WESTWOOD HIGH SCHOOL School-wide PBIS Plan (Discipline Plan) 2010-11 4480 Westmont Rd.

Memphis, Tennessee

Revised 7/10 1

Guiding Principles

• • All children can learn.

• Every child deserves the opportunity to learn.

• Each child is an individual who should be respected, accepted, and motivated to learn by the school staff.

• Hard work (effective effort), not natural ability, results in higher achievement for all students.

• A definite correlation exists between learning and school attendance.

• The school should prepare ALL children to become successful citizens and workers for the 21st Century.

• An effective educational program should provide each child with an opportunity to develop positive self-esteem.

• The school staff should provide diverse instructional strategies for student learning.

• High standards and expectations must be the norm throughout the school day.

Revised 7/10 2

Guiding Principles cont.

• Knowledge should be integrated across the content areas. • Realistic and innovative ways of assessing student performance should be implemented to supplement traditional standardized testing.

• The welfare of ALL STUDENTS should be the main concern in every decision made in the school.

• Goals can be achieved which will provide A QUALITY EDUCATION for all students when stakeholders WORK AND COLLABORATE TOGETHER.

• Instructional decisions in the classroom for student achievement are based on data driven decisions.

• It is the school’s responsibility to provide a safe environment for its students. • The policy of MCS related to student uniforms and I.D. badges will be enforced in order to help promote a positive climate for learning and achievement.

School Vision

The vision of Westwood High School, in partnership with the community, is to provide a safe, nurturing, and challenging environment, which encourages all students to develop their full potential in becoming independent thinkers, lifelong learners, and responsible citizens who make positive contributions in the 21 st century.

Revised 7/10 4

School Mission The mission of Westwood High School is to provide all students with the skills and knowledge needed to become proficient in reading, writing, and math as we prepare them for post-secondary education, and/or today’s work force.

Revised 7/10 5

Philosophy Statement

We believe that each child is an individual of worth who should be respected, accepted, and encouraged by the entire school staff. A good educational program should begin by providing each child an opportunity to develop a positive awareness of his own worth and dignity. Therefore, our staff must understand the ways in which children learn and be familiar with the factors and circumstances that make learning easy or difficult-efficient or inefficient. It is through this understanding that we strive to develop the whole student to his greatest potential, in order that he may become a productive person socially, emotionally, mentally, and physically.

It is the school’s responsibility to provide a climate in which children can develop the idea that learning is an exciting, pleasurable experience, which continues throughout life. In order to achieve such an atmosphere, there should be a reasonable degree of freedom as well as authority in the classroom. It is our obligation to encourage and guide each child in the development of his innate abilities, vocational interests, and cognitive skills.

The Memphis City Schools does not discriminate in its programs or employment on the basis of race, color, religion, national origin, handicap/disability, sex, or age.

Revised 7/10 6

195 190 185 180 175 170

Suspensions (African-American)

192 186 178 2007 2008 2009 50 40 30 20 10 0 2007

% Suspension (African American)

41,6 35,6 29,9 2008 2009 1 0,8 0,6 0,4 0,2 0 2007 1

Suspensions (White)

0 2008 0 2009

% Suspension (White)

50 20 10 0 50 40 30 2007 0 2008 0 2009 7

20 15 10 5 0 90 80 70 60 50 40 30 20 10 0

Expulsions (African-American)

87 24 2007 0 2008 2009 1 0,8 0,6 0,4 0,2 0 0 2007

Expulsions (White)

0 2008 0 2009

% Expulsions (African American)

3,4 2007 0 2008 17,4 2009

% Expulsions (White)

1 0,8 0,6 0,4 0,2 0 0 2007 0 2008 0 2009 8

Suspensions for African American students increased from 2007 to 2008 by 3% (186 to 192), while suspensions decreased from 2008 to 2009 by 7% (192 –to 178). Suspensions for White students decreased by 100% from 2007 to 2008 (1 to 0). During the 2008 and 2009 school years, white students did not receive any suspensions. In 2007, 29.9% of the African American population was suspended, followed by 41.6% in 2008, and 35.6% in 2009. There was an 11.7 % points increase from 2007 to 2008, and a 6.0% points decrease from 2008 to 2009. In 2007, 50% of the White student population was suspended, followed by 0% in the next two years of 2008 and 2009.

The number of expulsions for African American students was 24 in 2007. The Tennessee Education State Website did not have any data for 2008. The number of expulsions in 2009 increased to 87 from 24 in 2007. (262% increase over the two year span) The percentage of African American students that were expelled was 3.4 % in 2007, no results from 2008, and 17.4 % in 2009. There was a 14.0% points increase from 2007 to 2009. During the years of 2007, 2008, and 2009, no White students were expelled.

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Goals or Objectives

Goal: It is the goal of Westwood High School to improve student academic performance by reducing the incidents of negative behavior in the school.

Objectives: • Increase student attendance by 7%.

• Decrease suspension rate by 25%.

• Decrease office referrals by 25%.

• Increase parental involvement by 20%.

Revised 7/10 10

MCS School-wide PBIS (Discipline) Team Worksheet 2010-11

Westwood High School

Principal* Mr. Isaac White Assistant Principal Dr. Helen Harper Professional School Counselor* Mrs. Demetrius Tompkins/ Mrs. Durham(Interim) School Psychologist Gina Faulkner General Education Teacher(s) Zandra Hall, Mr. William Kinard, Mrs. Patricia Lawrence, Mr. Ricky Richardson, 1SG. Usef Simmons

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

MEA Representative*Ms. J. Harris Elected Teachers (2)*Ms. Zandra Hall Mr. William Kinard Special Education Teacher(s)*Ms. J. Harris Related Arts Teacher(s) Students Shannon Crawford Educational Assistant(s)/ Non-Certified Staff Mrs. Jamecca Bowen Community Member Parents (2)*Cyntina Scott, Yolanda Gladney *Indicates members mandated by MEA contract; others may be invited as needed See next slide for further instructions ISS Assistant (recommended) Cafeteria/Custodial Staff Ms. Letitia Seymour Bus Driver External PBIS Coach Mr. Dumas Revised 7/10 11

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

Meeting Schedule

Approximate Dates of Reporting Periods All data for period entered into system (A) SW PBIS Team meeting dates (B) Faculty meeting dates to report interpretation of 20 day data (C) 8/9/10-9/3/10 9/7/10-10/4/10 10/5/10-11/3/10 11/4/10-12/6/10 12/7/10-1/19/11 1/20/11-2/16/11 2/17/10-3/24/11 3/25/10-4/21/11 4/25/10-5/20/11 9/10/10 10/8/10 11/5/10 12/10/10 1/21/11 2/18/11 3/25/11 4/22/11 5/20/11 4/26/11 5/24/11 Revised 7/10 9/14/10 10/12/10 11/09/10 12/14/10 12/25/11 2/22/11 3/29/11 9/15/10 10/14/10 11/10/10 12/15/10 12/26/11 2/23/11 3/30/11 4/27/11 5/25/11 12

Please insert names of Team members below:

(A)

Person responsible for entering behavior data.

Kactina Windless

: Student Accountability Office Administrative Assistant

Jamecca Means-Bowen

: In-School Suspension Coordinator

(B)

Team member responsible for data summary to report to Discipline Committee.

William Kinard

: Discipline Committee Member

Data will be examined by student, by infraction, and by number of referrals per day per month.

(C)

Person responsible for sharing data trends for previous reporting period with the faculty.

Ricky Richardson

: Discipline Committee Member 13

Monitoring Process

Data used by the school discipline committee to determine progress toward goals comes from a variety of sources (progress reports, report cards, AYP status) and is used to develop or revise: • the data dashboard for district meetings • the school improvement plan • differentiated instructional strategies • lesson plans/syllabi • alternative placement Revised 7/10 14

Celebration LONGHORNS SUCCESSES

– Announcements – Bulletin Boards/Marquee – Showcase accomplishments – Faculty/parent meetings – Student of the Week – Westwood High School website – Teacher of the Month Revised 7/10 15

Westwood High School School Rules • Westwood High School Rules

– Be Responsible – Be Prepared – Be on Task – Be Respectful – Be Present and Prompt Revised 7/10 16

School Wide Rules

Be Respectful

Classroom Cafeteria

Students are expected to raise their hand to speak.

Students are expected to remain seated at all times.

Hallway Restroom

Students are expected to walk to the right.

Students are expected to put hand towels, tissues, etc. in proper disposal units.

Bus

Students are expected to remain seated at all times.

Be on Task/ Be Prepared Be Responsible Students are expected to speak in a conversational tone.

Students are expected to eat their food and not throw food.

Students are expected to speak in a conversational tone.

Students are expected to remain silent while in the restroom.

Students are expected to speak in a conversational tone.

Students are expected to respect the teacher and their classmates.

Students are expected to patiently wait their turn in the serving line. Students are expected to keep to themselves. No PDA (personal displays of affection).

Students are expected to always wash their hands.

Students are expected to keep hands, feet, and objects to themselves.

Be Present & Prompt Follow Instructions (Monitored By Staff) Students are expected to be in the class and seated before the tardy bell rings.

Students are expected to stay on task and refrain from horseplay.

Students are to arrive in cafeteria on their designated lunch before the tardy bell rings.

Students are expected to put trash in trash cans before the bell rings.

Students are not allowed in the hallways after the tardy bell.

Students are expected to quickly proceed to their Students are expected to have a hall pass unless it is doing the passing of classes.

Students are expected to always flush the toilet.

Students are expected to be on the bus and seated before the designated time of departu.re

Students are not allowed to bring food or drink on the bus.

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Staff Managed

Excessive talking Attendance/ tardy Off task Drinks/Food/Gum(with clear expectation for your class Missing Homework Not prepared for class Inappropriate Language Lying Dishonesty Dress code violation PDA Hallway Disruption Passing Notes Cheating/plagiarism

Office Managed

Fighting r Attendance Tardy

)

Vandalism Verbal/Physical Intimidation Weapons Gang Representation Cutting class/school Theft Drug Violations Directed profanity Arson Harassment/Lewd notes Controlled substances Repeated/Severe Offenses 18

Staff & Office Managed Behavior Chart

Level Major Illegals Majors Definition Behavior Examples Procedures Involvement

Law violating behavior requiring municipal response Serious rule-violating behavior that disrupts teaching & learning, puts students or others at risk of harm & requires administrative active Dangerous weapons Substance possession, truancy, vandalism., stealing 1.Immediately report event to an administrator 2.Follow district/state policies and procedures 3. Document event Student, parent, law enforcement, school & district administrators, school staff Repeated noncompliance, serious aggression, skipping class, directed profanity, harassment, serious threats, tobacco, destruction of property, “Third” minor in 24 hours 1.Signal that school-rule violating 2. Restate desired /appropriate behavior 3. Direct/escort student to office/administrator 4. Document event with office discipline referral form 5. Enter data into system Student, person on staff, parent, school administrator

Minors of Note

Rule violating risk behavior which requires on-going monitoring Disruptions, tardies, dress code violations, teasing 1.Signal social behavior error has been made 2. Restate/reteach appropriate behavior 3. Provide positive reinforcer for next display of appropriate behavior 4.Document event with office discipline referral form 5. Enter data into system Student, person on staff, homeroom teacher

Minors

Rules violating behavior which does not require on going monitoring, but needs to be retaught Minor disruptions, off task 1.Signal social behavior error has been made 2. Restate/reteach appropriate behavior 3. Provide positive reinforcer fpr next display of appropriate behavior Student, staff member 19

Observe Problem Behavior Level 1 and Level 2 Violations 1.

2.

3.

4.

5.

6.

7.

Verbal warning Verbal warning Phone call to parent Parent conference Detention referral In-school suspension referral Overnight suspension Is behavior major?

Revised 7/10 Level 3 Violations 3-day suspension Level 3 and 4 Violations Two 11-day suspensions Level 5 Violation 11 180-day suspensions 20

How We Teach the Rules, Expectations and Procedures • Describe here how you communicate and teach the school-wide rules, expectations and procedures including:

–

Classroom

rules should be the same as

schoolwide rules

; behavioral expectations may differ by location – Lesson Plans (taught within at least the first 5 days each semester and ongoing booster/review sessions as needed) See

sample

next page and see websites at end of document for more examples – Opportunities for practice – Active monitoring of rule following behavior – Posting rules prominently in all areas of building(s) – Media (announcements, Channel 1, etc.) 21

Sample Behavioral Expectation Lesson Plan

Life Skills: Communication Employability Time Frame: 1 class period that runs 45 minutes.

Group Size: Small Groups Summary: Students will identify unacceptable social behaviors and then describe how to replace those behaviors with acceptable behaviors.

Main Curriculum Tie: Career and Technical Education Introduction Standard 6 Objective 6-1 Examine attributes and issues related to family life and the skills needed to enhance independent living.

Materials: Paper and markers for picture game.

Posters or transparencies defining Acceptable Behaviors and Unacceptable Behaviors.

Mirror Transparency of personality traits Copies of student worksheets

Background For Teachers: SOCIAL SKILLS ACCEPTABLE VS. UNACCEPTABLE Concept There are two types of social skills—those that are acceptable to others and those that are not (unacceptable). Acceptable social skills are assets in our lives, while unacceptable skills are liabilities.

Explain to the students that there are two types of social skills—those that are acceptable to others and those that are not. There are some standards set by our society, and there are standards set by individuals or other groups as to what is acceptable and what is not. While some social skills are acceptable to some people and not to others, there are some mannerisms and behaviors that are generally more accepted than others. Discuss the definitions of acceptable and unacceptable behaviors using small posters or transparencies of the following definitions.

ACCEPTABLE BEHAVIORS MANNERISMS OR BEHAVIORS THAT SHOW CONSIDERATION FOR THE FEELINGS OF OTHERS.

UNACCEPTABLE BEHAVIORS MANNERISMS OR BEHAVIORS THAT DO NOT SHOW CONSIDERATION FOR THE FEELINGS OF OTHERS.

Acceptable behaviors are generally not offensive to others, while unacceptable behaviors are often those that are offensive to others.

Continue to explain that for every unacceptable behavior or mannerism there is an acceptable counterpart and it is important to identify these.

ACTIVITY Have the students fold a piece of paper in half (hot dog). Have them write the term Unacceptable on one half of the paper and Acceptable on the other half. The class should then brainstorm unacceptable social behaviors and list them on their paper. They should then list an acceptable behavior on the other side of the paper that would offset the unacceptable behavior.

Explain that as individuals we are in charge of our bodies and minds, and therefore we choose our mannerisms and/or behaviors. Explain that no one does everything right, and no one does everything wrong, but when a person has more unacceptable behaviors than acceptable behaviors, he/she has difficulty making and maintaining friendships and getting along socially.

Most people have some of both kinds of behaviors, but it is the unacceptable ones that cause us trouble in friendships, work, families, etc. while the acceptable ones generally help us down the road to more successful experiences.

It is up to us which type of social behaviors we choose to practice. While it is true that what is right for one person is not necessarily always right for everybody, it is also true that some behaviors and mannerisms are more acceptable than others in our society. Our social skills do affect the way we are perceived by others, and that makes a big difference in how others treat us.

Student Prior Knowledge: A prior discussion of basic communication skills.

Intended Learning Outcomes: Students will improve their communication skills and friendship qualities

Code of Conduct Post test Information

• School: Westwood High School • Principal: Mr. Isaac White • School Enrollment: 536 • Number of Post-test administered: 404 • % of students scoring 80% or above: 91% • Date make up/retest scheduled (for absentees and students scoring below 80%): August 26, 2010 • Name of Person Submitting Form: Mr. William Kinard • Title: Teacher • Phone: 901-416-8000

Document to submit by 8/27/10 is on MCS website

Revised 7/10 25

Annual PBIS Kick-off

• Teach MCS Code of Conduct August 9 th -13 th 2010 and August 16th-20 th , • Administer code of conduct post-test on August 24 th 26 th , 2010 • Teach school-wide rules and behavioral expectations from matrix on October 8 th , 2010 • When district and school universal rules and expectations are understood, celebrate the beginning of a new, positive school year Revised 7/10 26

School Procedures

Procedures for opening of school

-The building engineer will open the building at 6:45 a.m. for faculty and staff. Students may enter the cafeteria for breakfast from 7:00 a.m. to 7:20 a.m. All students are required to remain in the cafeteria, auditorium, or outside until the 7:20 bell sounds. At this time students may go to their lockers and proceed to homeroom. Students who arrive after 7:30 a.m. must report to the auditorium for an admit to class.

All students must be in the proper school uniform.

•

Closing of school

-All students must exit the building by 2:30 p.m. each day unless they are under the direct supervision of a faculty member or authorized adult.

-Students remaining after school must be in their designated site by 2:30 or exit the building.

-All teachers are instructed to verify that no students remain in the halls before they depart at 2:30 p.m.

-The building engineer will lock all doors immediately after 2:45 p.m.

-The building engineer and the principal will tour the building after 2:45 p.m. to ascertain that all students have departed or are properly supervised.

•

Passing Classes

-Students are to remain seated until dismissed by their teachers. Moving only on the right, students have five minutes to reach their next destination.

Revised 7/10 27

School Procedures cont.

•Lunchroom It is the responsibility of all persons on duty to monitor in a manner that will ensure that the cafeteria rules are obeyed and that the cafeteria is left in a clean and orderly condition.

-Teachers and/or designated staff must report to their post on time daily.

-Students must remain seated unless they are in line to be served.

•Assemblies Assemblies are an integral part of the learning process and, as such, require close supervision so that all students have the opportunity to derive the greatest benefit from them. Teachers are to escort their classes to assemblies, sit with their students in their assigned area, and remain with their students for the assembly.

School Procedures Cont.

• After teacher has followed classroom discipline plan the student is then referred to the office • Students are suppose to use the restroom during the passing of classes and during lunch (restroom passes can be given for emergencies) • Hall passes are not given the first 15 minutes or the last 15 minutes of class • New students are given a copy of the student handbook and teachers review policies and expectations

Classroom Procedures

• Hall Passes: -15 minute rule: No hall passes are to be issued the first 15 minutes of class or the last 15 minutes of class.

• Students are to get permission from their teacher to get up from their seat.

• Students are to raise their hand to ask for assistance.

• Students working in cooperative groups are each given a task and are expected to stay on task and speak in conversational tones.

• Homework is expected to be turned in on time.

• Students are given one week to make up missed assignments and are given then opportunity to go to after-school tutoring.

• Students are given forms to attend ZAP for missed or failed assignments • Communication with parents are done through parent link, phone calls and memos Revised 7/10 30

School Wide Incentives • Your procedures, frequency and tracking for reinforcing and maintaining rule following behavior:

– Each teacher will nominate a student of the week. Pictures may be taken and posted throughout the school.

– Students may be awarded free admission into paid activities – Students may receive gift cards 31

Revised 7/10 32

Teacher Incentives • Procedures, frequency and tracking for recognizing and encouraging positive teacher behavior, for example:

– Teacher of the month-Students can nominate the teacher and there will be a traveling trophy – Names may be drawn randomly for small prizes Revised 7/10 33

Revised 7/10 34

Identify Your Resources for Incentives Adopters: Brim’s Snacks and Mt. Vernon Parent Organization: PTSO Church: Mt. Vernon

Revised 7/10 35

Communication with Parents & Community • Document communications and activities with parents and community members about PBIS and your Schoolwide PBIS Plan.

– Letter Home – Website – Parent Newsletter – Parent Meetings – E-mail – Parentlink Revised 7/10 36

Character Education • Teachers will discuss character traits each week.

• Affirmations will be posted daily on the announcement board outside the cafeteria.

• Every student will learn be taught the Kingian nonviolence stratgies

Revised 7/10 37

ATOD Prevention • Alcohol, Tobacco and Other Drug prevention education are taught in Lifetime Wellness • This class is taught by Zandra Hall and every student is required to take this class in order to meet graduation requirements.

Revised 7/10 38

Bullying Prevention

• Annual harassment training is done with faculty members in October.

• Bullying can be defined as the use of one’s strength or status to intimidate, injure, or humiliate another person of lesser strength or statue. Bullying can be categorized as physical, verbal, or social.

• Training with faculty members consists of school-wide, classroom, and individual interventions. School-wide rules and sanctions that emphasize a climate intolerant of bullying behaviors are reinforced by regular classroom discussions. Individual students receive consistent supervision and discipline, accompanied by parent involvement and in some cases, mental health interventions.

• Administrators and staff review strategies for student and staff bullying and harassment (as needed) during daily and weekly parent/teacher conferences and staff meetings.

• Strategies are used in addition to MCS curriculum Revised 7/10 39

Violence Prevention Programs

• Daily metal detector scans.

• Confidential meetings between students, teachers, and administrators.

• Hall monitor in place.

• School officer in place.

• Assigned duty posts for teachers in hallways, the cafeteria, and outside locations.

• Annual bullying, harassment, suicide, and child abuse training.

• Suicide prevention are taught to all Lifetime Wellness classes by the social workers • Kingian nonviolence program Revised 7/10 40

Tier 2/Intervention Team • Mrs. Durham (Interim Counselor) • Mr. Isaac White (principal) • Dr. Helen Harper (Asst. Principal) • Mrs. Bowen (9

th

grade team leader) • Mr. Dumas (Behavior Specialist) • PBIS team

Revised 7/10 41

Intervention Strategies

– Group counseling will be available to students who have been referred 2-5 times. This will be made available by Mrs. Durham and Mrs. Bowen. Also there is Gang Intervention Counseling, administration teacher/parent meeting.

– We incorporate Check In, Check out into the daily routine – Peer mentoring will is available and this is guided by Mrs. Bowen – Behavioral Intervention Plans – In School Suspension 42

Additional Tier 2 Interventions

– Peer tutoring – Peer counseling – Behavioral Contracts – Reading 180 – Stanford Math – Parent Night Revised 7/10 43

In-School Suspension Plan

• In-School Suspension may be used for repeated minor infractions for a minimum of two days per infraction.

• Students are expected to go to ISS at 7:30 a.m. with all of their books, ready to work. • Students are not allowed to talk or sleep in ISS.

• ISS students are kept separate from the main student body the entire time they are on suspension.

• ISS students are counted present in their regular classes.

• Re-entry to the classroom follows the district’s guidelines. Students must complete an ISS Entrance and Exit Form upon completion of ISS.

Revised 7/10 44

Secondary Intervention (Tier 2) Evaluation • Data from the disciplinary office • Classroom Observations • Student and faculty surveys (provides immediate feedback) • Student narratives

Revised 7/10 45

Tertiary Interventions (Tier 3) • Tier 3 students are identified collectively by the Behavior Committee, 9

th

grade Academy, Departments, School Leadership team, Guidance, and Administration • Meetings are held with students parents and and administration • Success of interventions are monitored through 20 day attendance data

46

CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

Westwood 2009-2010 Triangle

12% Tier 3 Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Tier 1 Primary Prevention: School-/Classroom Wide Systems for All Students, Staff, & Settings 30% Tier 2 Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior 58% of Students Revised 7/10 47

1.

2.

3.

4.

5.

6.

Computation for Triangle

Number of students with 6+ office referrals (red zone)= Divide this number by total enrollment for % in red zone Number of students with 2 – 5 office referrals (yellow zone)= Divide this number by total enrollment for % in yellow zone Number of students with 1 office referral= Add together totals from 1, 2, & 3 and subtract from total enrollment to get students with 0 office referrals 0 –1 office referral (green zone)=add totals from 3 & 4. Divide by total enrollment for % in green zone Total students referred (total of first 3 lines)= Divide by total enrollment body for % students referred Computation template on MCS website Revised 7/10 48

• •

Documentation & Monitoring

Verification of administration of Code of Conduct Post tests due August 27, 2010 ; fax to 416-4221

September 30, 2010 submit School Wide PBIS Plan & documents below 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 SWPBIS Plan: – SAS Summary – Action Plan (based on SAS, SET & TIC results) – TIC (also submitted to Coach Jan. & Apr.) –

Ratification-acceptance form faxed 416-4221

– Minutes & agenda (with task list) submitted monthly Ongoing training for Team Leaders/Internal Coaches and others will be provided throughout the school year 49

Resources

• MCS PBIS Data Website – http://mcsprodweb.mcsk12.net/pbis – 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 reset by calling Help Desk at 416-2700 • MCS Website – Forms will be under PBIS site (Go to Student Support, then Student Behavior and Intervention, then PBIS Discipline Plans) • TN PBIS links http://riseprojectmemphis.org

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

or

go to Student Heading on MCS homepage and Schoolwide http://www.edprodevelopment.com & • PBIS http://www.pbis.org

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