IB Policies