Transcript Document 7122945

Alcy Elementary School
School-wide Discipline Plan
2007-2008
1750 Alcy Road
Memphis, Tennessee
38114
The Responsive Classroom Approach
Academics
Child
Social Skills
Behavior
Guiding Principles
 Beliefs
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Effective instruction takes place in an environment that is conducive to learning.
Establishing and maintaining a learning community is vital to the success of all students.
All members of the school community must be treated with dignity and respect.
Promotion of social standards that demonstrate positive relationships, responsibility, results,
and respect is fundamental to the students’ learning success.
 Opportunities for all stakeholders to experience personal and professional growth should be
evident.
 School Character Points
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Community building
Encouraging strong collaborative relationships
Incorporation of research-based practices to enhance student learning
Teaching children to care
 Values
 A safe, challenging, and joyful learning environment is necessary for student achievement.
 Parents and community members help create building blocks that support the learning
process for all students.
Vision
Alcy Elementary is a place where students, parents, teachers,and
stakeholders are an integral part of the advancement of school goals.
Our school provides every child with the opportunity to be successful
and pursue life-long aspirations.
Our students are actively engaged in meaningful activities in order to enrich and cultivate their
academic growth and development. Students learn to work cooperatively and develop a sense of
pride in their work.
Our teachers serve as role models and work diligently to provide students with opportunities to be
successful. They engage in meaningful activities, encourage strong collaborative relationships
with parents, and establish collegial relationships with other teachers.
Our principal and professional development school compliance coach continually assess,
analyze, and evaluate student data outcomes in order to make data-driven decisions. They are
open, supportive, and seek to involve teachers, parents, and stakeholders in the process of
change.
Our parents are knowledgeable about decisions made at Alcy and share in the decision-making
process. They seek to find solutions to problems and are supportive in this process.
Mission
Our mission is to foster a safe,
stimulating environment in which
everyone is encouraged to think
critically while developing the
necessary skills and attitudes to
become caring, responsible, and
productive citizens in the twentyfirst century.
Philosophy Statement
We believe:
 Students, faculty, and staff should be given
opportunities and encouraged to perform at
optimal levels.
 Effective instruction takes place when students
are engaged in meaningful learning
opportunities.
 All stakeholders must work collaboratively to
build community and keep the environment safe
and orderly.
Goals and Objectives
 To increase the percentage of positive student behaviors.
 To decrease the number of office referrals by 15% - Goal 115
 2004-2005 – 189
 2005-2006 – 129
 2006-2007 - 135
 To decrease the number of suspensions by 15% - Goal 48
 2004-2005 – 54
 2005-2006 – 57
 In-School Suspensions – 47
 Overnight Suspensions - 10
 2006-2007 – 56
 In-School Suspensions – 31
 Overnight Suspensions - 26
MCS Discipline Committee 2007- 08
Name of School:
Alcy Elementary School
Discipline Committee is
representative of the school
faculty and includes an
administrator.
Fill in the names of committee
members and designate a Team
Leader (TL)
Principal*
Dr. Murphysteen Counts
Professional Development School Compliance Coach
Catherine Garrett
Professional School Counselor*
Beatrice Williams
General Education Teacher(s)
Team Leaders – Lorie Taylor, Tammy Lipscomb, Dianne Hill, Cedric
Anderson
MEA Representative*
Tammy Lipscomb
Elected Teacher(s) (2)*
Audrey Rhodes, Katrina Washington
Special Education Teacher(s)*
Rhonda Mitchell
In-School Suspension Staff Member
Andrew Owens
*Indicates members mandated by
MEA contract
Related Arts Teacher(s)
Karen Chipman (TL)
Parent(s)*
Delcinia Newberry
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)
1
8/13/07-9/10/07
9/14/07
9/17
9/19
2
911/07-10/10/07
10/12/07
10/15
10/17
3
10/11/07-11/7/07
11/9/07
11/12
11/13
4
11/8/07-12/10/07
12/14/07
12/17
1/9
5
12/11/07-1/23/08
1/25/08
1/28
1/30
6
1/24/08-2/21/08
2/22/08
2/25
2/27
7
2/22/08-3/28/08
4/4/08
3/31
4/2
8
3/31/08-4/25/08
5/2/08
5/5
5/7
9
4/28/08-5/23/08
5/30/08
5/23
5/27
Data Entry Designee: Carolyn Owens, Attendance Secretary
Team member responsible for data summary: Karen Chipman, Team Leader
Person responsible for sharing data: Karen Chipman, Team Leader
School-Wide Rules
E – Expect excellence everyday.
A – Accept responsibility for all actions.
G – Get along with others.
L – Listen and follow directions.
E – Envision daily success.
S – Show respect at all times.
Behavioral Expectation Matrix
School-Wide Rules
Classroom
Cafeteria
Hallway
Restroom
Homework
Expect Excellence
Everyday
Students will work hard
and follow school-wide
and classroom rules.
Enter and exit the
cafeteria quietly.
Clean up after
themselves.
Walk quietly on the right
side of the hallway at all
times.
Use restroom facilities in
an appropriate manner.
Observe the restroom
areas as Quiet Zones.
Display quality effort
when completing
homework assignments.
Accept Responsibility
for all actions
Admit mistakes and use
logical consequences or
an Apology of Action.
Be responsible for the
cleanliness of their areas.
Admit mistakes and/or
use an Apology of Action.
Be responsible for the
cleanliness of their areas.
Inform the teacher of
problems in the
restrooms.
Recognize and follow
established homework
rules.
Get along with others
Use cooperative learning
activities to develop social
skills.
Speak in an appropriate
manner to the teacher
and classmates.
Speak in a quiet voice
during lunch and observe
Silent Wednesday each
week.
Stay in a single file line
without skipping, pushing,
hitting, or kicking.
Take turns in an orderly
fashion while using the
restroom facilities.
Give encouragement and
support each other’s
efforts.
Listen and follow
directions
Pay attention to the
person or persons
speaking or giving
instructions.
Pay attention to the
educational assistants
and cafeteria staff as they
give directions during
lunch.
Observe the Quiet Zone
signs and remain silent in
all hallways.
Pay attention to the
teacher and/or custodial
staff as they give
directions.
Pay attention to the
teacher for instructions for
completing the homework
assignment.
Envision daily success
Work to learn the skills,
concepts, and content in
each subject area.
Use good table manners
while eating lunch.
Remain quiet and walk on
the right side of the
hallways.
Use the facilities in an
appropriate manner while
keeping the restrooms
clean.
Develop independent
work ethics consistent
with being successful.
Show respect at all
times
Speak with teachers and
classmates in an
appropriate manner.
Abide by established
classroom rules.
Speak with educational
assistants and cafeteria
staff in an appropriate
manner.
Look at work displayed in
the hallways without
touching or defacing the
work.
Flush the toilet, turn the
water off, and keep the
floor dry and free of
towels.
Refrain from writing on
the walls in the restrooms.
Will support other
students’ homework
efforts.
Respect themselves by
making sure they do their
own homework.
Teaching the Rules and Procedures
 Teachers discuss, model, and provide opportunities for
practice expected behaviors to reinforce the rules and
procedures.
 School-wide assemblies are held throughout the school year
to reinforce school-wide rules and procedures.
 Rules are posted throughout the school.
 Rules and procedures are reinforced during Morning Meetings
 Newsletters and parent meetings provide access to the
school-wide rules and procedures for all parents and
stakeholders .
 Rules and procedures are consistently reinforced by all staff
members.
Teaching Behavioral Expectations at the Beginning of the School Year
School-Wide Lesson Plan – Used with Each School-wide and Classroom Rule
Name the behavior being taught:
Expect Excellence Everyday
Rationale for this expectation:
In order to maintain a safe, challenging, and joyful classroom environment, everyone
must put forth their best effort in both academics and behavior.
Teaching Process:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Model the behavior as an appropriate example
Students describe what the behavior looked and sounded like
Model the behavior as an inappropriate example
Students describe what the behavior looked and sounded like as well as why it
was inappropriate
Have a student model the behavior in an appropriate manner followed by a
description of the students’ observations of the behavior
More than one student models the behavior in an appropriate manner followed by
a description of the students’ observations of the behavior
All students model the behavior in an appropriate manner followed by a
description of the students’ observations of the behavior
If needed, repeat steps 5 – 7 as modeling the behavior in an inappropriate manner
Practice the appropriate behavior in the classroom, hallway, restrooms, and
cafeteria
Maintaining the skill:
Teachers will reinforce, remind, and redirect students during times when behavior should
be demonstrated.
School Procedures
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Entering School
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Morning Routines
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Teachers follow classroom discipline plans using office referrals as an intervention measure.
Dismissal
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Students enter the cafeteria quietly in a line and sit where the teacher indicates.
Students sit quietly before, during, and after an assembly.
Students exit the cafeteria quietly in a line when dismissed as a grade level.
Office Referrals
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Students enter quietly in a line and sit at assigned table(s) alternating seats.
Students clean up after themselves and wait quietly in line before exiting.
Assemblies
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Students walk on the right side of the hall quietly.
Lunchroom
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Announcements at 7:30 a.m.
Morning Meeting – 7:45-8:05 a.m.
Teachers follow individual teaching schedules.
Passing Classes
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Students enter the building quietly and sit in the cafeteria.
All support teachers and staff will report specified posts in the hallway or classroom door.
All support teachers and staff will report to specified posts in the cafeteria or hallway.
2:05 – Kindergarten classes exit with teacher.
2:05 – Day Care bus riders dismissed to the cafeteria quietly.
2:13 – All homeroom teachers escort their students down the side walk and monitor their departure.
School-Wide Interventions
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Soaring Eagles
Zero noise signal
Quiet Zone signs in hallways
Classroom Procedures
 Each teacher will incorporate researched-based
strategies for implementing basic classroom procedures
such as:
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Entering the classroom
Turning in homework
Asking for help
Cooperative groups
Moving around the room
Workstations
Writing Assignment Protocols
Restroom Privileges
 Teachers will turn in an individual classroom procedures
form to the office.
School Wide Incentives
 Six Weeks Awards Ceremony
 Honors students who have earned Perfect Attendance, Honor Roll, Principal’s List, and good
Citizenship.
 Fun Friday
 A school-wide celebration each six weeks for students who meet the following criteria:
 Perfect Attendance, excellent behavior, exhibits character traits, adheres to the uniform
policy daily, academic excellence/significant academic or behavioral improvement
 Soaring Eagles
 A school-wide program for maintaining appropriate behavior and a clean table during the
lunch period.
 Dr. Counts’ Cool Kids
 Each six weeks, educational assistants submit one student from each grade level will eat a
catered lunch with the principal on the stage during lunch period.
 Good Character Kid
 Given by classroom teacher and presented during the morning announcements.
 Great Wall of Character
 Students who exhibit good character traits are placed on the Great Wall of Character.
 Student of the Month
 One student from each grade level is honored each month on the Student of the Month
board.
Good Character Kid
Date_____________________
Student’s Name ______________ Homeroom ______
Character Trait ____________________
Brief Description __________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Teacher ___________________________
Please write the description exactly how you want it to be read during the morning announcements.
Teacher Incentives
 Perfect Attendance each six weeks
 Educational accomplishments
 National Board Certification
 Master’s and Doctoral Degrees
 Outstanding service and participation
 Achieving school-wide academic and discipline goals
 TCAP scores
 Writing Assessment (Grade 5)
 Who’s Who At Alcy?
 Spotlight on teachers and staff for outstanding contributions in the
school newsletter
 Teacher Superlatives (end-of-the-year)
 Dream Team Award
 Quality Work Team Award
 Various achievement awards
Who’s Who at Alcy
Teacher Recommended: _________________________
Date: _______________
Who Recommended this Teacher: _________________
Reason for Recommendation:
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
Would you like this information published in the Alcy
Newsletter? _________
Please write the description exactly how you want it to be published in the newsletter.
Celebrations
 Student Recognition
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Good Character Kid
Great Wall of Character
Student of the Month
Soaring Eagles
Dr. Counts’ Cool Kids
Fun Friday
Awards Ceremonies
 Faculty Recognition
 Newsletter Publications
 End-of-the-Year Awards
 Faculty and Staff Luncheon
Resources for Incentives
Adopters
Community & business donations
P. T. O. fundraisers
Site-Based Budget
Title I Parental Involvement Fund
Memphis Athletics Ministry
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
Character Education
 MCS Family Life Education and Health & Wellness
Curricula is taught in Physical Education as well as in the
classrooms.
 Character traits are introduced during the morning
announcements and reinforced during Morning Meetings
and class meetings.
 Character Education is taught through classroom
guidance sessions using the Character Counts program.
 Character traits are included as part of the school
newsletter.
 Charmettes is a program designed to teach fifth grade
girls about self-confidence and grace.
ATOD Prevention
 MCS Family Life Education and Health & Wellness
Curricula is taught in Physical Education as well as in the
classrooms.
 Alcohol, Tobacco, and Other Drug prevention is
introduced, discussed, and reinforced during Morning
Meetings and class meetings.
 Red-Ribbon Week is observed school-wide during the
week of October 23-26, 2007.
 Alcohol, Tobacco, and Other Drug prevention is also
taught during individual, small group, and classroom
guidance sessions.
Sexual Harassment
• Our Annual Harassment Training was
conducted on Wednesday, October 24,
2007 during faculty meeting.
• Our students receive training during
individual, small group, and class
guidance sessions throughout the school
year using a Personal Safety Plan
program.
Bullying Prevention
 Annual Faculty Review of Bullying Policy
 Board Policy #6.304
 August 10, 2007
 Student training takes place during individual,
small group, and class guidance sessions
throughout the school year.
 Bully Buster Program
 The Berenstain Bears and the Bully
 Conflict Resolution training
 Personal Safety Plan
 Charmettes – for fifth grade girls
School Safety Plan
Our School Safety Plan was
submitted on October 30, 2007.
Our School Safety Plan was reviewed
and agreed upon on Wednesday,
October 24, 2007.
School Safety Plan
 Dates for drills
 Primary Fire Drills
August 15
August 29
September 14
October 12
November 15
December 14
January 15
February 15
March 12
April 21
May 15
Rain dates
Times
August 17
August 31
September 17
October 15
November 16
December 17
January 17
February 19
March 14
April 23
May 16
9:30
9:30
12:30
12:15
1:00
9:30
12:30
9:30
12:30
1:00
9:30
 Severe Weather Drills
October 29
March 26
12:30
12:30
 Emergency Evacuation Drills
April 24 (Bomb Threat)
TBA
 Earthquake Drills
November 22
February 20
TBA
TBA
 Lock Down Drills
December 5
TBA
Monitoring Process
 School, classroom, and individual discipline data is
analyzed following each 20 day period by the school
discipline committee and then reported to the staff during
faculty meetings.
 Adjustments are made to the school-wide discipline plan
as needed.
 Teacher mentors are provided for new teachers as well
as support from staff members for all teachers.
 The S-Team process is used to develop or modify
intervention plans for students with at-risk behaviors.
Intervention Plan
 School rules are consistently enforced using the Reinforce, Remind,
and Redirect strategy followed by logical consequences, Apology of
Action, or a loss of privileges.
 Parents are regularly contacted by teachers to discuss academic
and behavior progress.
 The Student-Code-of-Conduct is regularly reviewed with parents
and students.
 For students who present serious problem behaviors, group
counseling is offered from the guidance counselor and school social
worker.
 Behavior Intervention Plans are developed and monitored for
students who present serious problem behaviors.
Secondary Intervention Evaluation
 A variety of strategies will be used to promote positive behaviors for
select students.
 Use the Behavior Intervention Manual to find specific strategies based
on the problem behavior.
 Team conferences will be held for support and additional ideas for
students who present problem behaviors.
 Phone calls and letters are sent to parents informing them of their
child’s infractions.
 ISS is used with an entrance and exit interview with a member of the
Discipline Committee or ISS staff.
 Classroom teachers, the guidance counselor, and ISS staff will
monitor student progress. Information from observations will be
recorded and used to revise behavior intervention plans.
Tertiary Interventions
 The guidance counselor accepts referrals from
classroom teachers.
 Student and parent conferences are generally held
before an S-Team meeting is scheduled.
 The school support team works closely with classroom
teachers and parents to provide resource information
and intervention strategies.
 Group counseling sessions are conducted and individual
behavior plans are written for students who continually
experience difficulty.
 Out of School Suspension is given when strategies have
been exhausted with a required entrance interview with
the parent.
In-School Suspension Plan
 In-School Suspension begins the second six weeks.
 Students will be given ISS after the classroom teacher has
implemented a variety of intervention steps and completed an office
referral form.
 ISS hours will be determined according to the level of offensive
behavior as outlined in the Student Code of Conduct.
 Teachers must provide students with assignments to complete while
in ISS.
 Each student must complete a Behavior Reflection Form before
returning to the classroom to be given to the classroom teacher.
 The ISS staff is responsible for maintaining up-to-date records of
student information.
 The behavior log will be monitored monthly for patterns in behaviors
and referrals.
 Exit interviews will be held with a Discipline Committee member or
ISS staff.
Prevention Programs
Program
Person Responsible Audience
Timeline
Responsive
Classroom
All teachers
All faculty and staff
Students
Parents
Daily
Character Education
All teachers
B. Williams
M. Morrow
Students
Weekly
Charmettes
Mrs. Williams
5th Grade girls
Monthly
Memphis Athletic
Ministries
Memphis Athletics
Ministries staff
1st – 5th Grade
students
Daily from
September - May
Student Council
C. Garrett
B. Williams
T. Lipscomb
4th –5th Grade
students
Daily from October May
Soaring Eagles
C. Garrett
Educational
assistants
Students
Daily
Results
Frequency
Table
Fighting
Insubordination
Immoral/Disreputable
Conduct
Misconduct
2004-2005
38
26
82
37
2005-2006
26
42
42
1
2006-2007
17
44
20
31
2004-2005 Total – 189
2005-2006 Total – 129
2006-2007 Total – 135
Action Steps
Areas of Perception
Areas of Strength
Areas Needing Improvement
Action Plan
School-Wide System
Rules and procedures are clearly
defined and few in number
Emergency and dangerous
situation protocols are in place
A list with specific interventions
has not been developed for
specific problem behaviors.
The difference between office
managed and classroom
managed behaviors is not clear.
Develop a tip sheet with
suggested strategies for handling
specific problem behaviors
based on the Behavior
Intervention Manual.
Tip sheet will be placed in the
teacher handbook.
Non-classroom System
School-wide rules and
procedures apply to all settings
School-wide behavior
expectations are taught directly
in classroom settings
Congestion in some hallways at
specific times during the school
day has been observed.
Each floor will develop a
schedule for restroom breaks in
order to maintain an appropriate
number of students in the
hallways at all times.
Classroom System
Rules and procedures are well
established and stated positively
Teachers are skilled in matching
curriculum and instructional
material to student abilities
Behavior management systems
are not always consistently
enforced.
Use the tip sheet with suggested
strategies for handling specific
problem behaviors to develop a
plan for providing consistent
consequences.
Provide assistance in developing
orderly transitions through
teacher mentoring program and
peer observations.
Transition times within the
classroom is not always orderly.
Individual Student System
S-Team is skilled in assessing
students and monitoring
Behavior Intervention Plans
Assessment of students is
completed in a timely manner
A simple referral process for
requesting assistance from
discipline team is needed.
Look into creating an easier
referral process when assistance
is required for students who
present serious problem
behaviors.
PBIS Triangle Comparisons
2
5
100%
6
95%
90%
15
85%
17
16
80%
Red 6+
Yellow 2-5
Green 0-1
75%
70%
80
65%
81
60%
55%
50%
PBIS
Alcy 06-07 MCS 06-07
78
Plan for Support & Monitoring
Our School-Wide Discipline Plan was
submitted on October 30, 2007. The
plan includes:
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Team Members and Team Leader
Meeting Schedule for year
TIC (also submitted to Coach Oct., Jan., Apr.)
Action Plan (based on EBS results)
Ongoing training for Team Leaders and others will be provided
throughout the school year
Conclusion
 What We Have Learned:
 The majority of office referrals for the 2006-2007 school year were for insolence or
insubordination (44), disruptive behavior or continual misconduct (31) and immoral or
disreputable conduct (20).
 Out of 135 office referrals, 103 occurred in the classroom.
 Additional training for teachers may be needed in classroom management and
implementation of behavior intervention strategies using the Behavior Intervention
Manual.
 How We Will Use What We Learned:
 Peer mentoring and professional development opportunities will be provided for
teachers needing assistance with classroom management and implementation of
behavior intervention strategies through the Teaching and Learning Academy.
 The guidance counselor will provide individual and small group counseling sessions
for students who present serious problem behaviors.
 Responsive Classroom will continue to be implemented within each classroom in
order to stress the importance of developing appropriate social skills.
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]
North Area Office
416-4240