Transcript School Name - Shelby County Schools

Keystone Elementary School
4301 Old Allen Rd.
Memphis, Tennessee 38128
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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 is a competitive, regionally
known urban school striving toward academic
excellence by integrating technology and
providing a student-centered, academically
enriched, learning environment. The faculty,
staff, parents and other stakeholders 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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Previous Results
• 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.
• Infractions reported for 07-08 included:
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160 occurrences disruptive behavior or continued misconduct
47 occurrences fighting
46 occurrences misconduct
25 occurrences insolent/insubordination
20 occurrences profanity
14 occurrences bullying, intimidation, harassment
All other reports less than 5
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Goals and Objectives
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Decrease the number of school infractions while
continuing to provide accurate and consistent reporting
procedures.
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Office referrals decrease by 10%
Infractions on level 4 & 5 decrease by 50%
Attendance improved by 1%
Tardies decreased by 10%
Increase and improve the incentive programs used
school wide for attendance, academics, conduct and
good effort.
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: A. Bynum,
General Education Teacher(s): K. Vogelsang, E. Underwood,
MEA Representative: Carolyn Moore
Elected Teacher(s) (2) G. Dillender, M. Biggs,
Special Education Teacher(s) Dr. Kathy Cooper
Related Arts Teacher(s) M. Barger
Students - none
Educational Assistant(s)/Non-certified Staff: B. Dawkins, A. Hayes
Community Member Tracy Houston
Parent(s) W. Owten, R. Wooten
Central Office or BOE Member K. McCarthy
Cafeteria Staff V. Earl
Bus Driver none
District PBIS Coach: Charlotte Baucom
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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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8/11/08 – 9/8/08
9/12/08
9/10/08
10/1/08
2
9/9/08 – 10/6/08
10/9/08
10/8/08
11/5/08
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10/7/08 – 11/5/08
11/7/08
11/12/08
12/3/08
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11/6/08 – 12/8/08
12/12/08
12/10/08
1/7/09
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12/9/08 – 1/21/09
1/23/09
1/14/09
2/4/09
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1/22/09 – 2/19/09
2/20/09
2/11/09
3/4/09
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2/20/09 – 3/26/09
3/27/09
3/11/09
4/1/09
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3/27/09 – 4/24/09
5/1/09
4/8/09
5/6/09
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4/25/09 – 5/22/09
5/27/09
5/13/08
End of the year inservice
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Responsible Parties
• Data Entry Designee: Andrea Hayes, ISS Coordinator
• Data Summary Report to Discipline Committee: E.
White, Counselor & A. Hayes, ISS Coordinator
• Responsible for Sharing Data Trends with Faculty: E.
White, Counselor & A. Hayes, ISS Coordinator
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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 the data and disaggregates it into
grade levels.
The grade level representative meets with that team to review incidents and
note:
- relevance of settings (do misbehaviors occur in support
classes, cafeteria, etc.)
- incidents involving SpEd students.
- the need for continued training of staff responsible for target areas
and special needs students
- review / re-teach code of conduct for the areas noted
Comparisons to determine success of programs and need for new
programs.
Track occurrences to determine reduction as suggested by goals.
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Action Steps
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Committee will work to get 85% faculty /staff support of on-going program efforts.
A survey will be given to teachers every 6 weeks to assess how various components
of the current plan are/are not working as well as how many teachers are
participating in the discipline plan program.
Committee members should schedule 2x monthly meetings in order to evaluate
progress, monitor interventions, increase and diversify incentives.
A member of the PBIS discipline team shall work with the teacher mentor to help new
staff members understand how the Keystone plan works, how to utilize the
interventions, and how to become an active member of the PBIS team.
Develop a grade level reward for the class with the highest number of students who
pass the semester code of conduct test / parent awareness form.
Prepare professional development for faculty members demonstrating how their data
reports can be used to develop more specific classroom interventions for targeted
students.
Improve and develop more incentives for students and teachers.
Develop a teacher support network that assists teachers who have on-going
difficulties with maintaining student behavior that corresponds to the Code of
Conduct.
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Celebration
School-wide success is celebrated by teachers, parents & students in
the following ways:
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faculty meetings
bulletin boards
daily administrative emails
MCS Insider reports
PTA newsletter
Monthly school calendar
Classroom celebrations with movies & popcorn
End of year Awards Program recognizing outstanding student
improvements, class successes, parental involvement and teacher
led programs.
• Student of the week program
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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
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
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How We Teach the Rules & Procedures
• School rules are posted throughout the school
• Behavior Expectations Matrix – teacher review activity during inservice. Updates made as needed and then added to the classroom
code of conduct booklets located in every room.
• 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.
• Code of conduct booklets are placed in every room that supports
student activity.
• Rules and Procedures are included in the student and faculty
handbooks.
• Title I Open House to be held during the first two weeks of school
• Morning Meetings
• Instructors will teach in context of location or activity
• Modeling and role playing
• Consequences group to reinforce rules and practices.
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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 - Bus
Keystone Cougars Code of Conduct
Bus
We show we are RESPECTFUL when we:
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Line up quietly at the bus door keeping hands to ourselves
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Remember – no talking in the bus line.
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Walk to our bus
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Wait our turn before boarding the bus
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Sit quietly in the seat
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Listen to the bus driver
We show we are RESPONSIBLE when we:
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Know the bus rules and follow them
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Keep backpacks in our lap
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Listen for directions from the driver
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Speak in a quiet voice
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Use kind words and actions to others on the bus
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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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Stay in our seats and NEVER stand up while the bus is moving.
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Sit in our seats, facing front with our feet on the floor
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Keep hands and other objects inside the bus
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Listen to the instructions of the bus driver
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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 Bus riders dismissed. If buses arrive prior to that time students will 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
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
Cafeteria:
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Garden of Good Manners – petals are given daily to classes who demonstrate good behavior
during lunch according to the code of conduct. Classes vie to fill their flower with the most petals.
Attendance:
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Jeans Day – students with perfect attendance for the week may wear jeans on Friday (frequency
to be revised for the 08-09 school year).
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Luncheon – students with perfect attendance for the year may invite their parents to attend a
seated luncheon during the last week of school.
Conduct:
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Sock Hop – at the end of the 6 weeks students with E’s in conduct are invited to a sock hop.
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Fun Friday – activity specified by teachers for students making S or E in conduct for the week (by
grade level).
Overall Performance:
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Student of the Week – award certificates given to one student from each classroom who shows
effort and improvement in either behavior or academics during the week.
We recognize the need for a more comprehensive program of
incentives.
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Teacher Incentives
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Last year the teacher with perfect attendance was rewarded with a
computer work station for her classroom. The principal has
mentioned that she is observing teaching styles and listening to
teacher’s wishes to determine individually selected rewards for
teachers with perfect attendance during the current school year.
• Recognition of outstanding efforts and accomplishments are given
during weekly staff emails and faculty meetings.
• Gifts are given at the end of the first semester in appreciation for
outstanding efforts by all teachers. (calendars, flash drives)
• Luncheons are provided twice yearly in recognition and appreciation
of teaching efforts.
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Resources for Incentives
• Due to the freeze on spending and the lack of
funds given to the schools, we have no source of
funds to supply token incentives for students or
teachers during the 2008-09 school year.
• 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.
• PTA
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Character Education
Character Education is taught as part of the Morning
Meetings on daily / weekly basis, during Healthy Choices
Week, classroom counseling sessions, ISS, during
PE/Health classes, extra curricular activities, student
leadership programs, and literacy lessons.
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.
“Just Say No” posters are made by the Safety Patrol squad members and
posted around the school during Red Ribbon Week. This is coordinated by
the Safety Patrol sponsor.
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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.
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. 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.
Teachers receive training during in-service training at the beginning of
the school year. 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.
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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.
Behaviors that constitute bullying are countered with
positive behavior choices outlined in the Code of
Conduct.
Specific methods of teaching appropriate behavior that is
bully free include curriculum from Peaceable Schools,
Don’t Laugh at Me, The Bully, the Bullied and Beyond,
Teaching Tolerance, MCS Family Life Curriculum,
Bibliotherapy, Movies that Teach, Be Bully Free.
Students who are caught bullying other children receive
strict and non-negotiable discipline as outlined in the
MCS Student code of conduct.
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Violence Prevention Programs
• Mendez Foundation: Too Good for
Violence
• Second Step
• Peaceable Schools
• Teaching Tolerance
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Multihazard Emergency School Plan
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2007-08 Plan submitted: 10/22/2008
Dates for Drills 2008/09:
Fire:
8/20
Earthquake: 11/14
8/27
3/12
9/22
10/17
Severe Weather:
11/18
12/08
12/11
3/2
1/14
2/4
Lockdown:
1/30
3/30
4/27
5/8
Dates for staff training:10/13/2008 & 12/10/2008
Dates for plan review: 10/9/2008 & 5/2009
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Intervention Plans
(Secondary)
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Conference with parent, administrator, teacher, counselor and student
School plan of action made:
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Study / Academic plan with set goals and 2x weekly monitoring.
Behavior Contract specifically designed by child.
Check in / check out system with counselor
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.
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Appropriate behavior for appropriate places
The role of discipline in education
Resolving conflicts with other students
Positive activities for after school hours
YOU are in charge
Helping your child succeed at school
Respecting authority
TCAP prep from the home.
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In-School Suspension Plan
Procedures:
• Administrator assigns ISS as disciplinary measure /
intervention.
• ISS Coordinator provides a service learning component
(social skills) during assigned time.
• 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.
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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
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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.
• 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
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• 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.
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Secondary Intervention Evaluation
• Each student who is referred to the office through a
Disciplinary Referral has a file that tracks behavior
difficulties from that time throughout the year. Any future
referrals are based on the progress notes from the
teacher files and the discipline file for the student.
• Conduct reports from teacher / progress reports / report
cards.
• Self reflection evaluations
• Parent reports (another conference or phone
conference)
• More specific evaluation criteria should be developed by
the discipline committee throughout the year.
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Tertiary Intervention Strategies
• 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
• Students receive individual counseling on a weekly basis with the
school counselor.
• Functional Behavior Assessment and Behavior Intervention Plan is
completed by the School Social Worker and implements and
monitored by the School Counselor.
• BIP is tweaked as needed and updated as progress is demonstrated
by the student.
– Progress is judged by teacher report, daily conduct grade, parental
response, contract results
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07-08 Triangle representing the continuum of school wide instructional & positive behavior support
Tertiary Prevention:
Specialized & Individualized
Systems for Students with High-Risk Behavior
2.3%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
6+ referrals 14 students
9.4% 2-5 referrals 60 students
88.77%
0-1 referrals
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
567 Students
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Plan for Support & Monitoring
• Middle of September submit Discipline Plan
electronically to District Coach and Academic
Superintendent for your area. Includes:
– Team Members and Team Leader
– Meeting Schedule for year
– EBS Summary
– Action Plan (based on EBS results)
– TIC (also submitted to Coach Oct., Jan., Apr.)
– Ratification-acceptance form faxed 416-4221
Ongoing training for Team Leaders and others will be
provided throughout the school year
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District PBIS Coaches
• Elementary Area 1, Academic Supt. Kevin McCarthy
– Charlotte Baucom, [email protected]
• Elementary Area 2, Academic Supt. Virginia McNeil
– Ashley Faulk, [email protected]
• Elementary Area 3, Academic Supt. Judy Jackson
– Brady Henderson, [email protected]
• Middle School, Academic Supt. William Rhodes
– Ann Sharp, [email protected]
• High School, Academic Supt. Elsie Lewis Bailey
– Carolyn Matthews, [email protected]
Center for Safe & Drug Free Schools
416-4240, fax:416-4221
Striving Schools send to Area Coach and Academic
Superintendent Dr. Roderick Richmond
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Additional CSDFS Staff
•
•
•
•
•
•
•
•
•
•
•
Kenneth Pinkney, Director, Student Intervention & Behavior
Linda Delaney, Emergency Management
Janice Johnson, Student Leadership, Peer Mediation
Leticia Sanders, ISS Assistants & Behavior Specialists
Adrian Stitt, Special Project Assistant for ISS
Robert Williams, Technology Project Administrator
Ruth Watson, Program Project Specialist
Brenda Harper, 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. SS146, Rt. 2
220 N. Montgomery, Memphis, TN 38104
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