Transcript School Name - scsk12.org

Orleans Elementary
School-wide Discipline Plan
2009-10
1400 McMillan
Memphis, Tennessee 38106
Mrs. Dorothy Murrell, Principal
Mrs. Kimberly Dorsey-Crochrell, PDSCC
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Guiding Principles
Beliefs
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Student learning is the foremost priority for the school.
All students can learn and will achieve at their highest levels.
Instruction must be pertinent, exceptional, authentic, stimulating and
integrated across the curriculum
Real-life evaluative instruments will ensure that students have
opportunities to demonstrate their achievements.
A committed staff will provide for individual differences, encourage
creativity and promote problem-solving skills, which will produce
quality student work.
Student learning will reach its highest potential in a safe, supportive
and nurturing environment.
It is imperative that the school, parents and community unite to
assume responsibility for the education of our children.
A dedicated staff must remain informed of present educational trends
and techniques through professional development.
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School Character Points
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Art Club
Science Club
Computer Club
Orleans School Choir
Bluejay Store
Book Club
Title I School
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Values
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The purpose of Orleans Elementary School is to develop our students academically, socially,
emotionally, and physically to the best of their abilities. Therefore, the parents as well as the
students, must realize that educational opportunities will not be available to those students
who do not try to benefit from school attendance and whose continuing disruptive behavior
hinders the progress of other pupils. The primary objective of classroom discipline is to
insure proper work and learning conditions for all students.
It is expected that teachers will maintain a standard of student behavior, which is consistent
with Board Policy, and standards established by the principal and other teachers at Orleans
School. All children can be corrected or helped by all teachers or any adult working on the
staff, if necessary. We all are here for the benefit of the students,
It is each teachers; responsibility to promote respect for authority, to prompt prompt and
regular attendance and to expect desirable behavior or conduct from the students. Discipline
must be maintained in order for learning to take place.
Every effort will be made to instill in Orleans students the idea of self-discipline and respect
for the rights of others. Proper conduct is required of all students at Orleans School.
Principals and teachers are charged with the responsibility of using any necessary Board of
Education policies or procedures in regard to discipline in order that schools can function
effectively.
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Vision
Orleans Elementary School with the support of parents and the community is dedicated
to:
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Providing a safe, caring, secure, and stimulating academic environment that meets
individual needs and ensures the success of each student.
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Meeting individual needs and ensuring students will be able to read with
comprehension, write effectively, and compute accurately in order to meet the
challenges they will face in the future.
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Facilitating a literate community where thinking critically and reasoning logically is
encouraged and practiced among all stakeholders.
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Setting and attaining goals, building self-esteem and instilling a sense of
responsibility for learning in all students as well as celebrating their success
.
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Mission
The mission of Orleans Elementary School is to
equip all students to become productive citizens by
teaching them to read with comprehension, to
communicate clearly, to compute accurately, to
think critically, to reason logically, and to solve
real-life problems in order to live successfully in a
constantly changing and highly technological
world.
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Philosophy Statement
The Orleans Elementary School
Community has a shared philosophy that
“Working together we can make a world of
difference.” Therefore, all
students will learn at higher levels given the
opportunity, motivation, resources and a safe
environment.
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Previous Results
• Limited discipline data was found for the
2008-2009 school year.
• Analyzing data through the SMS system,
Blue Ribbon/PBIS data website, and the
Research, Evaluation & Assessment
Department is still being evaluated.
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Goals or Objectives
• Goals:
-To follow the procedures outlined in the Student code of
conduct.
-To accurately document and track student discipline
data.
-To create and implement the PBIS approach to
eliminate negative behavior choices.
• Objectives:
-Utilize the SMS system effectively and track disciplinary
accurately.
-Utilize a team approach to eliminate negative behavior.
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MCS Discipline Committee Worksheet 2009-10
Name of School:
Orleans Elementary
Discipline Committee
consists of the school
faculty, staff, and
administration.
Principal* Dorothy Murrell
Professional School Counselor*Lillie Pinkston
School Psychologist *Laurie Moore
General Education Teacher(s) Tracie Webb, Angela Phipps, Drenda
Herron
MEA Representative* Coach Thomas
Elected Teacher(s) (2)* Coach Thomas
Special Education Teacher(s)* Yolanda Marshall
Related Arts Teacher(s) Patrice Gillespie
Students: Peer Mediator Team
Educational Assistant(s)/ Non-Certified Staff: Sharon Jones
Community Member: Ms. Gladys Lowe
Parent(s)* Vida Granberry, Wanda McGowan
Central Office or Board of Education Member
Cafeteria Staff: Barbara Moore
Bus Driver:
District PBIS Coach: Carolyn Matthews
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Bluejay Discipline Committee
• The Bluejay Discipline Committee will
meet monthly as scheduled.
• The Special Education Teacher, Mrs.
Marshall, or another designated PBIS
member will be responsible for data
from SMS 20-day reports.
• Meeting Schedule is as follows:
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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)
Faculty meeting
dates to report
interpretation of
20 day data (C)
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8/10/09-9/4/09
9/11/09
9/9/09
9/16/09
2
9/8/09-10/5/09
10/9/09
9/23/2009
9/30/09
3
10/6/09-11/4/09
11/6/09
10/7/09
10/14/09
4
11/5/09-12/7/09
12/11/09
11/11/09
11/18/09
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12/8/09-1/20/10
1/22/10
12/9/09
12/16/09
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1/21/10-2/18/10
2/19/10
1/6/10
1/13/10
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2/19/10-3/18/10
3/19/10
2/17/10
2/24/10
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3/19/10-4/23/10
4/30/10
3/17/10
3/24/10
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4/26/10-5/21/10
5/26/09
Revised 7/09
4/21/10
4/28/10
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(A)
Data should be entered promptly to enable review of accurate data.
Deadline for data entry is the Friday following the end of the reporting period.
Principal should identify person responsible for entering behavior data.
Name and title of data entry designee: Yolanda Marshall, Sped. Teacher
(B)
Committee should meet within one week of final data entry for reporting period.
Enter projected meeting dates in this column.
Identify team member responsible for data summary to report to Discipline
Committee.
Name and title: Drenda Herron, ISS Teacher
Determine how you wish to examine your data: by location, by student, by
infraction, by time of day, number of referrals per day per month. Also consider
office referral procedures and data integrity.
(C)
Faculty meeting to discuss behavior should be held within a week of the Discipline
Committee meeting.
Enter projected dates in this column.
Identify persons responsible for sharing data trends for previous reporting period
with the faculty.
Name and title: Vincent Thomas, Physical Education Teacher
Team may wish to lead faculty in brainstorming intervention strategies based on
data. Share successes and areas of continued efforts.
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Monitoring Process
• The Orleans Bluejay Discipline Committee will
analyze discipline data once every 20 days. The
committee will use the findings from the data
and develop interventions that best meet the
needs of the student. Input from all stakeholders
is encouraged.
• The Professional School Counselor will submit a
feedback form for each student that is referred
and inform the principal and teacher of the
student status.
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SAS/TIC Action Plan
• SAS on-line results from December 2008
available if taken:
– www.pbssurveys.org
– Get account number from Coaches
• Develop your prioritized 2009-10 Action Plan
based on 08-09 data:
– Self Assessment Survey (SAS)
– SAS Summary form (on website)
– Team Implementation Checklist (TIC)
• Complete Action Plan (form on website) and
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submit with SWDP Revised 7/09
Self Assessment Survey Analysis
of School-Wide System Chart
• If significant number of your staff took
online survey in December, 2008, go to
– www.pbssurveys.org
– Get account number from PBIS Coach
– Copy table from Analysis of School Wide
System and paste in next slide
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Analysis of School Wide System
Revised 7/09
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Celebration
• Teachers celebrate success in faculty
meetings, free-time and special recognitions.
• Students celebrate success in the classroom,
morning announcements, parties, sock hops,
movie day, and treasure chest.
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School Rules
• Follow Instructions the first time
given
• Respect self, others and authority
• Practice self-control
• Keep our school’s walls, floors, and
grounds clean.
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Sample Behavioral Expectation Matrix
Rules
Classroom
Cafeteria
Hallway
Restroom
Bus
Always show
respect to
adults,
classmates,
and yourself.
Work
cooperatively,
do your best,
and raise your
hand before
speaking.
Wait patiently
and quietly in
line, don’t
share food,
and speak with
an inside
voice.
Keep hands
and feet to
self in the
hallway.
Maintain good
hygiene and
no talking in
the restroom.
Stay seated on
the bus at all
times.
Use
acceptable
language.
Say “please”,
“excuse me”,
and “thank
you”.
Use polite
language and
an inside
voice.
Do not talk in
the hallway.
Do not talk in
the restroom.
Use polite
language and
an inside voice.
Follow
directions the
first time
given.
Follow
directions when
given.
Students obey
rules posted in
the cafeteria at
all times.
Walk quietly on
the right side
of the hall.
Students enter
the restroom
quietly and exit
swiftly.
Students sit
quietly and
orderly while
waiting for the
bus.
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General Procedure for Dealing with Problem Behaviors
Observe problem
behavior
Find a place to talk with
student(s)
Is
behavior
major?
NO
YES
Ensure safety
Write referral &
Escort student to office
Problem solve
Determine
consequence
Problem solve
Determine
consequence
Follow procedure
documented
Follow
documented
procedure
NO
File necessary
documentation
Does
student
have 3?
YES
Follow
through with
consequences
Send
referral to
office
File necessary
documentation
Follow up
with student
within a
week
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Teach the Rules and Procedures
• Parents will be provided with a copy of the student/parent handbook
and Student Code of Conduct. Procedures will be discussed and
explained to parents during registration and Open House.
• During the first week of school, each teacher discusses and explains
the classroom rules and procedures with their students. Incentives
are in place for students displaying positive behavior.
• School Rules are also taught through:
• Assemblies
• Role playing and Modeling
• Morning Meetings
• Afternoon Announcements
• Guided Discovery
• Student Agenda Books
• Rules displayed throughout the school
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Teach the Code of Conduct
• The Code of Conduct is taught to students
during the first weeks of school.
• Students were administered the post-test on
August 25th.
• Students that scored below 80% were
administered the test again until 80%
mastery was achieved.
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School Procedures
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Procedures for Disciplinary Referrals
Prior to writing a referral, teachers must
adhere to the following (unless student violates
a non-negotiable which will result in an
automatic office referral):
1.
2.
3.
4.
5.
6.
7.
Verbal Warning
Utilization of Classroom Behavior Chart
Student-Teacher Conference
Team Intervention
Team Parent Conference
Guidance Office Referral
Office Referral
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School Procedures, con’t
• Refer to behavior Intervention Manual by Hawthorne and
devise a Behavior Modification Plan tailored for the
student’s particular behavior
• Handle all routine classroom discipline problems in the
room and follow up with parent phone call (Please refer
to Behavior Incident List)
• Time out in another classroom
Teacher or teacher’s assistant will escort the student to
the office when referred. A completed “Disciplinary
Referral” will be submitted to the office. Teachers will be
notified when to come to the office for the student.
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School Procedures, con’t
• Procedures for Cafeteria
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Classroom teachers are to:
Escort students to and from the cafeteria.
Assign table monitors to see that tables are clean for the next class.
Students are expected to:
Enter quietly and orderly.
Sit at designated tables.
Practice good table manners.
Keep hands, feet, and other objects to themselves.
Leave all food in the cafeteria.
Ensure their class cleans the table and pick up trash from the floor around
their tables.
Line up in an orderly fashion and exit for dismissal with their teacher.
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School Procedures, con’t
• Procedures for Assemblies
• Assemblies will begin promptly at scheduled
time.
• Students should be seated prior to the start of
the program.
• Teachers will sit with their class during the
assembly.
• Students must enter and exit the assembly in a
quiet and orderly manner.
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School Procedures, con’t
• All students will walk quietly on the right
side of the hallway.
• Students have designated “stopping
points” to ensure safety in the hallway.
• If possible, a student will have a hallway
buddy.
• Students must have a hall pass.
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Annual PBIS Kick-off
• Teach MCS Code of Conduct
• Administer Code of Conduct Post-tests
• Teach School-wide rules and Behavior
Expectations from matrix
• When district and school universal rules
and expectations are understood,
celebrate the beginning of a new, positive
school year
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Classroom Procedures
Each class will devise its own set of rules and
procedures which will include logical
consequences and regards in regards to:
- Getting up from seat
- Asking for help
- Cooperative groups
- Turning in Homework
- Writing Assignment Protocol
• Hall Passes are required when exiting the
classroom without a teacher.
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School Wide Incentives
• Attendance
-An incentive is given for the grade level that
receives the highest attendance average for
each six weeks.
• Cafeteria
- The class with the best behavior in the
cafeteria will have a special table designated at
the appropriate time.
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Incentive Ticket for School
Bluejay Traits at School
Student Name __________________________________
Displayed the Bluejay Trait of:
Respect Self
Respect Property
Respect Others
(Circle the trait you observed)
Signature
_____________________________________________
If you would like to write on the back the details of what you
observed feel free!
Revised 7/09
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Teacher Incentives
• Monthly Attendance Prizes
• Teacher of the Month
- “Give me a Break”-extended lunch or
breakfast. Classes will be covered.
- Public recognition or “shout outs” via
announcements, faculty meetings, etc.
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Teacher Recognition
Brag Box
I would like to share that Mr./Mrs. Miss _________,
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
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Identify Your Resources for
Incentives
• Monumental Baptist Church
• First Congregational Church
• PTSO
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Communication with Parents &
Community
• Specific information about PBIS will be
discussed during parent-teacher
conferences.
• Our school office is always open for
questions about our School-Wide
Discipline Plan.
• Information can be distributed through
PTSO for parent review
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Character Education
• Character Education Bulletin boards are
displayed throughout the school.
• General ed. and support teachers will promote
character education vocabulary words weekly to
their classes. Periodically, character education
will also be conducted during the lunch period.
• Professional School Counselor conducts small
and large groups using the Character First
Curriculum.
• Students are encouraged to exhibit character
traits throughout the instructional day.
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ATOD Prevention
• The professional school counselor, administrators,
all teachers, staff and community partners teach
students about ATOD prevention.
• The PE teacher includes ATOD prevention lessons
within each 9-week period for all students.
• Work with community organizations to teach
students about prevention.
• Information is given to the students, parents and
the community to promote awareness.
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Sexual Harassment Prevention
• The annual sexual harassment prevention
training video was shown by our Professional
School Counselor during teacher in-service and
information about the policy was given to each
person in the school.
• A refresher video will be shown in the month of
February to all staff members.
• Library is source for student materials: 4167880.
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Bullying Prevention
• The Professional School Counselor will provide bullying
prevention training for faculty.
• The Professional School Counselor will be responsible in
providing the staff with specific information as to what bullying
looks like and the strategies we can conduct to deal with
bullying.
• Students will receive bullying prevention training during each 9week period with additional trainings as needed.
• Our peer mediation team, as directed by the Professional
School Counselor, will train students about the importance of
bullying.
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Violence Prevention Programs
• Peer Mediation (team already established
and trained)
• Conflict Resolution (implemented in the
classroom and throughout school)
• Bullying Prevention Program
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Multi-hazard Emergency School
Plan
• Multi-hazard Emergency School Plan is
completed and will be submitted on
October 30, 2009.
• Dates for training:
10/12/200910/14/2009
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Intervention Plan
• Individualized Incentive Plan (Behavior
Modification Plan)
• Group counseling with Professional
School Counselor
• Buddy system (teachers ask their buddy
teacher for support/assistance with
challenging behaviors).
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In-School Suspension Plan
• Review and adhere to district procedures
for In-School Suspension
• Procedures for ISS Referral(s) are
provided to administrators, teachers and
staff by the ISS teacher, Ms. Drenda
Herron.
• The ISS teacher has also provided all
participants with the social
skills/reconnection component.
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Memphis City Schools
IN-SCHOOL SUSPENSION PROGRAM
Student Intervention and Behavior
416-7880
Location 043
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 nine weeks there will be a 2% decrease in the number of repeat offenders, resulting in a 10%
decrease by the final nine 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 7/09
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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.
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Procedure for Use
• Administration determines ISS referrals.
• Teachers will send daily assignments.
• The ISS teacher monitors and evaluates student
progress
• The ISS teacher 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
teacher.
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• The ISS Teacher should received the 30 minute duty-free lunch as
outlined by Human Resources.
• The ISS Teacher will assist students with re-entering regular classroom
setting.
• Special Education students will receive services mandated in their IEP
during the suspension period.
• The ISS Teacher should be evaluated at mid-year and end-of-year
intervals.
• Administrators should communicate with ISS Coordinator/Teacher
regarding program implementation as necessary.
Revised 7/09
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Secondary Intervention (Tier 2)
Evaluation
• Teacher, Counselor and Administrator’s Documentation
Folder of student’s behavior and incidents.
• Observed changes in student behavior and the number
of office referrals are used to evaluate effectiveness of
secondary interventions
• Indicators for progress include:
• A decrease in the number of office referrals.
• Observed and documented changes in students
behavior.
• Increased academic achievement.
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Tertiary Interventions (Tier 3)
• The Bluejay Support Team will meet monthly
to monitor students who are in secondary
intervention. After reviewing all the student’s
data and Documentation Folder, plans will be
made to fit the needs of the individual
student.
• Success will be monitored by identifying
decreases/increases in behavior and/or
incidents.
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Green zone 0 – 1, yellow zone 2 – 5, red zone 6+ office referrals
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
%
%
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
100% of Students
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Computation for Triangle
1.
2.
3.
4.
5.
6.
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
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Plan for Support & Monitoring
• Verification of administration of Code of Conduct Posttests 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
7/09
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others will be provided Revised
throughout
the school year
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 7/09
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Additional CSDFS Staff
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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 55
416-4240
Resources
• MCS Data Website
– Web address of PBIS Data website will be e-mailed
– User name:
• Principal is DorothyMurrell043
• 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
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