Kate Bond Elementary School-wide PBIS Plan (Discipline Plan) 2014-15

2727 Kate Bond Road Memphis, Tennessee 38133

Revised 9/14

Guiding Principles

 All students can learn. Every student is expected to make academic progress and strive toward excellence.  There is a positive correlation between learning and school attendance.

 Students learn best when school, home, and community have high expectations for their success.

 Students learn best in an academically challenging environment that is safe, nurturing, attractive, and comfortable.

Revised 9/14

Guiding Principles continued…

 KBE has the responsibility to help students develop in other areas, in addition to academics, and must work with the parents and the community to be successful.

 Students learn best when participating in specific programs where they are valued and respected as individuals with unique needs. Students learn best when engaged in a variety of stimulating instructional activities which includes the use of technology to facilitate meaningful learning experiences.

Revised 9/14

Guiding Principles continued…

 Students learn best in an academically balanced program, which offers participation in library, computer science, visual art, music, classroom guidance, and physical education.

 Appropriate learning opportunities must be based on appropriate data and be research based.

 Information gained from assessments should be used by all teachers who work with the students in an effort to make the greatest progress.

Revised 9/14

Guiding Principles continued…

 Information gained from assessments should be used by all teachers who work with the students in an effort to make the greatest progress.

 All stakeholders must collaboratively share in the decision-making to promote growth and advance the school’s mission.

 Teachers and students share the responsibility for daily classroom success.

 The policies of the school, district, and state must be supported by all stakeholders if we are to reach maximum potential.

Revised 9/14

Vision

We envision a school in which students, faculty, staff, parents, and the community:  Work together in collaborative teams to achieve a common purpose and clear goals;  Seek and implement promising strategies for improving student achievement on a continuing basis;  Monitor each student’s progress; and  Demonstrate a personal commitment to the academic success and general well being of every student.

Revised 9/14

Mission

•

Kate Bond Elementary School

is dedicated to providing learning opportunities that enhance student knowledge, build strong character, and teach academic and social skills that will enable students to excel and be productive citizens. We will achieve this by being a community who

BONDS

:

B

uilds leaders,

O

penly accepts diversity,

N

urtures each individual,

D

emonstrates a personal commitment to academic success,

S

trives for excellence.

Revised 9/14

Philosophy Statement

The faculty and staff of Kate Bond Elementary School believe that it is our responsibility to provide the students with:  A safe, secure, and caring environment;  Opportunities for interactive instruction with high expectations;  The knowledge of how to resolve conflicts;  Examples of appropriate behavior by demonstrating responsible actions.

Revised 9/14

Previous Results

 What progress have you made toward 2013-14 school wide discipline goals?

 List graphs and short explanations comparing years, 11-12, 12-13, and 13-14  Data sources may include: • Powershool SMS • PBIS data website • Research, Evaluation & Assessment Department • School Administered Self-Assessment Tool Revised 9/14

Previous Results

 There were zero expulsions during the 2013-2014 SY, which remained the same from SY 2012-2013.

 There was a slight increase of behavior incidents from 2013-2014. Many of these incidents required in-school suspensions. Several of the students were repeat offenders. These behaviors ranged from fighting and assault against a student to theft. Insolence and insubordination appear to be a major theme as well.

Revised 9/14

Kate Bond Elementary Discipline Goals for 2013-2014

 Decrease suspensions by 10% (decrease of 5, bringing the total to 40).

 Decrease office referrals by 10% (decrease of 19, bringing the total to 180).

 Maintain zero expulsions.

Revised 9/14

SCS School-wide PBIS (Discipline) Team Worksheet 2014-15

Name of School: Principal* Dr. Teri Evans Kate Bond Elementary

_______________________________________ _

PBIS Team is representative of the school faculty and includes an administrator.

Assistant Principal (recommended) David Wicker Professional School Counselor* Martha Grammer and Sharon Rees School Psychologist Dr. Catherine Lawhead General Education Teacher(s) Patti Dillon, Jordan Monteath, Christine Tilmon, Alison, McCoy, Kristy Burkett, Claire Morton MSCEA Representative* April Jeffries Elected Teachers (2)* Diane Ball and Kazmir Pumphrey

Fill in the names of team members and designate counselor who will serve as Team Leader (TL) / Internal Coach

*Indicates members mandated by MSCEA contract; others may be invited as needed Special Education Teacher(s)*T. Smith Related Arts Teacher(s) Derrick Denham Students Educational Assistant(s)/ Non-Certified Staff Tiffany Lewis Community Member Michael Mallory Parents (2)* Richelle Wills and Dee Less ISS Assistant (recommended) None Cafeteria/Custodial Staff Cheryl Hurd Other(s): Revised 9/14

KBE Progress Results on School-wide Discipline

60 40 20 0 160 140 120 100 80 2011-2012 2012-2013 2013-2014 Other Incidents Revised 9/14

Revised 9/14

9 7 8 6 5 2 3 4 1 20 Day Reporting Period

Meeting Schedule

Approximate Dates of Reporting Periods All data for period entered into system (A)

Responsible Contact: Rayshuna Bohanon,Office Secretary

SW PBIS Team meeting dates (B)

Responsible Contact: Martha Grammer and Sharon Rees, School Counselors

08/04/14-08/29/14 09/02/14 09/05/14 Faculty meeting dates to report interpretation of 20 day data (C)

Responsible Contact: Martha Grammer and Sharon Rees, School Counselors

09/07/14 09/02/14-09/30/14 10/01/14 10/03/14 10/17/14 10/01/14-11/04/14 11/5/14-12/09/14 11/05/14 12/10/14 01/09/15 01/15/15 12/09/14-01/21/15 01/22/15 01/22/15-02/19/15 02/20/15 03/13/15 03/25/14 02/20/15-03/26/15 03/27/15 03/27/15-04/24/15 04/25/15 05/15/15 05/17/15 4/27/15-5/22/15 5/23/14 Revised 9/14

Monitoring Process PBIS committee requests and receives data from teachers and staff to determine progress towards goals used for:



S-Team/RTI

² 

Peer Mediation



Functional Behavior Assessment (FBA)



Behavior/Academic Data



Attendance



Ed Plan

Revised 9/14

KBE SAS Tables

Revised 9/14

Celebrations

Revised 9/14

Kate Bond Elementary School Rules

KATIE’S CODE OF CONDUCT

 BE RESPONSIBLE  BE RESPECTFUL  BE SAFE  BE PREPARED Revised 9/14

KBE Behavior Expectation Matrix

Katie’s Code of Conduct Morning Entry Classroom Hallway Cafeteria And/or Assembly Recess Restroom Afternoon Exit Bus

Be Respectful Be Responsible Be Safe Be Prepared -enter quietly and walk -go directly to breakfast or class -listen -be polite and use good manners -follow rules -obtain pass for restroom -set a good example for others -walk and keep hands to self -carry backpacks properly -walk to class -get bookstore supplies before bell rings -take care of classroom and equipment -have supplies -complete homework and classwork -keep hands, feet and objects to self -walk -use supplies properly -have necessary supplies -complete all homework -learn daily schedules -walk in line -follow noise zones -keep hands to self -show others proper behavior -follow noise zones -walk -stay in line -keep hands and feet to self -look where you are going -learn and follow noise zones -carry backpacks carefully -follow the “High Five” rules -be polite to staff -express appreciation -follow the “High Five” rules -get all you need as you pass through the line -take care of your own food and supplies -walk in line and wait to discard trash -walk -follow the “High Five” rules -stay in line -use utensils only for eating -keep hands and feet to self -follow playground rules -include others -follow playground rules -stay within appropriate boundaries -keep hands and feet to self -watch where you are going -play on/with equipment appropriately -get all supplies as you pass through the line -remember Revised 9/14 -learn and follow playground rules -wear coats and jackets as needed -be quick and quiet -knock first -wait your turn -wait your turn -take care of toileting needs quickly and quietly -wash hands before exiting -walk quietly as you leave -go directly to your transportation -carry and take care of personal belongings -have all books and supplies for homework -walk to the bus -wait your turn to board -sit quietly and listen to driver -walk to bus in designated areas -follow bus rules -set a good example -wait your turn -keep feet on floor -clean up any trash and leave restroom orderly -wear clothing that is easy to unfasten -use restroom with class or have hall pass -listen for exit directions -walk to your designated exit area -have all books and supplies for homework -listen for exit directions -walk to your bus -wait in line -carry all backpacks properly -have backpack ready -listen for bus number or color

KBE Staff & Office Managed Behavior Chart

Minor Problem Behavior (Staff) Definition Minor Examples Major Problem Behavior (Office) Definitions Major Examples Inappropriate Language

Any spoken, written, or non-verbal communication that insults, mocks, belittles, or slanders another person.

Comments (profanity) and gestures that are not directed at an individual, harmless rumors. “All your family is dumb,” “This sucks,” “Crap,” “Butthead”, “Stupid”, “What the!”

Abusive Language/ Inappropriate Language/ Profanity

Verbal messages that include profanity, name calling or use of words in an inappropriate way.

Profanity directed at an individual, hostile threats either written, spoken, or non-verbal

Physical Contact/Physical Aggression

Student engages in non-serious, but inappropriate physical contact.

Silly horseplay, playful grabbing, pinching, non-aggressive punching or slapping, chasing, shoving, inadvertent physical contact, stepping on feet

Defiance/ Disrespect/ Insubordination/ Non-Compliance

Student engages in brief or low-intensity failure to respond to adult requests.

Fighting/ Physical Aggression

Actions involving serious physical contact where injury may occur (e.g., hitting, punching, hitting with an object, kicking, hair pulling, scratching, etc.).

Talking back, not following directions, sleeping, refusal to complete assignments, ignoring request of adult

Defiance/ Disrespect/ Insubordination/ Non-Compliance

Refusal to follow directions, talking back and/or socially rude interactions.

Hitting, punching, kicking, hair pulling, scratching, choking, biting Refusal to comply with established rules, leaving class without permission, overtly verbally defiant/argumentative Revised 9/14

Kate Bond Elementary Procedure for Dealing with Problem Behaviors

Kate Bond Elementary School Intervention Flow Chart

Observe Problem Behavior Warning Conference with Student (Praise in public; reprimand in private) Use Logical Consequence Conference with Student and Parent Minor Grade Level Team Meeting - Refer to

Behavior Intervention Manual

Complete Minor Incident Report (MIR) If the student has 4 MIRs Minor Behaviors *Bothering others Major Behaviors *Bullying Major Write Disciplinary Referral and send to office (include all minor incident reports and any other documentation Administrator determines consequences in a nine-week period Complete a Disciplinary Referral Now a Major Infraction *Breaking line *Gum chewing *Hallway/restroom/cafeteria misbehavior *Name calling *No homework *Not following directions *Not prepared *Not seated when asked *Refusal/failure to do classwork *Repetitive behaviors (tapping, pencil sharpening, etc) *Talking out of turn excessively or loudly *Throwing paper *Uniform violations *Damage to property *Defiance/disrespect to authority Parent *Forgery Conference Consequences *Hurting self or others *Jumping off rails *Physical aggression (biting/ hitting/kicking/throwing things/ fighting) *Profanity (words/gesture/drawing) *Running away *Stealing *Skipping class *Threatening *Touching others inappropriately *Urinating on floor * Verbal abuse *Writing on walls

Sidebar on Minor Incident Reports

*Issue MIR when student does not respond to pre-correction, re-direction, or verbal warning *Take concrete action to correct behavior (see Behavior Intervention Manual) *MIR slips are filed in the classroom and turned into the office for documentation in the event of an office referral Revised 9/14 S-Team Administrator provides teacher feedback Administrator will follow-up with student within a week

Rules

DO’S

1) Develop your classroom rules in agreement with school wide rules 2) Keep them positive and start with an action verb 3) Post them where they are visible 4) Send copies home to parents 5) Only 3 to 5 rules

DON’T’S

1) Don’t yours assume that a student’s understanding of “respect” or “appropriate” is the same as 2) Don’t assume students “ought to know how to behave” Revised 9/14

Procedures

1) Explanation/Protocol a) Give concrete definitions/examples b) Provide reasons (Why are we doing this? Raising your hand to ask a question allows everyone to hear the question) c) Demonstrate/Model procedures d) Present tasks step-by-step e) Explain and demonstrate cues, if used (visual/auditory) 2) Rehearsal 3) Reteach, as needed Revised 9/14

Procedures

DO’S

1) Do have students practice each procedure you want them to do 2) Do give a reason why each procedure is important 3) Do prioritize the most important procedures first 4) Do realize that it takes some students longer to understand Revised 9/14

DON’TS

1) Don’t try to teach too many procedures at one time or too quickly 2) Don’t assume, just because you told or showed them once, they understand

Schoolwide Schedule for Teaching Rules and Procedures

Monday, Aug 4th- Meet and Greet Day

 Teachers will send home grade level introductory letter to parents  ~Orient students to class and school(building walkthrough)  How to Line Up  Conduct in the Hallway  Cafeteria  Restrooms  Assemblies The teacher and students will practice lining up, exiting and entering the classroom, proper conduct in the hallway and restrooms, entering and exiting the Teach School-Wide Rules with class Teach Cafeteria rules Begin to create, with students, the classroom rules Revised 9/14

Schedule for Rules and Procedures Tuesday, August 5 th

Review Classroom Rules and Procedures, Textbook Rules, Dress Code, Kate Bond Compact, Media Release, and Internet Authorization Finalize, Review, Model, and Role-Play classroom rules and procedures Revisit School-Wide Rules and cafeteria/hallway conduct, AGAIN and AGAIN Review Dress Code and Textbook rules with students Make sure you have parent signatures on: Textbook Rules, Media Release, and Internet Authorization forms Revised 9/14

Schedule for Rules and Procedures Wednesday, August 6 th

Attendance, Arrival and Dismissal, Weekly Progress Folder  Review Student Agenda and handbook with class  Teach importance of attendance and coming to school on time  Teach arrival and dismissal procedures  Revisit school-wide rules, hallway, cafeteria, and classroom rules and procedures again  Review Weekly Progress Report Folder Revised 9/14

Schedule for Rules and Procedures

Thursday, August 7 th - Review Incentive Programs with Students, Harassment and Bullying Principal’s Caught Being Good Incentives Discuss Your Classroom Incentive or Token Economy System (Homework Pass, Extra center time; game hour, etc.) Discuss Perfect Attendance incentive day for each nine weeks Discuss end of year rewards Discuss 9 Weeks Honors Program Discuss harassment and bullying with class Revised 9/14

Friday August 8th • Use this day to review all rules and procedures.

1st-2nd Ask students why rules are important. Have them defend their reasons.

3rd-5th Create a writing prompt allowing students to make a persuasive argument about a rule that should be changed.

Revised 9/14

KBE School Procedures – Entering School

      Teachers and teacher assistants will sign-in at the office and be on their posts to greet and monitor students before the 9:00 bell each day. Teachers must be in their doorway by 8:55.

Any child who is not a bus-rider may not be dropped off at school prior to 8:45. Bus riders may begin entering the cafeteria door at 8:55 for breakfast - remaining bus riders may enter at the 9:00 bell.  Walkers and car riders may enter through the front door at 8:55 for breakfast; all others may enter at the 9:00 bell. Cafeteria doors will be closed for breakfast at 9:15 with the exception of late bus riders. Bike riders may be at school no earlier than 8:45 and must wait for the 9:00 bell to enter. Administrators will greet students at the front doors and bus lane. Students will be reminded of “zero zone” and to walk on the right side of the hallway on the gray line.  Students will take care of business and be in the classroom before the 9:15 bell rings (bathroom, book store, library, breakfast, etc.) Revised 9/14

KBE School Procedures – Entering School Continued…

 Morning announcements will be done by students and school counselor using the Project Wisdom thought for the day.

 Students who come in after 9:15 must be accompanied by an adult and must check-in at the office; a check-in pass will be required to be admitted into class.

 Teachers must have attendance entered into SMS by 10:00 a.m.

 The check-in passes will be kept on file in the classroom for the duration for the year.

Revised 9/14

KBE School Procedures - Hallways

 Students will line up according to teacher directions.

 Hallways are “zero zones.”  Students must stay on the right side of the hallway.  Students not accompanied by an adult must have a hall pass or clinic pass.  Students going to the clinic from the portables must travel in groups of two and have a clinic pass. Revised 9/14

KBE School Procedures - Cafeteria

   Cafeteria monitors will be responsible for: - maintaining appropriate noise level - distributing napkins and silverware as needed - reinforcing good table manners - assigning students to specific seats (unless teacher directs otherwise) - attending to specific needs of students (sick, spills, etc.) - identifying and requesting assistance in spill and trash clean-up (cafeteria or custodial staff) - wiping down tables when the classes leave - identifying problem behaviors and separating these students from the rest of the class at the table.

Teacher is responsible for consequences for these students.

-informing classroom teacher of class and individual behaviors on a daily basis Cafeteria monitors will be responsible for dismissing classes from the tables and lining them up to wait on teachers. The classroom teacher is responsible for picking up students at the cafeteria door.

Cafeteria monitors may use the dismissal system of 1,2,3 or any system that works for the students.

Revised 9/14

Cafeteria Rules

1. Walk at all times 2. Use appropriate language (No cursing, checking or insulting others) 3. Use inside voices (No screaming/yelling or loud talking) 4. Sit in your assigned seat 5. No hand games 6. Consequences: 1 st : If you run, go back to where you started and try again 2 nd : Minor plus call parent 3 rd : Minor plus loss of privleges 4 th : Sit at silent table or outside of Principal’s office 5 th : Two minors become a major

KBE School Procedures – Assemblies

 Assemblies will be organized according to grade levels (PK-2, 3-5).  Teachers and students should wait until called by the office before moving to the cafeteria, gym or KBMS auditorium.  Classes are to assemble quietly and sit in designated areas.

 Students will be taught to understand and respond to the raised hand signal to designate quiet and attention.  Teachers must remain with their class and maintain appropriate student behavior during all programs. Revised 9/14

KBE School Procedures – Uniforms

 All school personnel will be deliberate and consistent with enforcement of the SCS uniform policy..

 From 9:15-9:30, students will be required to call a parent to bring appropriate uniform. It is not the responsibility of the school to provide uniforms for the students. Out-of-uniform students will return to the classroom for instruction until appropriate attire is brought to school.



Every out-of-uniform

incident must be written up as a minor infraction by the teacher.  Per SCS Code of Conduct, the student’s conduct grade will not suffer for this infraction.

 On the fourth out-of-uniform infraction, the teacher will refer the student to an administrator with a discipline referral. Revised 9/14

KBE School-wide Procedures – New Students

  Students will meet in small groups, complete an introduction activity and tour the school.

 During the enrollment process, a new student small group will meet and a New Parent Meeting will be held to introduce new students and parents to the Administrators and School Staff. Parents will hear a presentation and see a New Parent Power Point Presentation from the School Counselor, meet with the Title I Learning coach, be welcomed by School Administration and tour the school.

 Parents that attend will be eligible to receive a new Backpack and/or Homework Study kit to help their students will homework.

Revised 9/14

KBE School-wide Classroom Rules



Proactive –

Structure classrooms for academic success which means having efficient routines, focused instruction, clear rules and expectations, direct teaching of expectations, and frequent monitoring.



Positive

– Strive to interact frequently with each student providing non-contingent attention/acknowledgement and positive recognition when students are behaving appropriately. Teachers and students will speak respectfully to each other.



Instructional

–View incidents of misbehavior as teaching opportunities and calmly and consistently implement appropriate corrective consequences. Revised 9/14

KBE School-wide Classroom Consequences

 Develop Classroom Management Plan (individual teacher with grade level input) and finalize Intervention Flow Chart (activity during in service)  Suggested immediate consequences may include: (1) verbal warning, (2) logical consequence (may include one or more of the following: think sheet, action plan, time out in room, time-out with a partner teacher, clean-up duties, special seating, loss of privilege such as classroom job/eating lunch with classmates/portion of a 15 minute recess, etc.)  (3) phone call and/or note home If bullying has occurred, follow the SCS No Bullying Policy Revised 9/14

KBE Student School-Wide Incentives  Project Wisdom Daily Thoughts on Character Education  Perfect Attendance for Students (weekly)  Field Trips for students in grades 3 – 5 with E’s in conduct on report card. Popsicles with Principal for E’s in conduct for students in grades K-2.

 Kudos on announcements (daily): Katie Caught You  Quarterly Honors Program  Participation in SOAR Program (monthly)  Other positive incentives to be added throughout the school year for all grades for students with E’s in conduct.

Revised 9/14

KBE School-Wide Incentive Ticket

Revised 9/14

KBE Teacher/Staff School Wide Incentives      

Teacher Appreciation Week (annually) PTA luncheons (varies) Dollar Denim Days (weekly) Faculty Meeting Drawings (randomly) Sunshine Committee Recognitions Secret Pall monthly gifts and EOY reveal

Revised 9/14

KBE’s Resources for Incentives

• Adopters • PTA • Community members • Individual donations • Proceeds from vending machines in teacher’s lounge.

• Sunshine Fun (birthdays)

Revised 9/14

KBE Communication with Parents & Community  Student Agenda  Weekly Classroom Newsletter  PTA Meetings  TIF(Topics of Interest to Families)  School, Teacher and Counselor Websites  ParentLink  Coffee Talk with KBE Counselors (quarterly)  Parent Training with PLC Learning Coach  Counselor’s Connection Newsletter Revised 9/14

KBE Character Education  All staff and students are committed to building character through:  SCS Character Education Curriculum  Morning Announcements (Project Wisdom)  Morning Meetings/Class Meetings  Bulletin Boards  Classroom guidance  Health/P.E.

 SOAR Revised 9/14

KBE Sexual Harassment Prevention

• Code of Conduct Review and Post-Test • Guidance Lessons • Classroom Rules and Behavior Plans • SCS Video Library-materials source for teachers: 416-5890 • Harassment training with faculty occurs yearly during the Spring semester

Revised 9/14

KBE Alcohol, Tobacco, Other Drug (ATOD) Prevention

The faculty and students implement and participate in ATOD Prevention through: • Healthy Choices Week • Red Ribbon Week • Classroom Guidance • Junior Deputy Program • SCS Health Curriculum • Morning Announcements

Revised 9/14

KBE Bullying Prevention  Training with faculty: • Making a Difference Training being provided by School Counselors in compliance with Tennessee State Law and SCS 6046: http://www.scsk12.org/Policy_Manual/pm/6000/6046_Harassment_ Intimidation_Bullying_Cyberbullying.pdf

 Training of students: • In addition to SCS curriculum, bullying is addressed by the School Schools annually through classroom guidance and the No Bullying School Policy, Red Ribbon Week and student and parent contracts Revised 9/14

Kate Bond Elementary Violence Prevention Programs Comprehensive Violence Prevention Programs  Responsive Classroom  Bully Prevention Programs  Peer Mediation  Conflict resolution  Classroom Guidance Implemented by faculty/staff to all students monthly and reviewed yearly by discipline committee.

Revised 9/14

KBE School Procedures – Academic Referrals

 Before an academic referral can be made for testing, the teacher must have (1) a conference with the student, (2) a conference with the parent, and (3) complete the requirements set forth by the S-Team/RTI ² process , including progress Monitoring for 20 weeks, classroom observations, academic interventions and S-Team/RTI ² review) Revised 9/14

KBE School Procedures – Behavior Minor Infractions

 Before a referral can be made to the behavioral support team, a teacher must have (1) a conference with the student, (2) a conference with the parent, and (3) consult

Behavior Intervention Manual

for help in providing student support.

 If steps 1-3 are unsuccessful, teachers should meet with grade level peers to discuss student behaviors and possible interventions (use Behavior Intervention Manual).  Student may then be referred to a Student Review Team for review.

Revised 9/14

KBE Intervention Plan (Tier I)

      Classroom management plan Consult Behavior Intervention Manual for intervention and documentation Parent conference Document efforts, goals, progress Grade level meeting / consultation Group counseling Revised 9/14

KBE Tier 2/Intervention Team (For Students with 2-5 Office Referrals) • Team members: School Counselor, administrator, appropriate instructional staff and behavior related personnel.

• Will monitor group and targeted interventions such as group counseling, Check-in and Check-out, and behavior plans.

• Evaluate outcomes of interventions and make adjustments for students

Revised 9/14

KBE Intervention Strategies

 Describe secondary interventions (Tier 2) for students who have been referred to the office 2 - 5 times, such as: • group counseling (social skills, anger management, self-concept, grief/loss), • targeted intervention programs for select students (i.e., Check In, Check Out), • mentoring • Brief/simple behavior plans for repeated minor infractions and over 5 days out of school suspension (using BIM and other resources), • In-School Suspension Revised 9/14

KBE Tier 3 Tertiary Interventions

(For students with 6 or more office referrals) 

How does your Student Review Team (S Team) identify and plan for these students?

• Behavior S-Team • Behavior Intervention Plans – Behavior Charts • Administration/Parent Conference • Counseling Sessions 

Number of expulsions 2013-14: _____0_



Number of suspensions 2013-14: ____45_

Revised 9/14

100% 90% 80% 30% 20% 10% 0% 70% 60% 50% 40%

PBIS 80% 5% 15%

KBE Progress Results on School-wide Discipline

0% 1% 0% 3% 2% 4% 96% 2011-2012 96% 98% 2012-2013

Revised 9/14

2013-2014

Resources

• TN PBIS links http://www.edprodevelopment.com & http://riseprojectmemphis.org

• Maryland PBIS http://www.pbismaryland.org

• PBIS http://www.pbis.org

Revised 9/14