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Scenic Hills Elementary School-wide PBIS Plan

(Discipline Plan) 2014-2015

3450 Scenic Hwy.

Memphis, TN 38128

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Guiding Principles

• Student learning and achievement are the primary focus of decisions that affect our school.

• We believe that all students must be actively engaged and invested in their education in order to learn, produce quality work, and become critical thinkers and problem solvers.

• Teachers provide a wide variety of teaching strategies and assessment techniques to accommodate students with multiple learning styles and provide a safe, challenging, and affirming environment that is conducive to academic achievement.

• When provided a safe and challenging learning environment, all students can reach their maximum potential.

• We, the SHE faculty, will provide an emotionally and physically safe environment where all students can develop positive and respectful relationships.

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Guiding Principles-cont.School Character Points:• Families and community members are valued partners in character-

building and in creating a caring school community.• Programs provided enrich and foster the development of multiple

intelligences and learning styles.• Positive behavior support is provided in an effort to aid students in

reaching their optimum level of academic, social, and emotional potential.

Values:• Every student has the right to learn in a clean, safe, and positive

environment.• Collaboration among teachers, administrators, parents, and the

community is essential for the effectiveness of character education.

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Vision

The vision of Scenic Hills Elementary is to fully engage our staff, students, and stakeholders in becoming world class

leaders in student achievement, character, citizenship, health, and technology through training, rigor,

relevance, and relationships.

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Mission

Empowering all students for success in learning, leadership, and life is the mission of Scenic Hills Elementary.

.

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Philosophy Statement

“Great Things Are Happening on the Hill!”

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Previous Results

The following goals of achieving proficiency in Reading, Math, and Science for the 2013-14 school year were as follows:

2013-14 2014-15 Goal Ach % to grow

Reading/LA 28.8% 33.3% 6.7%

Math 32.5% 36.7% 5.6%

Science 41.4% 45.0% 3.6%

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Goals or Objectives

To increase student proficiency in the following academic areas:

Reading/LA= 6.7%

Math= 5.6%

Science= 3.6%

SCS Discipline Committee Worksheet 2014-15

Name of School:_________________Discipline Committee is

representative of the school faculty and

includes an administrator.

Fill in the names of committeemembers and designate a TeamLeader (TL)

*Indicates members mandated by MEA contract

See next slide for further instructions

Principal*: Todd C. Shaffer

PLC Coach: Herronda Harley

Professional School Counselor*: Carlos A. Sample

School Psychologist: Michael Patterson

General Education Teacher(s): Claretta Rosser, Loretta Rucker, Sherri Thomas

Elected Teacher(s) (2)*Andre Alston and Autumn Scott

Special Education Teacher(s)*Ayanna Totten

Educational Assistant(s)/ Non-Certified StaffCarolyn Donerson

District PBIS Counselor: Caressa Liggins-Green

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Discipline Committee

• The Discipline Committee will meet at least once a month.

• The counselor is designated to be responsible for data from PBIS website.

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Meeting ScheduleSee Next Slide for Further Instructions

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 8/04/14-8/29/14 9/04/14 9/08/14 9/15/14

2 9/104/14-9/30/14 10/13/14 10/14/14 10/20/14

3 10/01/14-11/04/14 11/07/14 11/12/14 11/17/14

4 11/05/14-12/08/14 12/11/14 12/15/14 1/05/15

5 12/09/14-1/21/15 1/26/15 1/28/15 2/02/15

6 1/22/15-2/19/15 2/24/15 2/26/15 3/02/15

7 2/20/15- 3/26/15 3/31/15 4/02/15 4/06/15

8 3/27/15- 4/24/15 4/29/15 5/01/15 5/04/14

9 4/27/15-5/22/15 5/22/15 5/29/15

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Monitoring Process

• Attendance rates will be analyzed each 20 day period.

• Academic and/or Behavior At-risk students will be referred to the SRT for intervention.

• Individual and school discipline data will be reviewed and analyzed at the end of each nine weeks.

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SAS Action PlanIn 2014-15, our priorities are as follows:

• Continue with and expand current practices to decrease percentages of students who are performing below proficiency.

• Establish volunteer opportunities for community stakeholders to assist with tutoring in the areas of reading and math.

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Celebration/Behavior Recognitions

• Project Wisdom- daily inspirational messages announced on the intercom to encourage ethical thinking, build confidence by motivating students to do their best, and to build community by inspiring students to contribute to the world around them while honoring diversity.

• Honors Recognition/Program• Positive Phone Calls• E conduct luncheon

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School Rules

1. Respect Yourself, Others, and School Property.

2. Always Do Your Best

3. Be Responsible

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Sample Behavioral Expectation Matrix

Rules Classroom Cafeteria Hallway Restroom Bus

Respect yourself, others, and school property

Treat others the way you want to be treated.Respect the space and property of others.

Use low voice level.Leave table and floor areas cleanPlace all trash in trash cans

No talking Do not leave trash in hallway

No tissues/paper on the floorKeep hands, feet, and/or objects to self

Follow all bus rules/proceduresKeep hands, feet, and/or objects to self

Always do your best

Listen to and follow all directions from the teacher.

Remain orderly at all times

Remain orderly No horseplaying Obey bus rulesListen to the bus driver

Be responsible Be preparedUse time wiselyObey classroom rules and procedures

Follow all cafeteria procedures

Walk quietly and orderly.Stay to the right sideNo running

Flush toiletWash hands

Use low voice levelKeep hands, feet, and/or objects inside bus

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Teach the Rules and Procedures

• Teaching school-wide and classroom rules and procedures will occur as follows:– Lesson Plans (taught within first 10 days of

school and reviewed after extended breaks) – Opportunities for practice – Active monitoring of rule following behavior– Posting rules prominently in all areas of

building(s)

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Teach the Code of Conduct• Use SCS/SHE Parent- Student Handbook to

teach Code of Conduct first two weeks of school

• Administer Post-test to every student (Post-tests for K-3, 4-5)

• Desire every student to score 80% or above; schedule make up/retest for those absent or scoring below 80%

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School ProceduresSchool procedures for entering school• Students assemble in the cafeteria by grade levels beginning at 7:45 am.• Students are monitored by designated teachers until dismissal from cafeteria with homeroom teacher.• At 8:15, all homeroom teachers report to the cafeteria to escort their class to homeroom

Closing of school• Afternoon announcements are made at 2:55 pm.• All bus riders and daycare riders are escorted to the west wing exit of the building to await loading.• All walkers and car-riders are brought to the cafeteria at 3:00 and then dismissed through the front entrance of the

school building at 3:15 pm.• All faculty and staff are on duty to monitor safety and dismissal.• Any late remaining students are supervised in the front foyer by members of the admin team until rides arrives.

Passing Classes• Students in grades Kindergarten and First are self-contained. They are escorted to and from all MAPS classes by

the homeroom teacher.• Students in grades 2-5 are departmentalized and rotate to the next class in groups as teachers are posted in their

doorways monitoring. These students are also escorted to and from MAPS classes with the teacher.

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School Procedures

Lunchroom• Students are escorted to the lunchroom by their teacher.• Cafeteria rules are: Keep hands and feet to yourself No running Remain seated until instructed to moved Talk only to people at your table in a low voice Keep floor and table area clean Raise hand for assistance• The lunchroom is monitored by the Encore teachers and Teacher Assistants.

Assemblies• Teachers escort students by grade levels to the cafeteria for assembly programs.• Teachers remain with his/her class to supervise during program• Assembly rules are: Listen to the speaker attentively and quietly Applaud, laugh, and respond as appropriate Remain seated at all times unless called upon to stand Dismiss with your class Listen for and follow teacher’s instructions.

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School Procedures

Referrals• As negative behaviors progress, so must discipline steps except in extremely disruptive situations or when

dangerous behaviors occur.• Documentation should be precise (time, location, and incident) and include actions taken prior to the referral.• All referrals should be sent to the main office at time of the incident or immediately thereafter.• The student(s) will be directed to remain in the office until seen by administration.• Student(s) sent to the office for disciplinary referrals must be escorted by an adult. If there is no adult available to

escort student, then the teacher should buzz the office for assistance.• The following steps will be taken when a student is referred:o The incident will be investigated:

This may include interviewing other students

Discussion with the referring teacher

Involvement of the School Counselor

Written statements, etc…..o Disciplinary actions will be determined by the Administrationo Disciplinary actions of the referred student will be communicated to the referring teacher, parent and/or guardians.

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Classroom Procedures

Classroom School-wide Procedures• Teachers develop procedures for turning in assigned work.• Teachers follow previously establish procedures for submitting attendance, money collection, etc.• All classes use the buddy system and hall passes when students travel outside of changing classes• School/Classroom rules are posted in all classrooms.• Attendance will be submitted in Power Teacher by 8:30 am each day.• The primary weekly communication process will be “Tuesday’s Folder”.

This includes: Graded Work News and Announcements Behavior/Conduct Additional items deemed necessary by the teacher

Hall Passes• All students not traveling the halls of the school with their class require a hall pass.• All hall passes should include or indicate the destination for the student traveling with the pass.• All teachers and other school personnel should routinely without exception ask student for a hall pass. • A student must ask for a hall pass from the teacher.• Teacher permission is required

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Classroom Procedures• Consequences for not traveling with a hall pass will include:

Verbal warning

Conference with student

Redirect to classroom teacher

Getting Up from Seat• Each classroom teacher will establish a procedure for students getting out of their seat.• Movement in the classroom without a purpose should not be permitted.• Cooperative activities in the classroom should have clear and precise rules for movement around the classroom

to accomplish the assigned tasks.

Asking for Help• Each classroom teacher will establish a procedure for students to ask for help.

Cooperative Groups• Cooperative activities should have clearly defined individual roles within the group.• Rubrics for cooperative activities should include an assessment of students fulfilling the requirements for their

specific role.• All class rules apply during cooperative activities.

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Classroom Procedures• Expectations concerning volume, movement, etc., should be clear.• Cooperative learning activity behavior should be practiced.• The intended purpose of the activity should be readily apparent to any classroom visitor.

Turning in Homework• There should be precise procedures for turning homework.• The procedure for turning in homework should be practiced until routine becomes habit.• Students not turning in homework should receive an appropriate “mark” under Work Habits” on the report card if

habitual.• The teacher should determine and share with parents and students their policy on missing homework and the

impact of such on both academic and behavioral grades.

Writing Assignment Protocol (2nd-5th)• All writing assignments should contain appropriate writing skills to be assessed based on the SCS Curriculum

Guide for the grade.• All assignments should have the following information in the heading:

Student Name

Grade and Section

Date

Assignment Title

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Identify Your Resources for Incentives

• Wal-Mart• Scenic Hills UM Church• Mt. Pleasant MB Church• McDonald’s

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Communication with Parents & Community

Communications regarding activities, PBIS and the School-wide Discipline Plan will take place via:• Open House• Title I Parent Meetings• Parent Forums• Newsletters• PBIS/Discipline Committee Meetings

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Character Education

• Scenic Hills supports character education through the use of 180 Days of Character, monthly character traits words.

• 180 Days of Character is a daily character thought for students that is read each morning during morning announcements by the Principal.

• The use of the monthly character trait words are emphasized in grade level classroom guidance lessons facilitated by the School Counselor.

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ATOD Prevention

• Teaching students about Alcohol, Tobacco, and Other Drugs (ATOD), is done through PE/Health class as well as through classroom guidance lessons in conjunction with the annual celebration of Red Ribbon Week.

• These lessons are offered to students and usually occur during the month of October.

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Sexual Harassment Prevention

• Harassment training is offered and required annually for all SCS employees and is conducted through Safe-Schools Online Training.

• Training with students is done during classroom guidance lessons that focus on “Bullying”

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Bullying Prevention

• Bullying prevention training is conducted annually with all faculty and staff as a part of the Making A Difference Training (MAD) with the School Counselor.

• During this training, the faculty is equipped with the definition of bullying, what are some potential indicators of bullying are, who bullies and why, and the effects of bullying on the target, the bully, and by-standers.

• Students are trained on bullying prevention through classroom guidance lessons conducted by the School Counselor.

• During this training, students are equipped with the definition of bullying, what are some potential indicators of bullying are, who bullies and why, and the effects of bullying on the target, the bully, and by-standers.

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Violence Prevention Programs

• What are you are using to address comprehensive violence prevention (such as Mendez Too Good for Drugs, Too Good for Violence, Second Step, Responsive Classroom, bullying prevention programs, Facing History, Peer Mediation, conflict resolution, Peaceable Schools, Kingian Nonviolence, etc…)?

• Implementation (taught by whom, to whom, how often)

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Multi-hazard Emergency School Plan

• Date plan was submitted: 09/03/2014 • Dates for all drills: See Attached

Slide• Dates for training: August 2014-

March 2015• Dates for plan review: 10/27/2014

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Multi-hazard Emergency School Plan

Fire Drills Severe Weather Lockdown

1st- 8/21/142nd- 8/28/14

1st- 9/15/142nd- 3/31/15

1st- 11/18/142nd- 2/26/15

3rd- 9/09/144th- 10/15/14

5th- 11/05/146th- 12/10/14

7th- 1/19/158th- 2/16/15

9th- 3/03/1510th 4/16/15

11th- 5/08/15

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Tier 2/Intervention Team• Principal, PLC Coach, School Counselor,

appropriate instructional staff and behavior related personnel.

• Will monitor group and targeted interventions such as Group Counseling, Check on Students, Parent Conferences, and Academic Skill Building.

• Evaluate outcomes on interventions and make adjustments for students.

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Intervention Strategies(Tier 2)

• Group Counseling focusing on social skills, anger management, paying attention conducted by School Counselor and/or Social Worker

• Check-In with selected students and teachers.• After-school/Saturday tutoring• Behavior Plans for students who have repeated

infractions and/or received an OSS• Parent Conferences for students who

consistently fail to experience academic success• Student Success Charts

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Secondary Intervention (Tier 2) Evaluation

• Number of office referrals• Student observation data• Teacher input/surveys• Parent input/surveys• Progress monitoring (I-Ready, I-Station,

Report Cards)

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Tertiary Interventions (Tier 3)

• How does your School Support Team (S-Team) identify and plan for these students? Teachers identify students for S-Team referral. The team meets to make a plan for referred students.

• Number of Functional Behavior Assessments and comprehensive Behavior Intervention Plans

FBAs are done when an IEP is developed for a student

BIPs are done as student’s behavior mandates.• How do you monitor success of interventions?

Interventions are monitored by the number of office referrals

S-Team records

Teacher’s progress report on student

Counseling records

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Green zone 0 – 1, yellow zone 2 – 5, red zone 6+ office referrals

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:

Specialized GroupSystems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

0.041% of Students

0%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

0.003%

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Computation for Triangle1. Number of students with 6+ office referrals (red zone)= Divide this number by total enrollment for % in red zone2. Number of students with 2 – 5 office referrals (yellow zone)=

Divide this number by total enrollment for % in yellow zone3. Number of students with 1 office referral= 4. Add together totals from 1, 2, & 3 and subtract from total

enrollment to get students with 0 office referrals 5. 0–1 office referral (green zone)=add totals from 3 & 4. Divide

by total enrollment for % in green zone6. Total students referred (total of first 3 lines)=

Divide by total enrollment body for % students referredComputation template on MCS website