School Name - Shelby County Schools
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Transcript School Name - Shelby County Schools
Keystone Elementary School
School Wide Discipline Plan
2009-10
4301 Old Allen Rd.
Memphis, Tennessee 38128
Revised 9/09
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Guiding Principles - Beliefs
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We believe in meeting the individual needs of all students by striving for a quality education for all
students.
We believe in holding high expectations for all students and achieving proficiency and beyond for
all students.
We believe in shared-decision making and utilizing research-based information and data when
making decisions.
We believe in providing a clear purpose and direction as e dedicate ourselves to student learning
and achievement in our ever-changing world.
We believe that school success is directly related to collaboration among parents, stakeholders,
educators, and students.
We believe that by addressing children’s social, emotional, cultural, and physical needs we can
inspire a lifelong love for learning, respect, tolerance, and a sense of self worth.
We believe that children learn best when they are actively engaged in creative, meaningful work
that allows them to demonstrate their knowledge and understanding in a variety of ways.
We believe that every day presents opportunities for learning and growth.
We believe that children learn trust, patience, empathy, and other valuable character traits through
positive interactions.
We believe in aligning policies and procedures to maintain a focus on achieving the school’s goal
for student learning.
We believe in adequate and appropriate internal and external communication.
We believe in promoting a high performing learning culture that includes all students and stake
holders.
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Vision
Keystone Elementary will continue to strive
to be a competitive regionally known urban
school. Keystone will aim toward academic
excellence by integrating technology and
providing a student centered academically
enriched learning environment. The faculty, staff,
parents, and other stakeholders will work
collaboratively inspiring lifelong learners to
compete globally.
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Mission
Keystone Elementary is committed to providing
a challenging and meaningful learning
environment that promotes academic
excellence, builds strong character and
develops social awareness, in order to
encourage students to become responsible
decision makers and life long learners.
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Philosophy Statement
The faculty and staff of Keystone Elementary
School believe that it is our responsibility to
provide the students with:
• A safe and nurturing environment
• Opportunities for interactive instruction with high
expectations for positive measurable outcomes
• The knowledge of how to resolve conflicts
• Examples of appropriate behavior by
demonstrating responsible actions.
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Previous Results
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In August 2007 Keystone Elementary became an Optional school within a neighborhood school. Baseline
information was gathered in 2007-08.
No disciplinary records were kept (and none were reported) prior to the 2007-08 school year.
Occurrences of Infractions reported for 2008-09 included:
08-09
07-08
97
32
36
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offense listed
160
47
occurrences disruptive behavior or continued misconduct
occurrences fighting
shoving a student. No injury
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occurrences misconduct
40
25
occurrences insolent/insubordination
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obscene Immoral behavior / language
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occurrences profanity
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occurrences bullying, intimidation, harassment
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Sexual Harassment, gender based
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theft of $500 or less
The number of students with more than 1ODR has dropped from the previous year. Having
an ISS monitor in the school on a daily basis was helpful.
Continue to set a standard of expected behaviors, working with students & parents on
defining school rules and behavioral standards, discipline policies and consequences.
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Goals and Objectives
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Increase use of positive incentives to encourage positive behavior
- school wide use of “Caught being good”
- classroom rewards for attendance, conduct, work habits
- student to student recognition of positive behavior
Increase staff buy-in and compliance of PBS / school discipline process
Increase parental support of school-wide discipline program and
compliance
Decrease the number of school infractions while continuing to provide
accurate and consistent reporting procedures.
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Office referrals decrease by 5%
Infractions on level 4 & 5 decrease by 25%
Attendance improved by 1%
Tardies decreased by 10%
Increase the number of students with NO office referrals by 5%.
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MCS Discipline Committee worksheet 2008-09
Keystone
Elementary
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Principal: Dr. Dee Weedon
Professional School Counselor: Ellen White (TL)
School Psychologist: Dr. Vance Stewart
General Education Leader: Shea Lewis
General Education Teacher(s): P. Degrafinreid, D. Graham,
MEA Representative: Carolyn Moore
Elected Teacher(s) (2) C. Bickers, V. Sykes
Special Education Teacher(s) S. Thurston
Related Arts Teacher(s) M. Barger, M. Reynolds
Students - none
Educational Assistant(s)/Non-certified Staff: A. Hayes
Community Member Tracy Houston
Parent(s) V. Sykes, S. Lewis (repeated names)
Central Office or BOE Member K. McCarthy
Cafeteria Staff V. Earl
Bus Driver none
District PBIS Coach: Ann Sharp
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Discipline Committee
• Team Leader: Ellen White, Professional School Counselor
• Team will meet every 2nd Wednesday of the month
• Data Entry Designee: Andrea Hayes, ISS Coordinator, Dr. Dee
Weedon, Principal
• Data Summary Report to Discipline Committee: E. White,
Counselor & A. Hayes, ISS Coordinator
• Responsible for Sharing Data Trends with Faculty: E. White,
Counselor & all SWDP team members through monthly PLC
meetings held 3rd Tuesday of the month.
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Meeting Schedule
20 Day Reporting
Period
Approximate Dates
of Reporting
Periods
All Data for Period
Entered into
System (A)
Discipline
Committee Meeting
Dates (B)
PLC Meeting Dates
to Report
Interpretation of 20
Day Data (C)
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8/10/09 - 9/4/09
9/11/09
9/6/09
9/15/09
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9/5/09 - 10/5/09
10/8/09
10/14/09
10/13/09
3
10/6/09 -11/4/09
11/6/09
11/11/09
11/10/09
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11/5/09 -12/7/09
12/11/09
12/9/09
12/15/09
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12/8/09 - 1/20/10
1/22/09
1/13/10
1/19/10
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1/21/10 - 2/18/10
2/19/10
2/10/10
2/16/10
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2/10/10 - 3/18/10
3/19/10
3/10/10
3/16/10
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3/19/09 - 4/23/10
4/30/10
4/7/10
4/13/10
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4/26/10 - 5/21/10
5/26/10
5/12/10
End of the year inservice
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Monitoring Process
How is data used by the school discipline committee to determine
progress toward goals?
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The school discipline committee reviews and disaggregates data.
Each grade level representative is responsible for reviewing data with their
grade level and bringing feedback to the SWDT for consideration and reevaluation.
The grade level representative will review incidents and note:
- relevance of settings (do misbehaviors occur in support classes, cafeteria,
bathrooms, hallways, etc.)
- incidents involving chronic re-offenders.
- incidents related to bullying.
- the need for continued training of staff responsible for target areas and students
with special or on-going needs.
- review / re-teach code of conduct for the areas noted
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Comparisons to determine success of incentives, interventions and
classroom programs.
Track occurrences to determine progress as suggested by goals.
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SAS/TIC Action Plan
The SWDT reviewed the information from
the PBS survey taken in the Spring of
2009. These results were summarized and
a copy of that summary is attached to this
document.
The team made an action plan based on the
summary results according to the Team
Implementation check list. A copy is
attached to this document.
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Analysis of School Wide System
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Celebration
School-wide success is celebrated by teachers,
parents & students in the following ways:
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Announcements in faculty meetings
bulletin boards, school banners, outdoor school marquee
weekly administrative emails
MCS Insider reports of special celebration events
Parent / school monthly calendar
Special events in cafeteria, classrooms, gym for rewards/ incentives
End of year Awards Program recognizing outstanding student improvements, class
successes, parental involvement and teacher led programs.
Report card period rewards: E = college jersey day; perfect attendance= hats to
school; principal’s honor roll: dress for success
Student signatures, cards and pencils for “Caught being Good”
Drawings for special rewards from classes with no ODR’s
Principal’s star student awards
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School Rules
• Be Responsible
• Be Respectful
• Be Safe
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Behavior Expectation Matrix
Keystone’s
code of
conduct
Mornin
g entry
Classroo
m
Hallway
Cafeteria
And/or
Assembly
Recess
Restroom
Afternoon
exit
Be
Respectful
-enter
quietly and
walk
-go directly
to breakfast
or class
-listen
-be polite and
use good
manners
-follow rules
-walk in line
-follow noise
zones
-keep hands to
self
-stay seated
-be polite to
staff
-listen
-express
appreciation
-keep hands and
feet to self
-follow
playground rules
-include others
-be quick and
quiet
-knock first
-wait your turn
-walk quietly as
you leave
-go directly to
your
transportation
Be
Responsible
-obtain pass
for restroom
-set a good
example for
others
-get
bookstore
supplies
before bell
rings
-take care of
classroom and
equipment
-have supplies
-complete
homework and
classwork
-have
necessary
supplies
-learn daily
schedules
-show others
proper behavior
-follow noise
zones
-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
-remember
lunch money or
lunch box
-follow
playground rules
-stay on
appropriate
boundaries
-wear coats and
jackets as
needed
-wait your turn
-take care of
toileting needs
quickly and
quietly
-wash hands
before exiting
-walk to your
designated exit
area
-carry and take
care of personal
belongings
-have all books
and supplies for
homework
-listen for exit
directions
Be
Safe
-walk and
keep hands
to self
-carry
backpacks
properly
-walk to
class
-keep hands,
feet and objects
to self
-walk
-use supplies
properly
-walk
-stay in linekeep hands and
feet to self
-look where you
are going
-walk
-stay in line
-use utensils
only for eating
-stay seated
-keep hands and
feet to self
-watch where you
are going
-play on/with
equipment
appropriately
-wait your turn
-keep feet on
floor
-clean up any
trash and leave
restroom
orderly
-walk
-listen for exit
directions
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Observe Problem Behavior
Warning Conference with Student
(Praise in public; reprimand in
private)
Use Logical Consequence
Grade Level Team
Meeting - Refer to
Is behavior
minor or
major?
Behavior Intervention
Manual
Complete Minor
Incident Report
If the student has 3
MIRs for the same
behavior in the same
semester. . then…
Complete a Disciplinary
Referral – Now a Major
Infraction
Administrator or
designee follows through
with consequences.
Administrator or
designee provides
feedback to teacher.
Administrator or
designee will follow up
with the student within
a week.
Minor Behaviors
Major Behaviors
Bothering others
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 class
work
Repetitive behaviors (tapping,
pencil sharpening, etc.)
Talking out of turn,
excessively, or loudly
Throwing paper
Uniform violation
* Unexcused Tardy
Bullying
Damage to property
Defiance/disrespect to
authority
Forgery
Hurting self or others
Jumping off rails
Lying
Physical aggression (biting,
hitting, kicking, throwing
things, fighting)
Write Disciplinary Referral &
Send to Office (include all
minor incident reports & any
other documentation)
Administrator determines
consequences
Administrator or designee
follows through with
consequence
Side note on Minor Infraction
Reports
1 Issue and MIR when a
student does not respond to
pre-correction, re-direction,
or warnings.
2 Take concrete action toward
correct behavior (see Behavior
Intervention Manual).
3 MIR slips are filed in the
classroom and turned in to the
office for documentation in the
event of an office referral.
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How We Teach the Rules & Procedures
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School rules are posted on bulletin boards and in every classroom.
Teacher In-Service at first of the year reviewed expectations and supported
work sessions for grade levels to develop classroom expectations that were
in line with the school rules. Each class list was reviewed by Team Leader.
Copies of the three school rules with expectations of those behavioral
practices were detailed in the Parent Student Handbook passed out during
registration.
Teachers begin teaching the code of conduct practices on the first day of
school and continue through the year, periodically testing students and
reviewing conduct records.
Teacher accountability for classroom compliance was reviewed by
administration.
Rules, procedures and expectations are included in the faculty handbooks.
Title I Open House held during the first two weeks of school
Morning Meetings supports extra time for re-teaching, review and role play.
Teachers will teach in context of location or activity
Modeling and role playing will occur upon any instance to non-compliance.
Group counseling offered to high risk students (with parental support).
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Teach the Code of Conduct
• The Code of Conduct Teacher Resource Guide posted
on Policy website was used to teach Code of Conduct
during the first two weeks of school.
• Post-tests were administered to every student August
24-25, 2009. Copies of the results are included in each
student’s teacher file.
• All students scoring below 80% were required to go
through a “re-teaching” session with their classroom
teacher and re-test.
• 100% of Keystone students (enrolled on August 25,
2009) have been tested and scored above 80%.
• Students will review the MCS Code of Conduct in
January and be re-tested at that time. The same
standards of success will required.
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School Procedures – Entering School
Keystone Cougars Code of Conduct
Morning Entry
We show we are RESPECTFUL when we:
• Enter the building quietly
• Go directly to breakfast or class
We show we are RESPONSIBLE when we:
• Check in with our teacher before going to the bathroom
• Purchase bookstore items before the bell rings
• Remember that the halls are not a place to visit with friends
• Model good behavior for others
We show we are SAFE when we:
• WALK on the right side of the hall
• Carry backpack properly
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School Procedures - Hallways
Keystone Cougars Code of Conduct
Hallways
We show we are RESPECTFUL when we:
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WALK in the hall. NEVER RUN!
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Stay to the right side
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Keep our hands off walls, tables and displays
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Keep hallways clean
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Keep our hands and feet to ourselves
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Follow directions first time asked
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Remember – ZERO ZONE – no talking.
We show we are RESPONSIBLE when we:
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ALWAYS carry our hall pass
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Obey the no talking rule.
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Model good behavior
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Raise your hand when you need assistance
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Accept consequences without arguing or complaining.
We show we are SAFE when we:
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Watch where we are going.
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Keep our distance from the student in front of us
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Face forward
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Keep our hands, feet and books to ourselves
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Keep our eyes on the line leader
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School Procedures - Cafeteria
Keystone Cougars Code of Conduct
Cafeteria
We show we are RESPECTFUL when we:
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Wait in the lunch line without talking
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Stay seated at the table
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Raise our hands if we need help
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Speak softly to those sitting near-by
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Use good manners
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Clean up our eating area
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Listen to the cafeteria supervisors
We show we are RESPONSIBLE when we:
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Know our lunch number
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Get what we need as we pass through the line
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Get up from the table only with permission
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Keep our hands off other people’s food and bodies
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Walk in a line
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Discard our trash properly and in the right places
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Remember to leave food in the cafeteria – not the classroom.
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Accept consequences without arguing or complaining
We show we are SAFE when we:
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NEVER share food with others. (It could make them very sick!)
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Walk at all times
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Use eating utensils for eating only!
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School Procedures – Assemblies
Keystone Cougars Code of Conduct
Assembly
We show we are RESPECTFUL when we:
• Enter with no talking
• Listen, watch and learn
• Participate appropriately
• Clap at the end of the program
We show we are RESPONSIBLE when we:
• Follow directions the first time asked
• Raise our hands quietly if we need assistance
• Accept consequences without arguing or complaining
We show we are SAFE when we:
• Walk to our seat / leave our seat patiently
• Stay in the listening position
• Keep hands, feet and other objects to ourselves.
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School Procedures - Restroom
Keystone Cougars Code of Conduct
Bathroom
We show we are RESPECTFUL when we:
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Are quiet – no talking
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Wait your turn patiently
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Let others have their privacy
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Knock on the stall door or check for feet before entering
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Keep the bathroom clean
We show we are RESPONSIBLE when we:
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Do personal bathroom business quietly and quickly
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Flush the toilet and wipe off the seat if necessary
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Clean up trash around you. Put paper towels in the trash can.
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Accept consequences without arguing or complaining
We show we are SAFE when we:
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Keep hands and feet to ourselves
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Walk carefully on wet floors
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Close the stall door carefully – don’t let it slam shut
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Report problems to the teacher immediately
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Keep your feet on the floor
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Wash your hands before leaving the bathroom area
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School Procedures - Playground
Keystone Cougars Code of Conduct
Playground
We show we are RESPECTFUL when we:
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Share equipment
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Take turns and play cooperatively
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Invite others to play
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Play fair
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Follow game rules
We show we are RESPONSIBLE when we:
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Follow directions first time asked
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Use equipment for the purpose it was intended
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Wear coats and jackets when needed
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Remember not to scream
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Accept consequences without arguing or complaining
We show we are SAFE when we:
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Stay within the boundaries our teacher has given
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Watch ere we are going. Others need space to play safely too.
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Run only where permitted
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Use hands and feet appropriately
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Watch out for other children playing nearby
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School Procedures - Library
Keystone Cougars Code of Conduct
Library
We show we are RESPECTFUL when we:
• Listen and work quietly
• Use whisper voices if talking is allowed
• Treat books and equipment carefully
We show we are RESPONSIBLE when we:
• Follow directions first time asked
• Raise our hands if we need assistance
• Bring borrowed books and required materials to class on time
• Accept consequences without arguing or complaining
We show we are SAFE when we:
• Walk quietly
• Use equipment appropriately
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School Procedures – Closing of School
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3:00 – Students should begin packing-up for dismissal.
3:05 bell – Dismissal of walkers & bike riders, & After Care students
3:10 – Car Riders are dismissed to the cafeteria to await numbers to be
called.
After Care students will be dismissed to the common area.
All teachers should be on the afternoon duty posts by the 3:05 bell
Teachers not on duty are expected to walk their students to the appropriate
pick up locations.
Students who are not picked up in car lane should immediately call home
from the office.
Students who remain at school after 3:30 without a specified school
recognized activity will be sent to the After-School program and charged
accordingly.
Teachers may not leave prior to 3:30 without administrative approval.
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School Procedures - Classroom
Keystone Cougars Code of Conduct
Classroom
We show we are RESPECTFUL when we:
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Listen
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Act polite and use good manners
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Follow the rules
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Raise our hand to speak and wait to be called on
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Use encouraging polite words
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Model good behavior to others
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Are considerate to other students space, work and supplies
We show we are RESPONSIBLE when we:
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Take good care of classroom equipment
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Have our work and our supplies every day
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Learn the daily schedules
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Take notes, reports and agendas home daily
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Follow directions first tie asked
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Participate in class activities appropriately
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Use the time wisely / complete our work
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Accept consequences without arguing or complaining
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Do our best
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Put our backpack and supplies away when we enter the room
We show we are SAFE when we:
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Walk in our classroom
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Keep our body and other objects to ourselves
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Use supplies and furniture appropriately
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School Wide Incentives
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The day after report cards go home students will celebrate as follows:
Perfect Attendance: Students may wear a HAT to school (Hat’s off to you!);
students with E’s in conduct may wear a college shirt (you’ve got a great
future with that attitude!); students who make Principal’s honor roll may
“dress for success” – (You’re on your way!).
Luncheon – students with perfect attendance for the year may invite their
parents to attend a seated luncheon during the last week of school.
Sock Hop – at the end of the 9 weeks students with E’s in conduct are
invited to a sock hop.
Fun Friday – activity specified by teachers for students making S or E in
conduct for the week (by grade level).
Caught Being Good cards are passed out by any staff member anytime a
student is recognized for doing something great. They may bring the card to
the Counselor for a special pencil and a trip to the cafeteria to sign one of
the special banners hanging up noting students who are doing good, being
proud, making good choices.
The Principal Star Student magnets that are passed out to students she
recognizes at doing outstanding work, making great improvement, being
kind to others.
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Sample Caught Doing Good Card
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Caught being good signature banner
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Principal’s reward magnet
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Teacher Incentives
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In the 07-08 school year one teacher had perfect attendance and
was rewarded with a smart board work station for her classroom. In
08-09 six more teachers were rewarded with the same gift for their
classrooms.
Two teachers who lead the development of our Outdoor Classroom
were rewarded with a classroom smart board.
All grade chairs were rewarded with an extra $100 to spend the
classroom learning supplies of their choice.
Recognition of outstanding efforts and accomplishments are given
during weekly staff emails and faculty meetings.
PTA rewards teachers with breakfast or lunch several times yearly.
All teachers were awarded personalized note cards and a free year
book in appreciation for their efforts during the 08-09 school year.
Teachers may choose to have a “dress down Friday.” Khaki pants
and school t-shirts are recommended for that day.
Special personal notes from the principal.
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Resources for Incentives
• We continue to appreciate the generosity of the staff and parents
who help with supervision and time in hosting “free” events for our
students, such as sock hops, Fun Fridays, pot luck meals, movie
parties with popcorn, extra gym time, computer time, etc.
• AutoZone provides savings bonds for winners of our school Spelling
Bee, Science Fair, and any other special events that occur.
• Vistaprint.com is a website that provides free samples (just pay the
shipping). It has been utilized in so many ways to provide incentives,
cards, magnets, rewards and banners for our school use.
• Money to cover the cost of incentives as well as supplies for
students in need are provided primarily by our teachers and staff.
Parents help out as they can for individual classrooms.
• Our SWD team has listed the access of funds to support these
programs as one of our areas of priority.
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Communication with Parents &
Community
• Keystone’s Student and Parent Handbook is given out during the
student’s registration process. It includes our school rules as well as
our Code of Conduct expectations in each venue of the school.
• Title I meetings support student behavior and academic success
through parental classes and workshops.
• Keystone’s new Parent Resource Room offers parents access to the
school on a daily basis, providing them with their own space to
meet, collaborate with staff, have a computer with internet access,
and study (or check out) resource books, magazines or pamphlets.
• Monthly PTA meetings
• Grandparent’s Day
• Parent/Teacher conferences.
• Phone calls to parents and the use of daily agenda are used for both
good news as well as requests for extra support.
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Character Education
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Character Education is taught as part of the Morning Meetings on daily / weekly basis
– classroom teachers are responsible, supported by PDSCC, K. Pyun.
• Healthy Choices Week- lead by PE teacher, M. Barger and E. White, counselor
• Classroom counseling sessions, E. White, school counselor
• ISS uses Character Ed videos as an intervention / learning program. Topic is specific
to disciplinary problem. A. Hayes, ISS Monitor
• Student Ambassador Leaders Group – summer training sessions and on-going
school activities support leadership, integrity, kindness and tolerance. E. White,
sponsor
• School Safety Patrol – summer training and daily work / duty requirements support
leadership, following rules and directions, being trustworthy, using good judgment
and good choices, academic success and being a good role model. E. White,
sponsor
• Our administration designates special topics to be covered each month. A learning
rubric is provided and each child is expected to master that trait / manners
characteristic. Classroom teachers are responsible for completion.
Specific programs used include:
• MCS Family Life Curriculum
• United Streaming
• Character Counts
• Peaceable Schools
• Teaching Tolerance
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ATOD Prevention
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Alcohol, tobacco and other drug prevention is advocated at all times.
Abstinence is encouraged during any / all conversations that come up with
students regarding these issues. All staff participate in this initiative.
Students participate in a day of recognizing the importance of ATOD
prevention during Healthy Choices Week as a part of the yearly curriculum.
This is organized by the School Counselor and PE teacher each year.
The effects of alcohol, tobacco and drug use are taught and discussed in
science classes as appropriate for each grade level. These units are
covered once each year and led by classroom teachers.
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Sexual Harassment Prevention
In an elementary setting, dealing with sexual harassment generally consists of lessons on
“good touch – bad touch,” respecting other people, and keeping your hands to
yourself. These topics are covered in classroom rules/procedures, classroom
guidance stories, classroom literacy and modeling respectful behavior and morning
meetings.
In the 4-5 grades students are taught about the definition of sexual harassment, why it is
important to understand, how it plays out with children this age, and the
consequences.
This year all students in grades 4-5 will see a video on “What is Harassment” as a part of
classroom guidance as well as the MCS library video. This will be scheduled during
the week of October 12 – 16.
Students who have received disciplinary referrals for sexual harassments are required to
watch the United Streaming video on Sexual Harassment as a part of their return to
the regular classroom. Parent conference is required.
Teachers receive training during in-service training on a yearly basis. This year’s training
is scheduled during the week of October 12 – 16. A special session will be available
during the morning in-service time. The MCS sponsored videos are available in the
library for staff to check out at any time. These videos are not just on general sexual
harassment, the set includes videos on Student to Student sexual harassment,
student to teacher harassment, reporting procedures, legal issues and
consequences. Signed verification is on file with the financial secretary, Mrs.
Pritchett.
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Bullying Prevention
Preventing bullying is a priority at Keystone. As mentioned in our beliefs, we work to
provide every child the right to feel safe and cared for while at school.
Faculty training began during the first week of in-service, August, 2009. Specific training
on bullying and how classroom teachers will be required to participate in the
implementation of our school wide “Stop Bullying Now” program will occur in
October, 2009.
Student Ambassadors went through summer training for 2 days in July learning about
leadership roles in the school. They had a 1 day log session devoted to bullying and
harassment, what it is, who does it and how to stop it and prevent it. These students
will carry our school pledge banners around for student signatures the 2nd week in
October. Students will pledge to “Take a Stand, Lend a Hand, Stop Bullying Now.”
Teachers will have a banner to sign making a pledge statement to students: “Respect
and Protect Our Children. Prevent Bullying.” All of these banners will hang in the
school hallways.
Classroom teachers will be offered materials to use for lessons, writing prompts, morning
meeting materials that support our No Bullying Policy. They will be expected to teach
these messages and continue to have booster sessions the rest of the year.
Videos that may be viewed in classrooms include: My Brown Eyes, Stop Bullying Now,
Bullying, Teasing & Put-Downs: what victims can do, Cancelled Lives.
Students who are caught bullying other children receive strict and non-negotiable
discipline as outlined in the MCS Student code of conduct.
39
Violence Prevention Programs
The following programs are used to address violence in the school and
the community:
• Mendez Foundation: Too Good for Violence
• Second Step
• Peaceable Schools
• Teaching Tolerance
• Our PDSCC, K. Pyun, is working to provide more information to
teachers on Responsive Classroom practices. A Professional
Development session is available in Memphis this February. We are
hoping to provide our SWD team the opportunity to attend that PD.
• 22 of our students were trained as peer mediators.
• The school social worker, K. Buck leads 4 groups yearly on anger
management, conflict resolution and social coping skills.
• The school counselor, E. White, provides on-going groups with
students demonstrating difficulty with conflict resolution and social
coping skills.
40
Multihazard Emergency School Plan
•
•
•
•
2009-10 Plan submitted: 10/09
Dates for Drills 2009-10:
Fire:
8/19/09
Earthquake: 11/20/09
8/26/09
3/3/10
9/17/09
10/13/09
Severe Weather:
11/11/09
12/15/09
12/7/09
3/15/10
1/14/10
2/5/10
Lockdown: 10/29/09
3/10/10
2/24/10
4/26/10
5/5/10
Dates for staff training:10/7/2009 & 12/17/2009
Dates for plan review: 10/9/2009 & 5/2010
41
Intervention Plans
(Secondary)
•
•
•
•
•
Conference with parent, administrator, teacher, counselor and student
School plan of action made:
–
–
–
–
Study / Academic plan with set goals and 2x weekly monitoring.
Behavior Contract specifically designed for the individual child.
Check in / check out system with counselor, ISS monitor, other specified person
Group counseling with school counselor or social worker on topics of:
•
Social skill development, manners, anger management, accepting consequences, retraining of school
practices and code of conduct, relationships, organization
Consultation with school psychologist and/or school social worker
Individual counseling
Parent Seminars planned to address needs shown through tracking data.
–
–
–
–
–
October 27, 200910:00-11:00 a.m.ALLHealthy Choices- Preparing your self for the cold and
flue season.
December 8, 200910:00-11:00 a.m.ALL“Happy Holidays”-Coping with the stress of the
season.
January 12, 201010:00-11:00 a.m.4th and 5th Grade“Let’s Get Writing”February 16,
201010:00-11:00 a.m.ALL“Read To Me” The importance of reading with your child.
March 23, 201010:00-11:00 a.m.2nd through 5th Grade“Test Taking Techniques” Preparing
for the TCAP
May 4, 201010:00-11:00 a.m.ALLParents Are Teachers - Summer Activities
42
In-School Suspension Plan
Procedures:
•
•
•
•
•
Administrator assigns ISS as disciplinary consequence / intervention.
ISS Coordinator provides a service learning component (social skills) during
assigned time. However, with the ISS program only being offered on a part
time basis this year, the effectiveness of the learning component is
compromised. Students who have inappropriate reactive behavior need
more immediate re-training than can be offered if the child has to wait until
another day to serve their ISS time.
Student must complete written component of ODR as assigned by
administrator. May include apology letter, reflection essay, statement of how
things could have been done differently (alternate choices), essay on
assigned topic.
ISS coordinator checks on students within 2-3 days after completion of the
ISS served to determine reconnection success/difficulties. If there is a
problem it is discussed with the administrator or counselor.
ISS coordinator enters data into SMS and MCS/ISS survey form.
43
Memphis City Schools
IN-SCHOOL SUSPENSION PROGRAM
Student Intervention and Behavior
416-4240
Location 146SS
Goal: To create an educational environment where students are held accountable for their actions,
learn the skills and attitudes necessary to prevent misbehavior and act appropriately when they
return to the regular classroom.
Objectives
10% reduction in the amount of suspensions as compared to the previous school year.
Each six weeks there will be a 2% decrease in the number of repeat offenders, resulting in a 10%
decrease by the final six weeks period.
Components
Academics – Students will complete academic assignments while assigned to ISS to ensure continued
academic progress.
Social Skills – Students will receive social skills/character education training by ISS teacher, professional
counselor and/or other mental health professionals. All ISS teachers will receive training in the MCS
Character Education Model.
Service Learning – Students will participate as resources are available in their school community.
Alternative Student Transition – Student will spend a specified period in the ISS program upon their
return from the Alternative Program. This period will allow students to receive orientation regarding
policies/procedures, strengthen pro-social skills, and form a positive relationship with school staff. This will
afford administrators, teachers and counselors the opportunity to plan appropriate interventions for
students and integrate them back into the school community.
Reconnection – Students will have an opportunity to reconcile with the adult and/or student with whom
they had conflict. This can be facilitated through written communication and/or a mediation session.
Evaluation – The following areas will be formally evaluated: recidivism rate, ISS teacher/administration
satisfaction, individual teacher referral rate, and suspension rate. MCS Research and Evaluation will
Revised 7/08
44
assist with the design of this component.
Selection of Students
Students will be assigned to an In-School Suspension for an infraction that
warrants an out of school suspension. Only administrators can refer students to
the ISS program. ISS should be utilized as one of the interventions available in
the disciplinary continuum. Students should be assigned for a period of 1-3 days.
Conditions
Administrators have the discretion to increase the length of stay or utilize other
disciplinary actions if a student does not adhere to ISS rules and regulations.
ISS capacity should not exceed 15-20 students per day.
Conclusions
The Memphis City Schools ISS Program is an extension of the classroom/school
discipline plan which seeks to help students improve behavior while remaining in
an educational setting. This strategy provides a specific disciplinary action a
school can utilize to assist with students displaying inappropriate behavior. ISS is
a positive approach that prioritizes the needs and long-term goals of students.
Revised 7/08
45
Procedure for Use
• Administration determines ISS referrals.
• Teachers will send daily assignments.
• ISS Assistant monitors and evaluates student
progress
• ISS Coordinator will spend their day performing
duties related to the operation of the ISS program.
All other extended assignments (i.e. substitute
teaching, cafeteria duty, and hall monitoring) should
be paid using school budget.
• Administrators should make provisions (internet
access) to support daily or weekly data entry by ISS
Coordinator
Revised 7/08
46
• ISS Coordinator should received the 30 minute dutyfree lunch as outlined by Human Resources.
• ISS staff will assist student with re-entering regular
classroom setting.
• Special Education students will receive services
mandated in their IEP during the suspension period.
• ISS Coordinator should be evaluated at mid-year and
end-of-year intervals.
• Administrators should communicate with ISS
Coordinator regarding program implementation as
necessary.
Revised 7/08
47
Secondary Intervention Evaluation
Tier 2
•
•
•
•
•
•
•
Each student who is referred to the office through an Office Disciplinary Referral (ODR) has a behavior file that
becomes an on-going record of behavioral difficulties from the time the child entered Keystone. This file, along
with minor infraction reports from teachers / progress reports / report cards are used to determine a
comprehensive and appropriate course of action for the student.
Parent contact is attempted. If a child is suspended, a mandatory parent conference is required for the child to be
re-entered into the school.
Students may be assigned counseling with the school counselor or social worker. Behavior plans, check in / check
out may be used.
A Functional Behavior Assessment is done if the child has on-going disruptive issues that are interfering with
his/her education or the rights of classmates. A Behavior Intervention plan is developed. Staff are trained in using
the individual plans.
All students who are suspended more than 5 days are required to have an FBA / BIP.
Student may be referred to outside agency for on-going therapy or evaluation and treatment. (Frayser Family
Counseling, The Exchange Club of Memphis, Memphis Child Advocacy Center, etc.)
Attempts at keeping on-going open contact with parents is critical with these students. The school practice is to
encourage daily monitoring through the agenda book or a parental check in note. Phone calls home may become
frequent (more than 2x weekly).
Students are monitored daily. Successful progress is measured by:
reduced frequency of disruptive behavior.
student demonstrating ability to self monitor and self correct
reduction in MIR and ODR forms being reported to administration.
48
Tertiary Intervention Strategies
Tier 3
•
•
•
•
•
•
Students with on-going or frequently reoccurring disciplinary problems are referred to
for S-Team evaluations. These S-Teams include Administrator, Teacher, Parent,
Counselor, Social Worker and any other party that works to support the student.
Students have mandatory participation in group counseling sessions for anger
management, conflict resolution lead by the social worker or school counselor
Functional Behavior Assessment and Behavior Intervention Plan is completed by the
School Social Worker and implements and monitored by the School Counselor.
This year a group of at-risk 5th graders who fall into this category will participate in a
PBIS support group with the school counselor. Parents are notified, and agree to
follow up on weekly topics including relationships, respect, responsibility,
accountability and conflict.
BIP is tweaked as needed and updated as progress is demonstrated by the student.
- Indicators of progress include: decrease in referrals, fewer number of days in ISS
or Out of school suspension, increase in positive behavioral reports to parents
through phone calls or student agenda, teacher reports, student self evaluation.
- Most of these students are on specific behavior plans which require monitoring on a
daily basis. We hope to determine exact locations and situations that trigger
disruptive events where the student has difficulty maintaining control.
49
Triangle comparing PBIS standard to
2007- 2008 data
2%
5%
8%
15%
100%
90%
80%
70%
60%
80%
90%
50%
40%
30%
20%
10%
0%
PBIS
Keystone 08-09
50
2008-09 Triangle representing the continuum of school wide instructional & positive behavior support
Tertiary Prevention:
Specialized & Individualized
Systems for Students with High-Risk Behavior
1.5
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
6+ referrals 8 students
9.1% 2-5 referrals 48 students
89.4%
0-1 referrals
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
469 Students
Revised 7/08
51
Plan for Support & Monitoring
• Verification of administration of Code of Conduct Post-tests
due August 27, 2009; fax to 416-4221
• September 30, 2009 submit School Wide Discipline
Plan electronically to District Coach for your area.
Includes:
– Team Members and Team Leader/Internal Coach
– Meeting Schedule for year
Also submit separate forms as part of SWDP:
– SAS Summary
– Action Plan (based on SAS & TIC results)
– TIC (also submitted to Coach Jan. & Apr.)
– Ratification-acceptance form faxed 416-4221
Ongoing training for Team Leaders/Internal Coaches and others
will be provided throughout the school year
Revised 7/08
52
District PBIS Coaches
• Northeast Region, Regional Supt. Kevin McCarthy
– Ann Sharp, [email protected]
• Northeast Region, Regional Supt. Catherine Battle
– Brady Henderson, [email protected]
• Southeast Region, Regional Supt. Dr. Terrence Brown
– Ashley Faulk, [email protected]
• Southwest Region, Regional Supt. Willie Rhodes
– Carolyn Matthews, [email protected]
Center for Safe & Drug Free Schools
416-4240, fax:416-4221
Revised 7/08
53
Additional CSDFS Staff
•
•
•
•
•
•
•
•
•
•
•
•
James Bacchus, Chief of Student Support
Kenneth Pinkney, Director, Student Intervention & Behavior
Linda Delaney, Emergency Management
Janice Johnson, Student Leadership, Peer Mediation
Charlotte Baucom, ISS Assistants & Behavior Specialists
Adrian Stitt, Special Project Assistant for ISS
Robert Williams, Technology Project Administrator
Ruth Watson, Program Project Specialist
Brenda Harper, Program Project Specialist
Shanddeikka Beecham, Clerical
Dorinita Clark, Clerical
District Behavior Specialists: Morrice Apprey, Willa Broom, Ptorey
Crutchfield, Dana Gaston, Angeletta Giles
Center for Safe & Drug Free Schools, Loc. 172, Rt. 2
220 N. Montgomery, Memphis, TN 38104
416-4240
Revised 7/08
54
Resources
• MCS Data Website
– Web address of PBIS Data website will be e-mailed
– User name:
• Principal is prinloca (no space, insert your location number),
• Assistant Principal is aprloca (no space, insert your location number and a, b
or c depending on the number of AP’s),
• Team Leader is tlloc (no space, insert your location number)
• Password can be set by following directions on website
• MCS Website
– Forms will be under PBIS site (Go to Student Support, then Student
Behavior and Intervention, then PBIS or go to Student Heading on MCS
homepage and Schoolwide Discipline Plans)
• TN PBIS links http://web.utk.edu/~swpbs &
https://umdrive.memphis.edu/g-coe-rise/
• Maryland PBIS http://www.pbismaryland.org
• PBIS http://www.pbis.org
55