Egypt Elementary School 4160 Karen Cove Memphis, Tennessee Guiding Principles Every member of our learning community will be: • Caring – Self – – – – Behavior Learning Relationships Environment • Responsible – – – – – Learning Behavior Community Environment Relationships • Successful – – – – Academics Career Social Relationships Personal Goals.
Download ReportTranscript Egypt Elementary School 4160 Karen Cove Memphis, Tennessee Guiding Principles Every member of our learning community will be: • Caring – Self – – – – Behavior Learning Relationships Environment • Responsible – – – – – Learning Behavior Community Environment Relationships • Successful – – – – Academics Career Social Relationships Personal Goals.
Egypt Elementary School 4160 Karen Cove Memphis, Tennessee Guiding Principles Every member of our learning community will be: • Caring – Self – – – – Behavior Learning Relationships Environment • Responsible – – – – – Learning Behavior Community Environment Relationships • Successful – – – – Academics Career Social Relationships Personal Goals Our Beliefs • We believe that the learning needs of students should be our school’s primary focus when making decisions and setting policies. • We believe that meaningful input, support and cooperation between parents, teachers, students and our community are vital in advancing our school’s mission when making decisions and setting policies. • We believe that all children are able to learn and that our instructional approaches should recognize and respond to their differing learning styles. • We believe that caring for the needs of the whole child (physically, socially, emotionally and intellectually) is essential for meaningful learning to occur. • We believe that safe, clean, attractive, comfortable, and nurturing environments for students and teachers convey value, worth and respect to both learning and teaching. • We believe that a wide variety of authentic assessment is essential in order to plan individualized instruction that encourages the strengths and strengthens the weaknesses of every learner. • We believe that challenging, yet attainable expectations, both academic and social, stimulate learning and personal growth. • We believe that children learn best when actively engaged in creative, meaningful work that allows them to demonstrate their knowledge and understanding in a variety of ways. • We believe that mutual respect between teachers and students creates a caring community in which diversity is valued and positive involvement and individual responsibility thrive. • We believe that commitment to ongoing, engaging professional growth enables teachers to be as enthusiastic about teaching as they expect their students to be about learning. Our Vision The vision of Egypt Elementary is to develop a vibrant, thriving, learning community, which prepares students to reach their fullest potential as successful, responsible citizens in a rapidly changing and increasingly complex world. We believe that by fostering learning within a creative, caring community our students will gain the confidence and initiative necessary to take risks and assume ownership of their learning and their lives. Mission The mission of Egypt Elementary is to prepare students to become critical thinkers who are able to read with understanding, write with purpose, and speak with clarity. By integrating content area studies with literacy we assist young learners in becoming effective problem solvers. We believe that by connecting academic and social learning, and differentiating instruction to meet individualized needs, we are empowering students to become productive, knowledgeable citizens who are capable of both learning at high levels and making good decisions as they transition to middle school. School-wide Discipline Philosophy Statement The relationships nurtured within our school community are the foundation of our school-wide discipline plan. Our school community provides preventative approaches that are proactive, positive methods for addressing challenging behavior before it occurs. We recognize that when parents and teachers work together for positive discipline children will be successful. We believe all behavior serves a purpose and must be viewed as a means to meet individual needs. Behavior challenges are treated as opportunities to teach acceptable behaviors. Whether preventative or reactive in nature, we preserve the dignity and self-worth of each person in our school community. Goal and Objectives • Goal – Increase appropriate behavior among students, faculty and other school community members. • Objectives – Maintain or decrease the low frequency of office referrals ( 277) – Increase the number of students with no office referrals – Decrease the number of referrals made the last six weeks of school by 20% (82) MCS Blue Ribbon Discipline Committee Worksheet 2006-07 Principal*Rita White Assistant Principal Christopher Jones Egypt Elementary Blue Ribbon Discipline Committee is representative of the school faculty and includes an administrator. Professional School Counselor* Sherry Carmichael School Psychologist General Education Teacher(s) MEA Representative* Angela Hines Elected Teacher(s) (2)* Jennie Gray Jennifer Mclellan Special Education Teacher(s)* Julie Slate Related Arts Teacher(s) Students Educational Assistant(s)/ Non-Certified Staff Lenzine Bacchus Community Member Paul Ayres Parent(s)* Alma Reyez *Indicates members mandated by MEA contract Central Office or Board of Education Member Cafeteria Staff Bus Driver Other Blue Ribbon Discipline Committee • Classes will be covered for dismissal every 20 days • Committee members will meet at 1:30 on the dates listed in the following page. • Chris Jones will be responsible for reporting data from Blue Ribbon Website Meeting Schedule Reporting Period Approximate Dates of Reporting Periods All data for period entered into system (A) Blue Ribbon Discipline Committee meeting dates (B) Faculty meeting dates to report interpretation of 20 day data (C) 1 8/14/06-9/11/06 9/15/06 9/19/06 9/20/06 2 912/06-10/11/06 10/13/06 10/17/06 10/18/06 3 10/12/06-11/8/06 11/10/06 11/14/06 11/15/06 4 11/9/06-12/11/06 12/15/06 12/20/06 12/22/06 5 12/12/06-1/24/07 1/26/07 1/30/07 1/31/07 6 1/25/07-2/22/07 2/23/07 2/27/07 2/28/07 7 2/23/07-3/29/07 3/30/07 4/3/07 4/4/07 8 3/30/07-4/27/07 5/4/07 5/8/07 5/9/07 9 4/30/07-5/25/07 5/29/06 5/30/07 5/30/07 Egypt Elementary School Behavior Goals be Caring Always be Respectful Everyday be Safe LOCATION CARING RESPECTFUL SAFE Classroom --Help a friend complete a task --Think of others first --Keep the classroom neat and clean --Listen to others when they speak/one person speaks at a time --Give classmates and teacher your attention --Take care of materials --Follow classroom and school-wide procedures --Walk away from fights and arguments --Tell an adult about a problem Hallway --Always put trash in the trash can --Look at student work and displays ONLY --Be as quiet as possible --Walk to the right --Give the classmate in front of you walking space --Listen to the teacher for directions --Stay with your teacher --Watch your step/walk in a straight line --Walk Cafeteria --Clean up behind yourself --Help a friend who spilled something --Tell the cafeteria staff how much you appreciate them --Say “please” and “thank-you” --Pay attention to the teachers, servers, and educational assistants --Practice good table manners and listen when you are corrected (example: using your inside voice) --Stay in your spot in the line --Only use food and beverages to eat and drink --Quickly pick up spilled items --Keep hands and feet to yourself both in the line and at your table Playground --Include everyone in games and activities --Take care of equipment --Share classroom equipment --Line up when the teacher calls --Play games that are fun and not intended to hurt someone’s feelings --Keep the playground neat and clean --Always stay within the teacher’s sight --Stay away from any objects that could be dangerous --Walk away from fights and arguments (Tell a teacher) Bathroom --Clean up behind yourself --Let a teacher know if a classmate is ill --Alert an adult when something is out of order --Always give others their privacy --Pick up unused paper/trash --Wait you turn --Remember to flush --Only use toilet paper and water for your personal use --Report any misconduct --Walk away from fights or arguments (Tell a teacher) --Listen closely to the speaker --Applaud to show your appreciation --Come in quietly --Sit in your assigned seats --Only speak when it is appropriate --Stay seated so others may see --Keep feet and other objects out of aisle --Stay in your seat during --Stay with your teacher --Say “hello” to the bus driver as you enter --Say “good-bye” and “thank-you” as you leave --Follow the bus driver’s directions --Keep your area neat and clean --Only use open windows to get fresh air --Use your inside voices --Keep feet and other objects out of the aisle --Stay in your seat --Give your schoolmates their personal space --Avoid fights or arguments (Tell an adult) Assembly Bus School-Wide Procedures • • • • • • • • • Entering School Quiet Signal School Dismissal Hallways Wednesday Folders Cafeteria Bathroom Playground Assemblies Classroom Procedures • • • • • • • • • • Sign – in Entering the room Morning Meeting Transitions Hall Passes Getting up from seat Asking for help Homework Folders Community Supplies Clean up How We Teach Behavioral Expectations School-wide - Beginning of the year • Orientation Meetings for each grade held the first week of school • Guided Discovery of school-wide procedures • Parent Open House Orientation School-wide – Ongoing • • • • • • Post procedures throughout the school Daily announcement reminders Newsletters Parent Orientation Meeting PTA Individual consultation How We Teach Behavioral Expectations Classroom - Beginning of the Year – Use The First Six Weeks of School by Denton & Kriete as a guide for establishing behavioral expectations. • Integration of social skills into all aspects of the academic day • Implement the components of The Responsive Classroom – – – – – – – Hopes and Dreams Rules and Logical Consequences Morning Meeting Guided Discovery Choice Parent Communication Classroom Environment How We Teach Behavioral Expectations Classroom - Ongoing • Integration of social skills into all aspects of the academic day • Implement the components of “The Responsive Classroom” – – – – – – – Hopes and Dreams Rules and Logical Consequences Morning Meeting Guided Discovery Choice Parent Communication Classroom Environment Recognizing Positive Choices • Eagle Awards Caring Eagle Responsible Eagle Successful Eagle Academic Eagle Attendance Eagle (Jeans for reward) • • • • • • Flying High Fridays Star of the Week Flying High Club Complement Parties Positive Post Cards Positive Notes Proactive Interventions School-wide Hallway Greeters Posting Goals Adult Modeling of Appropriate Interactions Thoughtful Reminders Redirection Direct Teaching of Procedures Direct Teaching of Behavior Goals Developmentally Appropriate Work Hopes and Dreams Supervision of Common Areas Each One Reach One Mentoring Dress for Success Club Future Leaders Classroom Guidance Proactive Classroom Interventions Morning Meetings Guided Discovery Choice Kindness Circles Classroom Meetings (Greeting, Sharing) Behavior Contracts Role Play Posting Goals Adult Modeling of Appropriate Interactions Thoughtful Reminders Redirection Proximity Quiet Signal Teacher Pairs Direct Teaching of Procedures Direct Teaching of Behavior Goals Developmentally Appropriate Work Hopes and Dreams Supervision of Common Areas Think Aloud Write Not Fight Form Character Education Referral to Guidance General Procedure for Dealing with Problem Behaviors Observe problem behavior Find a place to talk with student(s) Is behavior major? NO Determine consequence Problem solve Determine consequence Follow procedure documented File necessary documentation in classroom file Does student have 3? Has parent been contacted about same behavior? Ensure safety Write referral & Escort student to office Problem solve NO YES Follow documented procedure YES Follow through with consequences Send referral to office File necessary documentation Follow up with student within a week Responding to Inappropriate Classroom Behavior Second Chance Environmental Arrangement Behavior Contracts Parent Phone Call Classroom Meetings Parent Conference Friendly Reminder Consultation with Counselor Restate Expectation Natural and Logical Consequences Redirection Referral to Counselor Time Away Peer Mediators Practice Appropriate Response Peer Conferencing Praise Appropriate Behavior of a Peer Egypt Notes Home Administrative Responses to Inappropriate Behavior Conference with Student Natural and Logical Consequences Parent Phone Call Conference with Parent Referral to Counselor Overnight Suspension ( Parent Conference) In- School Suspension Home Suspension Board Suspension Character Education Programs • Responsive Classroom – Morning Meeting – Character Traits – Social Integrated with Academic • Second Step • Egypt Elementary Character Themes Every teacher will cover character themes during morning meetings and read alouds • Classroom Guidance • Every class will receive guidance services 30 minutes every week • Life Skills Harassment and Bullying Prevention • Annual harassment training will be done with faculty on 9/9/06 • Training with faculty regarding prevention including defining bullying/intimidation, recognizing early stages, providing strategies for addressing will take place on 9/20/06 Egypt Elementary School Safety Plan • Classroom Crisis Response Procedures Manual • Egypt Elementary Crisis Plan- updated annually • Drills for fire monthly, tornado, lockdown, and earthquakes are conducted on a quarterly basis • Plan will be reviewed in January and July Monitoring Process School, classroom, and individual discipline data are analyzed each 20 day period by the Student Behavior Committee. School-wide office referral data will be posted for community review. Office referral data will be reviewed with staff each six weeks. After each data review, adjustments will be made to the school-wide behavior plan. Coaching will be provided for teachers and the S-Team process will be used to develop intervention plans for students with at-risk behaviors. Action Steps • The Student Behavior Committee will determine the specific needs for staff development based on behavior data analysis. • A portion of faculty meetings will be devoted to mini-lessons on behavior data analysis and strategies. • Individual coaching will be provided for indicated teachers and students. Prevention Programs • Egypt is currently using Mendez Too Good for Drugs, Responsive Classroom, Peer Mediation, conflict resolution to address comprehensive violence prevention • Implementation is taught by school level trainers annually during in-service. Intervention Plan • What you do for secondary interventions (students who have been referred to the office a number of times) i.e., group counseling (give types of groups and with whom), targeted incentive programs for select students (Check In, Check Out), mentoring, behavior plans for repeated minor infractions (using BIM and other resources), etc. In-School Suspension Plan • Describe In-School Suspension Plan • Procedures for use, referral, monitoring • Activities in room, problem solving plan, re-entry plan • Student support Secondary Intervention Evaluation • To evaluate the effectiveness of our plan we will monitor discipline referrals every 20 days. The discipline team will look for trends and establish new proactive measures when necessary. The team will know if interventions are working by examining referral data. Tertiary Interventions • The School Support Team will identify and plan for who require additional support through the use of referral data. When students are referred to the office for the third time the Support Team Process will begin. • Functional Behavior Assessments and / or comprehensive Behavior Intervention Plans will be developed for these students • The success of the interventions will be monitored by the frequency of the behavioral referrals Green zone 0 – 1, yellow zone 2 – 5, red zone 6+ office referrals CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT .05% 12% Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings 88% of Students Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Evaluation • The Student Behavior Committee will analyze data trends each 20 day attendance period to determine if we are on target for achieving this year’s objectives and to adjust our behavior plan. • The data will be shared with faculty each six weeks. • Discipline data for last year and future years will be compared and analyzed. Specific action plans will be developed to respond to the data to insure achievement of this year’s objectives. Baseline Data • • • • There were 666 office referrals in 2004/05 There were 271 office referrals in 2005/06 This is a reduction of 59% 23% of the office referrals were made by non-re-elected teachers • In 2004/05 there were 535 referrals to the office for “student misconduct”. This was 80.3 % of the total referrals • In 2005/06 there were 157 referrals to the office for “student misconduct”. This was 60 % of the total referrals • The team feels that misconduct is too general a category and will look into further disaggregating data for the 06/07 school year Referral Analysis 2004/2005 • There were 224 students referred to the office. • 147 students (64 % of the total office referrals) were referred to the office only one or two times. • 56 students (24.5% of the total office referrals) were referred to the office three to five times. • 25 students (10.9 % of the total office referrals) were referred to the office six or more times. Referral Analysis 2005/2006 • There were 129 students referred to the office. • 107 students (83 % of the total office referrals) were referred to the office only one or two times, • 70 students were referred only 1 time 58% • 37 students were referred 2 times 30% • 15 students (12% of the total office referrals) were referred to the office three to five times, this is a decrease of 41 students • 7 students (5% of the total office referrals) were referred to the office six or more times, this is a decrease of 18 students Celebration Student Individual students, homerooms, and the entire school will enjoy celebrations for achieving behavior goals. Staff Individual staff members will be recognized for significant improvement of meeting office referral goal. Conclusion Egypt Elementary faculty believes that the development of a School-wide Behavior Plan is an ongoing growth process. As we grow as a learning community we will continue to reflect on the effectiveness of our plan. We believe that it is our role to empower students to become caring, responsible and successful. Parent / Community Involvement • Our plan will be shared with our parents at our annual Open House and during individual parent conferences.