Transcript Forrest Hill Academy School-wide Discipline Plan 2010-11 2930 Forrest Hill Drive

Forrest Hill Academy
School-wide Discipline Plan
2010-11
2930 Forrest Hill Drive
Atlanta, Georgia 30315
Tricia M. Rock, Principal *
Revised 9/24/10 (tmr-2010)
Guiding Principles
• We believe every child has the right to an
appropriate education in a safe
environment and has the responsibility to
allow others the same opportunity.
• We reward and encourage the effort,
achievement and excellence of all
students.
• We constantly challenge students to excel
and achieve to their highest potential.
Vision
• We respect and encourage the varied learning styles,
developmental stages and academic diversity that our
students bring with them.
• From a positive, secure and nurturing environment,
students will emerge with healthy self-esteem and a
willingness to take risks and assume responsibility for their
actions.
• The FHA staff is committed to providing an atmosphere
where every child will be actively involved in learning and
challenged to his/her highest potential. Innovative
teaching techniques, modern technology, and risk taking
experiences will be combined to meet the educational,
emotional, physical and social needs of each child.
Mission
• Our school’s mission is to provide a safe,
nurturing environment for learning where
students are challenged to reach their
highest levels of social, emotional and
academic development.
Philosophy Statement
• We must provide opportunities for children to make
appropriate behavioral choices. Our expectations for
students’ behavior must be taught and reviewed frequently.
• When handling behavior issues, we must remember the
importance of establishing strong positive relationships with
students. We must respond to the situation in a caring and
professional manner.
• A positive school climate will guide social and academic
growth for all students. Positive school-wide behavior
management is necessary if learning is to take place.
Forrest Hill’s discipline plan incorporates positive schoolwide behavior management, successful interventions and
the training of students in procedures.
Goals and/or Objectives
Increase positive student behavior choices
and reduce negative behavior choices
• Reduce the number of office referrals by
20%
• Use ISS as an alternative to home
suspensions when applicable
• Reduce the number of home suspensions
by 10%
FHA Discipline Committee Worksheet 2010-11
Name of School:
Forrest Hill Academy
Discipline Committee is
representative of the
school faculty and
includes an administrator.
Team
Leader ( William Strickland,
Assistant Principal)
Principal* Tricia M. Rock
Assistant Principal (s) William Strickland and Kelli Swinson
Professional School Counselor(s)* Beth Allgood and DeAntonio
Mitchell
School Social Worker: Dr. Terrilyn Rivers-Cannon
General Education Teacher(s) Rashida Askia, and Natasha Woody,
Paraprofessional Representative* Alfred Garner
High School Instructional Coaches: Chaunitra Merrell, Charles Mitchell,
Cedrick Gilbert
Special Education Teacher(s)* Michelle Lowe
Middle School Instructional Coaches: Crystal January, Ramon Garner
and Joseph Woodruff
Student (s): Quovadius Garrison and Tristan Stokes
Communities In Schools: Rasheed Green
Community Member Dr. William Shepard
Parent(s)* Mrs. Thompson (Quinatavious Thompson’s) mother
Discipline Data Clerk: Nichole Nichols
Cafeteria Staff : Theresa Perrymond
Bus Driver: Driver for 780-Mrs. Blount
Outreach Workers: Donna Edwards and Summer Smothers
Discipline Committee
• The FHA Discipline Committee will
meet the week following the week
that the data is received from the
DATA Website.
• Nichole Nichols, Data clerk, will be
responsible for getting the data to
the committee.
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
8/10/10-9/10/10
8/14/10
*
2
9/11/10-9/16/10
9/23/10
*
3
9/24/10-10/4/10
10/5/10
10/4/10
10/13/10
4
10/8/10-10/15/10
10/19/10
10/18/10
10/20/10
5
10/18/10-10/29/10
11/2/10
11/1/10
11/3/10
6
11/1/10-11/12/10
11/16/10
11/15/10
*
7
11/16/10-12/3/10
12/7/10
12/6/10
12/8/10
8
12/6/10-1/7/11
1/11/11
1/10/11
1/12/11
9
1/25/11-2/1/11
1/25/11
1/24/11
2/2/11
(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:
(B) Nichole Nichols, Discipline Data Clerk
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: Nichole Nichols, Discipline Data Clerk
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) By student and by infraction
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: William Strickland– Team Leader
Team may wish to lead faculty in brainstorming intervention strategies based on
data. Share successes and areas of continued efforts.
School Rules
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•
•
•
Be responsible
Keep hands, feet and objects to self
Be honest and positive at all times
Be respectful to self, others and school
property
Behavioral Expectation Matrix
Rules
Classroom
Lunch
Hallway
Restroom
Bus
Be Responsible
Complete all
assignments
Get everything
you need when
you go through
the line
Go directly to
class
Throw paper
towels in the
trash can
Be at the bus
stop on time
Keep hands,
feet, and objects
to self
Do not put your
hands on your
classmates or
their possessions
Eat your own
food
Do not push in
line
Keep your hands
to yourself
Do not put hands
or objects out of
the windows of
the bus
Be honest and
positive at all
times
Come to school
with a good
attitude and
always tell the
truth
Be polite to
cafeteria workers
Always walk
quietly on the
right side of the
hall
Take care of your
business and do
not play in the
restroom
Always tell the
truth if
questioned about
an infraction
Be respectful to
self, others and
school property
Take good care
of your books
and other school
supplies
Do not break in
front of others in
line
Walk quietly and
do not disturb
other classes
Never throw
paper towels,
toilet tissue or
water on the floor
Do not talk or act
disrespectfully to
the bus driver
How we teach the rules and
procedures
• Classroom teacher teaches and reinforces
daily
• Morning and afternoon announcements
• Student handbook
• Newsletters
• Parent orientation meetings
• Rules posted in classrooms and
throughout the building
School Procedures
•
•
•
•
•
•
•
All students enter school and go into the community. Students who plan to eat breakfast sit in the
breakfast area until breakfast is over. Students not eating breakfast sit in the area enter their
designated class. Students do not talk during this time. At 8:15 teachers prepare for students.
At dismissal, all bus riders wait for their bus to be called. They are monitored by support staff. Car
riders are escorted by teachers or paraprofessionals from their grade level down the front
walkway to the parked cars. Walkers are escorted by designated teachers or paraprofessionals
from their grade level out the side doors.
In the hallways students must always walk on the right side. Students not escorted by a teacher
must always have a hall pass.
Teachers or paraprofessionals walk students to the cafeteria line for lunch. Students sit at
designated tables and remain seated unless given permission to get up by an adult monitor.
Students must get all supplies when they go through the line the first time. Lunch rules are posted
at all times.
Assemblies are held in the multi-purpose room. Teachers will walk students to the multi-purpose
room when called. Students sit with their teacher and remain quiet and orderly at all times.
Teachers escort their classes to the restroom on a scheduled basis. Restroom rules are posted
and are reviewed daily by all teachers.
Office referrals are used as one form of consequence in our discipline plan. An office referral
usually comes as a last resort.
Classroom Procedures
• Students take part in establishing rules for the
classroom
• Restroom breaks during the first and last 15
minutes of class
• Conduct reports are sent home weekly by
Outreach Workers
School Wide Incentives
• Fight Free School celebrations
• Student of the Week
• Fun Friday for individual classes each six
weeks
• Caught Being Good Awards
• Weekly incentives by teachers
• Honor Roll Awards each six weeks
• Field Trips
Teacher Incentives
• Attendance awards—six weeks and yearly
• AYP celebration
• Award for teacher/class having most
parent participation at school functions
• Yearly academic achievement incentive
awards for teachers
• Periodic incentives at faculty meetings
• Teacher Appreciation Week
Resources for Incentives
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Adopters
Community agencies & businesses
Restaurants
Fundraisers
Churches
Parent organizations
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
• Character education classroom lessons are
taught by counselors to all students for a six week period
• REP teachers supports character education in
skills classes
• Instructional coaches use “How to Manage your
parents” character building announcements
every morning in the communities
• Teachers use Advisory journals every Friday for
student journal writing on the character trait of
the week
ATOD Prevention
• Alcohol, tobacco, and other drug
prevention education is covered in
Advisory
• Classroom teachers cover “How to
Manage Your Parents” curriculum
• Red Ribbon Week is celebrated each year
and the school counselors discusses
drugs and why students should be drug
free
Child Abuse Training
• Annual child abuse training was done with
the faculty on Wednesday, September 22,
2010 by Dr. Terrilyn Rivers-Cannon,
School Social Worker.
Bullying Prevention
• The school counselors will do ADL bullying
prevention training with the faculty
including defining, recognizing early signs
and providing strategies for addressing
• Bullying prevention classroom lessons are
presented to all students by the school
counselor during the second six weeks of
school. “Bully Free Classroom” and cyberbullying materials are used.
School Safety Plan
• Please indicate the date your plan was
submitted-July 2010
• Dates for drills (see online)
• Dates for training (see online)
• Dates for plan review (see online)
Monitoring Process
• School, classroom and individual discipline
data are analyzed by the Discipline
Committee.
• Adjustments are made as needed to the
school-wide discipline plan.
• The SST team process is used to develop
intervention plans for students with at-risk
behaviors.
Action Steps
• Our informal PBIS survey showed only two
questions that 80% of our faculty agreed were
fully in place. However, there were over half of
the questions that 80% agreed were either fully
or partially in place. Therefore, the committee
felt we should spend the first two weeks of
November with the faculty revisiting the
questions marked “partially in place” to see what
the concerns were. In doing this we feel that
more of the questions may become 80%, thus
giving us a more definitive area to target for our
action plan.
Prevention Programs
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Fight Free Schools
Bully Prevention
Conflict Resolution
How to Manage Your Parents
Classroom Management That Works
Marcia Tate’s Shouting Won’t Grow
Dendrites
• These programs are taught to all students
by the school counselors, and the
classroom teachers.
Intervention Plan
• Mentoring by staff and ACIP mentors
• Groups facilitated by counselors and/or social worker
include social skills, anger management and decision
making.
• Students who have had several office referrals are
referred to the SST/RTI coordinator/counselors/ and
social worker for possible outside counseling specific to
their individual needs
• Serious repeat offenders may need to have FBAs and
BIPs developed.
In-School Suspension Plan
• ISS is one consequence in our system of
progressive levels of discipline.
• Students complete individual class
assignments and a written reflection on
their behavior choices that caused their
ISS placement, including other alternatives
to demonstrate positive behavior choices.
• Repeat offenses may require a parent
conference.
Secondary Intervention
Evaluation
• Secondary evaluations are made based
on student behavior following interventions
done by counseling sessions and group
activities conducted by the counselor
and/or social worker.
• Data from discipline referrals, time in ISS
and teacher observations are also used in
evaluations.
Tertiary Interventions
• Students with five or more days of
suspension are required to have a
Functional Behavioral Assessment and
Behavioral Intervention Plan.
• Students use Check-in Check-out.
• Students are assigned a faculty mentor.
• Success of interventions is determined by
observation and review of office discipline
referrals (Currently two students have
BIPs).
Celebration
• Incentives for Honor Roll student each six
weeks
• Redemptions of “Eagle Cash” for “Caught
Being Good”
• Class party for no referrals for six weeks
• Fight Free celebrations
• Field Trips
Conclusion
• At Forrest Hill Academy we realize the
development and implementation of our
school-wide behavior plan is an ongoing
process. Our goal is for our students to
acquire skills and learn to form meaningful
relationships needed to function socially
and be productive citizens who make a
positive contributions to society.