Transcript School Name - Shelby County Schools

3431 Sharpe Avenue
Memphis, Tennessee 38111
Gary Zimmerman
Principal
Revised 9/14
Iris Kizer,
Professional School Counselor
PBIS Internal Coach
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We at Sharpe Elementary School believe:
 School is serious business.
 All stakeholders will treat each other with respect and
dignity.
 Teachers use strategies, data, and research based
information to ensure that each student experiences success
everyday.
 students are responsible to work to the best of their ability
and think creatively.
 Students will have opportunities to use technology to
enhance their learning.
 All stakeholders will collaborate to reinforce student
learning.
Revised 9/14
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Show students you care.
Promote student self-control.
Have clearly communicated expectations.
Use humor to diffuse disruptions.
Speak with disruptive students privately.
Address the misbehaviors of the child not their
character.
 Help all students feel successful.
 View each student as unique.
 Reinforce good behavior.
 Take responsibility for creating an orderly
learning environment.
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Self-Confident
Helpful
Achieving
Respectful
Proud
Excellence
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Constructive Relationships
▪ Build positive relationships with students, parents, team
members, and stakeholders
Quality Consistent Instruction
▪ Daily engaging lessons to maximize student performance and
productivity – through the use of Common Core standards and
other research based curriculum
Supportive Accommodations
▪ Provide differentiated instructional opportunities to students
both academically and behaviorally allowing for continuous
feedback
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Sharpe Elementary will continue to be a
professional learning community where all
teachers practice effective research based
strategies to prepare students for success.
Sharpe’s stakeholders will continue to
collaboratively motivate children to become
productive citizens and future leaders of the
community.
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Our mission is that everyone will collaborate by:
S – Showing that success is the key
H – Having common core learning experiences
A – Achieving our goals
R – Respectful at all times
P – Prepared to do our best
E – Evaluate our goals
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All staff members strive to serve the needs of the whole child
and the child’s development through…
 Physical needs
 Social-Emotional needs
 Intellectual and Academic needs
 College & Career Readiness
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11-12 SCHOOL YEAR
12-13 SCHOOL YEAR
13-14 SCHOOL YEAR
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Expulsions
0
•
Expulsions
0
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Expulsions
0
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Suspensions
13
•
Suspensions
11
•
Suspensions
13
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Referrals
21
•
Referrals
20
•
Referrals
18
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Fights
1
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Fights
2
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Fights
3
Attendance data collected by the SART Team
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ACTION STEP 1: To increase and/or improve attendance by
1%, require parents to sign in tardy children and send an
explanation of tardy or absence
 PURPOSE: To increase attendance, decrease tardiness, and
increase classroom productivity
 TIME LINE: Ongoing
 Procedure: Letters sent to parents, conferences, phone calls,
graph daily class attendance, quarterly board, “shout-outs
during daily announcements, monthly SART team meetings,
and classroom discussions/presentations.
 PERSON’S RESPONSIBLE: School Staff/SMS- counselor,
FSS
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ACTION STEP 2: To increase effective time on task.
PURPOSE: To increase academic achievement, increase
positive attending behaviors, decrease opportunities for
misbehavior, and improve routine and order.
TIME LINE: Ongoing
Procedure: classroom rules and procedures taught, effective
classroom management practices, adherence to daily
instructional schedule, reduction of unnecessary or idle time
for students, structured trasitioning
PERSON’S RESPONSIBLE: School Staff – primarily
classroom teachers
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ACTION STEP 3: To increase # of proficient
and advanced students.
 PURPOSE: Meet or exceed state requirements
for proficiency. Meet AMO
 TIME LINE: Ongoing
 Procedure: Increase instructional time, follow
daily teaching schedule and curriculum guides
utilizing common core guidelines, data analysis
teams aggregate data and determine action plan,
differentiated instructional opportunities, and Tier
II and III interventions. Utilize RTI strategies
 PERSON’S RESPONSIBLE: School Staff –
data teams, SRT-teams
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Name of School:
_____Sharpe______
Discipline Committee is
representative of the school
faculty and
includes an administrator.
Principal* Gary Zimmerman
Family Services Specialist Stephanie Gatewood
Professional School Counselor/Internal Coach Iris Kizer
School Psychologist Jane Pfitzenmaier
General Education Teacher(s) L. Dandridge, T. Fleming, D. Kelly, T. Bernadini, J.
St. Clair
School Representative* Wendy Withers
Elected Teacher(s) (2)* All teachers were elected by their grade level.
Special Education Teacher(s)* Myrtle Robinson
Support Teacher(s) Coach Harmon
Students 4th Kemberlyn Lee, Tydre McKenzie, 5th Michael Mason, Dennis Higgs
Educational Assistant(s)/ Lois Greenwood
Community Member
R. Shaw
Parent(s)* Patricia Davis, Mr. Ashmore
Central Office or Board of Education Member
Cafeteria Staff Shenna Gilliam-Lyons
PIT Crew Member Stephanie McClain
District PBIS Coach Constance Weymouth
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Principal: Mr. Gary Zimmerman
School Counselor: Ms. Kizer
School Representative: Ms. Withers
Regular Education Teachers:
Mrs. Dandridge
Ms. Kelly
Mrs. Fleming
Mrs. Bernadini
Mr. St. Clair
Mrs. M. Robinson, I.R. Teacher
Coach Bethany Harmon
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20 Day
Reporting
Period
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)
Data will be reported to staff
during faculty meetings
quarterly
1
10/10/14
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3
4
01/09/15
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6
03/13/15
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8
05/15/14
9
Revised 9/14
Includes year end
documentation
ACTION STEP 1: SRT analyzes data that integrates
academic performance and behavior support for each
tiered student. Team formulates an education plan
for students at risk academically or behaviorally.
PURPOSE: To monitor effectiveness of
interventions, alter when necessary, or provide
alternative strategies where necessary
TIME LINE: Entire year
PERSON’S RESPONSIBLE: Teachers, counselor
and other staff members
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ACTION STEP 3: Analyze office referrals to
make adjustments to behavior/discipline plan
PURPOSE: To determine effectiveness of
strategies in school’s behavior plan and make
necessary adjustments
TIME LINE: Each nine weeks
PERSON’S RESPONSIBLE: School staff
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ACTION STEP 4: a:To celebrate students’
academic achievements and outstanding
citizenship b: spotlight students exhibiting
extraordinary efforts to improve school climate
 PURPOSE: To create pride and ownership in
the school community
 TIME LINE: Each nine weeks
 PERSON’S RESPONSIBLE: School Staff &
students
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How is data used by the School-wide PBIS Team to
determine progress toward goals and Action Plan?
Team analyzes data, determines strategic planning for
problem areas, times and behaviors
 Helps identify students at risk-allowing for
interventions to improve behavior, attendance, etc.
 Data helps to keep team aware of what is working
and not working throughout the year – allowing for
updates and modifications to the plan
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ACTION STEP 1: Recognize academic success and good
behavior by honoring students publicly in an awards assembly
PURPOSE: To recognize and reward academic success
TIME LINE: Each nine weeks
PROCEDURE: Students will receive recognition for
Principal’s List, Honor Roll, Citizenship, and Perfect
Attendance – certificates provided, names posted in hallway,
parents invited to attend
PERSON RESPONSIBLE: School Staff
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ACTION STEP 3: Caught Doing Good Program
PURPOSE: To intermittently reward good conduct
TIME LINE: Entire year on a daily basis
PROCEDURE: Teachers and other staff will submit the
names of students that display above the norm behavior daily.
The principal will call the student’s names over the intercom
and honored students will receive congratulations, pencils,
and a handshake from the Principal
PERSON RESPONSIBLE: School Staff
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ACTION STEP 4: To recognize all students excelling
academically and personally/socially, following the 4 Rs of
Respect.
 PURPOSE: To recognize outstanding academic performance
and citizenship
 TIME LINE: End of each 9 weeks
 PROCEDURE: All students receiving an award will have
their names displayed in strategic locations for entire school to
see as well as parents or visitors – placed on schools web page
 PERSON’S RESPONSIBLE: School Staff/Honors
committee
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ACTION STEP 6: Excellent Eagle awards (BATS –Better
Attitude Towards School and BUGS-Bringing Up Grades At
School) will be given to one student in each classroom who is
at risk but is putting forth their best effort
PURPOSE: To honor students who are making strides toward
improving academics and behavior
TIME LINE: Every nine weeks
PERSON’S RESPONSIBLE: Teachers/Honors committee
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Respect Self
Respect Property
Respect Others
Respect Learning
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ACTION STEP 1: To create student awareness of school
rules and procedures using Sharpe’s Teaching Matrix
Opening of school
Breakfast
Halls
Lunchroom
Restrooms
Dismissal
Use of playground
PURPOSE: To create a welcoming and safe environment
so that all students can achieve their potential
 TIME LINE: Ongoing
 PERSON’S RESPONSIBLE: School Staff
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ACTION STEP 2: To enhance student awareness of
classroom rules and procedures
 PURPOSE: To create an environment of student learning and
academic success. Students will become familiar and
compliant to school rules and procedures
 TIME LINE: Entire year
 Procedure: Classroom lesson, opportunities for practice,
reminders and re-teaching before and after breaks, classroom
presentations on goals, expectations, etc
 PERSON’S RESPONSIBLE: Teachers, counselor, & staff
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ACTION STEP 1: To create awareness among faculty,
students, parents, and community of school’s mission, vision,
and school beliefs by distributing school’s handbook as soon
as it is available.
PURPOSE: To make the community aware of school’s
beliefs
TIME LINE: First weeks of school and intermittently
throughout the year
Procedure: Review plan with staff, discuss plan with parents
during meetings, post all statements in visible areas as well as
schools web page
PERSON RESPONSIBLE: School Staff
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Action Step 2: Students will recite school pledge
daily during morning announcements in addition to
rules on Sharpe’s Eagle Matrix.
Respect for Learning - continue to focus on the four
“R”s of respect.
Purpose: To create awareness and ownership of
school’s beliefs – student led pledge
Time line: Daily throughout the year
Person Responsible: School Staff
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ACTION STEP 3: To make the school’s mascot an
integral part of the school’s mission and beliefs by
making the eagle more visible throughout the school
and various activities. More discussion about the
attributes of the Eagle.
 PURPOSE: To create a sense of community and
school pride
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TIME LINE: Entire year
PERSON RESPONSIBLE: School Staff
Use words like: Excellent Eagle, Eagle Behavior looks
like _________. Etc….i.e. A soaring eagle, Eagles can
rise above storms…
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ACTION STEP 1: Utilizing SRT to target students at risk
by monitoring behaviors through team effort
PURPOSE: To improve desired behaviors, healthy social
interactions, and problem solving skills which may result in
a unique plan to serve individual students
TIME LINE: Entire year – screenings quarterly
PROCEDURE: Various interventions, classroom lessons
targeting character education, conflict resolution skills,
empathy, managing emotions, etc…
PERSON RESPONSIBLE: Teacher and School
Counselor
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ACTION STEP 2: To teach, model and reinforce appropriate
social skills through classroom guidance, group counseling
sessions, and individual counseling
 PURPOSE: To improve desired behaviors, healthy social
interactions, and problem solving skills
 TIME LINE: Entire year
 PROCEDURE: Classroom lessons targeting character
education, conflict resolution skills, empathy, managing
emotions, bully awareness, etc…
 PERSON RESPONSIBLE: School Counselor
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ACTION STEP 3: To greet students daily
 PURPOSE: To create a positive and welcoming school
environment
 TIME LINE: Entire year
 PROCEDURE: Students will be welcomed by school staff.
Staff will use this time to meet the needs of students having
difficulties. Staff will use daily greetings to build
relationships with students and parents and to set the climate
of the school.
 PERSON RESPONSIBLE: School Staff
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ACTION STEP 4: Conduct SRT meetings, Data meetings, & SART
meeting to create a systematic behavior plan for individuals needing
increased support to improve chronic inappropriate behavior and for those
who are repeatedly struggling academically , behaviorally or attendance
wise
PURPOSE: To create socially acceptable behaviors, improve grades,
create a sense of pride in accomplishments
TIME LINE: Entire year
PROCEDURE: School counselor will coordinate meetings for students
needing critical interventions. Teachers will provide samples of work,
Istation data, documentation of interventions, and referral paperwork.
PERSON’S RESPONSIBLE: School staff, parent, psychologist, social
worker, school counselor.
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ACTION STEP 3: Use Healthy Choices
Week and Michigan Model
PURPOSE: To teach students appropriate
social behavior in a variety of social
situations, and personal responsibility
TIME LINE: Entire year
PERSON’S RESPONSIBLE: School Staff,
P. E & wellness coach & Counselor
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ACTION STEP 4: Use PLCs to improve
instructional practices
PURPOSE: To utilize the strengths each staff
member possesses and to learn instructional
management practices from one another
PROCEDURE: Data teams will work to analyze
data, lead team members, and provide plans for
struggling learners. Grade level meetings geared
toward data and how to interpret that data for
learners at every level.
TIME LINE: All year
PERSON’S RESPONSIBLE: School Staff/PLC
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ACTION STEP 4: PBIS team members use data
to improve behavior, school climate and
classroom management techniques
 PURPOSE: To analyze infractions for specific
students and patterns
 PROCEDURE: Continuously looking at school
data to implement strategies for improvements in
student behavior and climate
 TIME LINE: All year
 PERSON’S RESPONSIBLE: PBIS Team and
school staff
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Rules
Classroom
Respect
Yourself
Follow Classroom
Rules and procedures
Uniforms should be
neat and properly worn
Be polite and
courteous
Mind your
Manners
Use napkins
Stay right not
under the light if
under the light
you’re not right.
Flush the toilet
Wash your hands
Do your business
and leave
Show good
sportsmanship
Respect
Property
Keep your area
clean, take care of
all school supplies,
and personal
belongings
Put trash in trash
cans
Keep your area
neat
Keep back pack on
your back
Keep hands off
walls and
decorations
Quiet doors
Place all trash
in garbage cans
Use only
necessary amount
of paper
towels
Take care of
equipment
Put things
away
Respect
Others
Be on time
Use kind words like
“Please, Thank
you, Excuse me,
I’m sorry”
Raise your hand
Use inside voice
Use kind words
Stay in your place
in the line.
Keep your
hands and feet
to yourself
Observe the
personal space
and privacy of
others
Be cooperative
use encouraging
words: Good
job, nice catch,
try again.
Respect
Learning
No bullying behaviors
Report problems or
concerns to teacher
immediately
Walk
Keep voices low
Include others
being left out.
Quiet movement.
Keep mouths and
feet quiet , so
others can learn.
Keep It quiet
Close doors
gently
Come into the
building with
uniform in place
and quiet sounds.
Revised 9/12
Cafeteria
Hallway
Restroom
Playground
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Observe problem
behavior
Find a place to talk with
student(s)
Is
behavior
major?
NO
Ensure safety
Write referral &
Escort student to office
Problem solve
SRT
members
will be
involved in
most steps
Determine
consequence
Follow procedure
documented
NO
YES
Does
student
have 3?
Determine
consequence
Follow
documented
procedure
YES
Follow
through with
consequences
Send
referral to
office
File necessary
documentation
Problem solve
File necessary
documentation
Follow up
with student
within a
week
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 School rules and procedures
 Taught within first month of school and revisited throughout the school year
 Lesson Plans
▪ First 3 weeks multiple times daily
▪ Intensive re-teaching before and after breaks
 Opportunities for practice
▪ Role play scenario
▪ Teach expectation in the area it occurs (ex: hallway)
▪ Model expected behavior
 Active monitoring of rule following behavior
▪ Daily and weekly recognition
▪ Caught Looking Good and Principal’s Book
▪ Correct inappropriate behavior immediately and consistently
 Posting rules prominently in building
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Teach SCS Code of Conduct .
Teach School-wide Rules, Behavior Expectations and
classroom rules and procedures from matrix
 Additional dates for assembly to address Behavior
Expectations during honors activities
 Invited speakers/programs to reinforce expected
behaviors i.e. Kids on the Block, McGruff, etc.
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Procedures for entering school
 Students will enter through the main entrance or back
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entrance only
Students will walk on the right side of hallway
All students will be seated at the appropriate grade level
table in the cafeteria until dismissal at 8:15 for breakfast
Students will be dismissed by grade level and walk to their
classrooms led by grade level teacher
Teachers will follow breakfast duty schedule to ensure
adequate monitoring of students
Students in the hallways will be monitored by staff
positioned at designated areas
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Procedure for Dismissal
 Students will exit the building at the appropriate door
escorted by their assigned teacher
 Teachers are assigned a duty post to supervise students until
3:30
 Teachers submit/and post a list indicating how students are
going home – daycare, car, bus, walkers, etc…
 All students remaining are taken to the cafeteria and
identified to track patterns (same students/families) to offer
strategies/interventions for timely pickup
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Procedures for lunchroom
 Daily schedule and assigned classroom tables will be
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provided
Students will line-up according to main entrée choices to
expedite serving
Milk, condiments, and utensils are to be secured while in
the line
Students may use quiet conversation – Friday is quiet day
Students are not to leave their seat until cafeteria monitor
instructs them to take their trash and trays to the appropriate
area
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Assemblies
 Classes will be provided an assigned table
 Principal will call classes to the cafeteria to minimize the
number of students in the hallway
 Respect for the program is expected
 Principal will dismiss classes to reduce traffic flow
problems
 Classes return to their classrooms before going to the
restroom to eliminate congestion in the hallway
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Teachers are responsible for implementing
specific classroom rules and procedures that will
promote classroom community, positive school
climate and healthy relationships between peers
and peer to teacher.
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Rules should be taught on expectations, ie: when first
entering classroom, getting up from seat, asking for
help, emergency expectations, group cooperation, and
others as the teacher deems necessary.
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Daily – Caught Looking Good
NINE Weeks – Awards: Honors Program, Excellent
Eagle, BATS, BUGS, etc..
Student of the week/month
Dress for Success
Semester Celebrations
Participation in extracurricular activities and clubs
May utilize popcorn popper (purchased with PBIS
funds) as incentive
Scheduled celebrations like “Fall Festival”, Rallies
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Educator Recognition
Teacher
appreciation
Brag Box
I would like to share that Mr./Mrs. Miss _________,
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
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Teacher
recognition during
faculty meetings
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Parent Meetings through Title One and Family
Engagement presentations
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conferences
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Website
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School Newsletter
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Open House
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Flyers/Letters/Email
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PTO meetings
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KIDS ON THE BLOCK – once a year to address Bullying
 CHILD ADVOCACY CENTER SAFETY PROGRAM –
Once a year to promote personal safety
 5TH GRADE DRUG PROGRAM-DARE – 10 weeks
 CLASSROOM GUIDANCE LESSONS – All students
receive guidance lessons during the year addressing character
education on their levels
 HEALTH & WELLNESS CURRICULUM
 Small Focused Groups to enhance/build character
 Individual and group counseling sessions
 Mentoring program (outside speaker)s to support Dress for
Success or other school wide preventions and interventions
 MCGRUFF with stranger danger and personal safety
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Healthy Choices/Michigan Model – PE teachers
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SCS curriculum – classroom teachers
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DARE – fifth grade
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Classroom Guidance Lessons
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Red Ribbon Week
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Outside speakers – presentations on specific and
appropriate topics
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All students will have access to Bullying lessons
from the school counselor and other mental health
or personnel
 Preventing Bullying at School – Various No-Bullying Programs
 Other age appropriate books/literature
 Recognize Bullying Awareness programs when available (directly & web based)
 Small group and one-to-one counseling will be provided to victims and
perpetrators as needed
 Empowering Bystanders/onlookers
 Teachers will reinforce steps for handling bullying situations daily as needed
 Guidance presentations on Bully Awareness and prevention, appreciating
differences, etc. - Lessons provided in collaboration with SCS Mental Health
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Teachers will be provided with a brochure outlining
characteristics of bullying behavior, facts and myths,
and prevention/intervention
 Annual Bullying/harassment training is done with
faculty during September faculty meeting (MAD &
suicide prevention training). Additional
presentations on harassment or other bullying
behaviors as needed throughout the year
 SCS policy on harassment shared/discussed
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Implement 10 Best Practices
 Focus on social environment of the school.
 Assess bullying at you school through surveys, feedback.
 Obtain staff and parent buy-in and support for bullying
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prevention.
Form a group to coordinate the school’s bullying prevention
activities. PBIS –group
Train school staff on what to look for
Enforce school rules and policies related to bullying.
Increase adult supervision in hot spots.
Intervene consistently and appropriately when you see bullying.
Devote some class time to bullying prevention.
Continue efforts on the 4 rs of respect.
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Conflict Resolution Skills taught during
classroom guidance lessons
Books/Literature – ie Solving Thorny
Behavior available for teachers (others
available in counselors office)
Bully Prevention Lessons
Empathy Training – I statement training
Anger Management Skills taught in small
group as well as individual sessions
Peer Mediation when warranted.
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SRT – team ** identifies students based on referral forms,
conduct, classroom teacher documentation, counselor
observations, input from parent – team conducts developmental
history, FBA, and creates/modifies a behavior plan – school
counselor follow plan at school level and reports to team members
Number of Functional Behavior Assessments and Behavior
Intervention Plans initiated by Social Worker
Number of small groups for social skills, behavior modification,
conflict resolution conducted by Counselor, social worker or
psychologist
Teachers provided feedback concerning the effectiveness of the
plans. Plans modified/revisited for effectiveness.
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 SRT Team – implement plan for targeted students
 Group counseling – anger management, social skills, conflict
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resolution –school counselor
Individual counseling sessions
Check In, Check Out – Principal, school counselor, other adults
Mentoring – fifth graders mentor students in PK – 2nd.
Behavior plans for repeated minor infractions – sticker charts,
daily graphs, etc…
In class shadowing – for younger students struggling with
classroom conformity
Consequences Group, behavior modification groups to help
students with conformity to rules –school counselor.
Student leadership group serve as role models (BETA CLUB)
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What are you using to evaluate your secondary interventions (Tier 2)?
SRT - Team
Decreased number of office referrals
Parent and teacher feedback to counselor
Self reports from student
Student surveys/feedback
Increased number of students receiving honors & recognition
Number of students “Caught being Good”
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What are your indicators of progress for your secondary interventions (Tier 2)?
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Improved conduct
Decreased displays of targeted behavior
Increased number of students receiving awards for citizenship, caught looking
good, Principals book, etc.
Decreased numbers of students in Tier 2 moving to Tier 1
Improvement in school climate – based on surveys & observations
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Student Review Team identifies students based on referral
forms, conduct, classroom teacher documentation, counselor
observations, parental input – team conducts developmental
history, FBA, creates/modifies behavior plan
Team monitors plan at school level and make modifications
FBAs and BIPs initiated by counselor and social worker
Small groups for social skills, behavior modification, conflict
resolution conducted by school counselor, social worker or
psychologist
Teachers provide feedback concerning effectiveness of plans.
Collaborate with outside agencies, make referrals, check in
with representatives/case workers
Check in – check out, mentor pairing (external and internal)
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CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
0%
1%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary
Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
99% of Students
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
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Please indicate the date your plan was submitted
10/1/2014
Dates for all drills – provided during in-service
Dates for training: Published

August – general training
September– faculty refresher (all drills) general
September – Code Red refresher/training for all staff
Training is on-going during faculty meetings or in-service
dates
 Student training conducted by classroom teachers and
school-wide announcements – on going.
Dates for plan review (admin day during December 2014)
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Drill schedule – Fire drill, Tornado drill, earthquake
drill and Lockdown procedures
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August 13th
August 27th
September 10th
October 16th
November 7th
December 4th
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January 14th
February 11th
March 6th
April 9th
May 6th
Dates may be changed or added according to district’s initiatives
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Center for Safe & Drug Free Schools
416-4240, fax:416-4221
SE Region External Coach
Constance Weymouth
PBIS Internal Coach for Sharpe Elem.
I. Kizer 416-0769
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