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Orleans Elementary School-wide Discipline Plan

2009-10

1400 McMillan

Memphis, Tennessee 38106Mrs. Dorothy Murrell, Principal

Mrs. Kimberly Dorsey-Crochrell, PDSCC

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Guiding PrinciplesBeliefs

• Student learning is the foremost priority for the school.• All students can learn and will achieve at their highest levels.• Instruction must be pertinent, exceptional, authentic, stimulating and

integrated across the curriculum• Real-life evaluative instruments will ensure that students have

opportunities to demonstrate their achievements.• A committed staff will provide for individual differences, encourage

creativity and promote problem-solving skills, which will produce quality student work.

• Student learning will reach its highest potential in a safe, supportive and nurturing environment.

• It is imperative that the school, parents and community unite to assume responsibility for the education of our children.

• A dedicated staff must remain informed of present educational trends and techniques through professional development.

School Character Points

• Art Club• Science Club• Computer Club• Orleans School Choir• Bluejay Store• Book Club• Title I School

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Values• The purpose of Orleans Elementary School is to develop our students academically, socially,

emotionally, and physically to the best of their abilities. Therefore, the parents as well as the students, must realize that educational opportunities will not be available to those students who do not try to benefit from school attendance and whose continuing disruptive behavior hinders the progress of other pupils. The primary objective of classroom discipline is to insure proper work and learning conditions for all students.

• It is expected that teachers will maintain a standard of student behavior, which is consistent with Board Policy, and standards established by the principal and other teachers at Orleans School. All children can be corrected or helped by all teachers or any adult working on the staff, if necessary. We all are here for the benefit of the students,

• It is each teachers; responsibility to promote respect for authority, to prompt prompt and regular attendance and to expect desirable behavior or conduct from the students. Discipline must be maintained in order for learning to take place.

• Every effort will be made to instill in Orleans students the idea of self-discipline and respect for the rights of others. Proper conduct is required of all students at Orleans School. Principals and teachers are charged with the responsibility of using any necessary Board of Education policies or procedures in regard to discipline in order that schools can function effectively.

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VisionOrleans Elementary School with the support of parents and the community is dedicated

to:

Providing a safe, caring, secure, and stimulating academic environment that meets

individual needs and ensures the success of each student.

• Meeting individual needs and ensuring students will be able to read with

comprehension, write effectively, and compute accurately in order to meet the

challenges they will face in the future.

• Facilitating a literate community where thinking critically and reasoning logically is encouraged and practiced among all stakeholders.

• Setting and attaining goals, building self-esteem and instilling a sense of responsibility for learning in all students as well as celebrating their success.

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Mission

The mission of Orleans Elementary School is to equip all students to become productive citizens by teaching them to read with comprehension, to communicate clearly, to compute accurately, to think critically, to reason logically, and to solve real-life problems in order to live successfully in a constantly changing and highly technological world.

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Philosophy Statement

The Orleans Elementary SchoolCommunity has a shared philosophy that “Working together we can make a world of

difference.” Therefore, all students will learn at higher levels given the

opportunity, motivation, resources and a safe

environment.

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Previous Results

• Limited discipline data was found for the 2008-2009 school year.

• Analyzing data through the SMS system,

Blue Ribbon/PBIS data website, and the Research, Evaluation & Assessment Department is still being evaluated.

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Goals or Objectives

• Goals:-To follow the procedures outlined in the Student code of conduct.-To accurately document and track student discipline data.-To create and implement the PBIS approach to eliminate negative behavior choices.

• Objectives:-Utilize the SMS system effectively and track disciplinary accurately.-Utilize a team approach to eliminate negative behavior.

MCS Discipline Committee Worksheet 2009-10

Name of School:Orleans Elementary

Discipline Committee consists of the school faculty, staff, and administration.

Principal* Dorothy Murrell

Professional School Counselor*Lillie Pinkston

School Psychologist *Laurie Moore

General Education Teacher(s) Tracie Webb, Angela Phipps, Drenda Herron

MEA Representative* Coach Thomas

Elected Teacher(s) (2)* Coach Thomas

Special Education Teacher(s)* Yolanda Marshall

Related Arts Teacher(s) Patrice Gillespie

Students: Peer Mediator Team

Educational Assistant(s)/ Non-Certified Staff: Sharon Jones

Community Member: Ms. Gladys Lowe

Parent(s)* Vida Granberry, Wanda McGowan

Central Office or Board of Education Member

Cafeteria Staff: Barbara Moore

Bus Driver:

District PBIS Coach: Carolyn Matthews 10

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Bluejay Discipline Committee

• The Bluejay Discipline Committee will meet monthly as scheduled.

• The Special Education Teacher, Mrs. Marshall, or another designated PBIS member will be responsible for data from SMS 20-day reports.

• Meeting Schedule is as follows:

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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)

1 8/10/09-9/4/09 9/11/09 9/9/09 9/16/09

2 9/8/09-10/5/09 10/9/09 9/23/2009 9/30/09

3 10/6/09-11/4/09 11/6/09 10/7/09 10/14/09

4 11/5/09-12/7/09 12/11/09 11/11/09 11/18/09

5 12/8/09-1/20/10 1/22/10 12/9/09 12/16/09

6 1/21/10-2/18/10 2/19/10 1/6/10 1/13/10

7 2/19/10-3/18/10 3/19/10 2/17/10 2/24/10

8 3/19/10-4/23/10 4/30/10 3/17/10 3/24/10

9 4/26/10-5/21/10 5/26/09 4/21/10 4/28/10

(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: Yolanda Marshall, Sped. Teacher(B)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: Drenda Herron, ISS TeacherDetermine 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)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: Vincent Thomas, Physical Education TeacherTeam may wish to lead faculty in brainstorming intervention strategies based on data. Share successes and areas of continued efforts.

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Monitoring Process

• The Orleans Bluejay Discipline Committee will analyze discipline data once every 20 days. The committee will use the findings from the data and develop interventions that best meet the needs of the student. Input from all stakeholders is encouraged.

• The Professional School Counselor will submit a feedback form for each student that is referred and inform the principal and teacher of the student status.

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SAS/TIC Action Plan• SAS on-line results from December 2008 available if

taken:– www.pbssurveys.org– Get account number from Coaches

• Develop your prioritized 2009-10 Action Plan based on 08-09 data: – Self Assessment Survey (SAS)– SAS Summary form (on website)– Team Implementation Checklist (TIC)

• Complete Action Plan (form on website) and submit with SWDP

Self Assessment Survey Analysis of School-Wide System Chart

• If significant number of your staff took online survey in December, 2008, go to– www.pbssurveys.org– Get account number from PBIS Coach– Copy table from Analysis of School Wide

System and paste in next slide

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Analysis of School Wide System

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Celebration

• Teachers celebrate success in faculty meetings, free-time and special recognitions.

• Students celebrate success in the classroom, morning announcements, parties, sock hops, movie day, and treasure chest.

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School Rules

• Follow Instructions the first time given

• Respect self, others and authority

• Practice self-control

• Keep our school’s walls, floors, and grounds clean.

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Sample Behavioral Expectation Matrix

Rules Classroom Cafeteria Hallway Restroom Bus

Always show respect to adults, classmates, and yourself.

Work cooperatively, do your best, and raise your hand before speaking.

Wait patiently and quietly in line, don’t share food, and speak with an inside voice.

Keep hands and feet to self in the hallway.

Maintain good hygiene and no talking in the restroom.

Stay seated on the bus at all times.

Use acceptable language.

Say “please”, “excuse me”, and “thank you”.

Use polite language and an inside voice.

Do not talk in the hallway.

Do not talk in the restroom.

Use polite language and an inside voice.

Follow directions the first time given.

Follow directions when given.

Students obey rules posted in the cafeteria at all times.

Walk quietly on the right side of the hall.

Students enter the restroom quietly and exit swiftly.

Students sit quietly and orderly while waiting for the bus.

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General Procedure for Dealing with Problem Behaviors

Observe problem behavior

Problem solve

Determineconsequence

Follow proceduredocumented

File necessarydocumentation

Send referral to

office

File necessary documentation

Determine consequence

Followthrough withconsequences

Problem solve

Follow documented

procedure

Write referral &Escort student to office

Follow upwith student

within aweek

Is behavior major?

Does student have 3?

NO YES

NO YES

Find a place to talk with student(s) Ensure safety

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Teach the Rules and Procedures• Parents will be provided with a copy of the student/parent handbook

and Student Code of Conduct. Procedures will be discussed and explained to parents during registration and Open House.

• During the first week of school, each teacher discusses and explains the classroom rules and procedures with their students. Incentives are in place for students displaying positive behavior.

• School Rules are also taught through:• Assemblies• Role playing and Modeling• Morning Meetings• Afternoon Announcements• Guided Discovery• Student Agenda Books• Rules displayed throughout the school

Teach the Code of Conduct• The Code of Conduct is taught to students

during the first weeks of school.

• Students were administered the post-test on August 25th.

• Students that scored below 80% were administered the test again until 80% mastery was achieved.

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School Procedures• Procedures for Disciplinary Referrals

Prior to writing a referral, teachers must adhere to the following (unless student violates a non-negotiable which will result in an automatic office referral):

1. Verbal Warning2. Utilization of Classroom Behavior Chart3. Student-Teacher Conference4. Team Intervention5. Team Parent Conference6. Guidance Office Referral7. Office Referral

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School Procedures, con’t

• Refer to behavior Intervention Manual by Hawthorne and devise a Behavior Modification Plan tailored for the student’s particular behavior

• Handle all routine classroom discipline problems in the room and follow up with parent phone call (Please refer to Behavior Incident List)

• Time out in another classroom Teacher or teacher’s assistant will escort the student to the office when referred. A completed “Disciplinary Referral” will be submitted to the office. Teachers will be notified when to come to the office for the student.

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School Procedures, con’t

• Procedures for Cafeteria• Classroom teachers are to:• Escort students to and from the cafeteria.• Assign table monitors to see that tables are clean for the next class.• Students are expected to:• Enter quietly and orderly.• Sit at designated tables.• Practice good table manners.• Keep hands, feet, and other objects to themselves.• Leave all food in the cafeteria.• Ensure their class cleans the table and pick up trash from the floor around

their tables.• Line up in an orderly fashion and exit for dismissal with their teacher.

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School Procedures, con’t

• Procedures for Assemblies• Assemblies will begin promptly at scheduled

time.• Students should be seated prior to the start of

the program.• Teachers will sit with their class during the

assembly.• Students must enter and exit the assembly in a

quiet and orderly manner.27

School Procedures, con’t

• All students will walk quietly on the right side of the hallway.

• Students have designated “stopping points” to ensure safety in the hallway.

• If possible, a student will have a hallway buddy.

• Students must have a hall pass.29

Annual PBIS Kick-off

• Teach MCS Code of Conduct

• Administer Code of Conduct Post-tests

• Teach School-wide rules and Behavior Expectations from matrix

• When district and school universal rules and expectations are understood, celebrate the beginning of a new, positive school year

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Classroom Procedures

Each class will devise its own set of rules and procedures which will include logical consequences and regards in regards to:

- Getting up from seat - Asking for help

- Cooperative groups- Turning in Homework

- Writing Assignment Protocol• Hall Passes are required when exiting the

classroom without a teacher.

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School Wide Incentives

• Attendance

-An incentive is given for the grade level that receives the highest attendance average for each six weeks.

• Cafeteria

- The class with the best behavior in the cafeteria will have a special table designated at the appropriate time.

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Bluejay Traits at School

Student Name __________________________________

Displayed the Bluejay Trait of:Respect Self

Respect PropertyRespect Others

(Circle the trait you observed)

Signature _____________________________________________

If you would like to write on the back the details of what you observed feel free!

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Incentive Ticket for School

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Teacher Incentives

• Monthly Attendance Prizes

• Teacher of the Month

- “Give me a Break”-extended lunch or breakfast. Classes will be covered.

- Public recognition or “shout outs” via announcements, faculty meetings, etc.

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Brag Box I would like to share that Mr./ Mrs. Miss _________ ,

_ _______________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

Teacher Recognition

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Identify Your Resources for Incentives

• Monumental Baptist Church

• First Congregational Church

• PTSO

Communication with Parents & Community

• Specific information about PBIS will be discussed during parent-teacher conferences.

• Our school office is always open for questions about our School-Wide Discipline Plan.

• Information can be distributed through PTSO for parent review

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Character Education

• Character Education Bulletin boards are displayed throughout the school.

• General ed. and support teachers will promote character education vocabulary words weekly to their classes. Periodically, character education will also be conducted during the lunch period.

• Professional School Counselor conducts small and large groups using the Character First Curriculum.

• Students are encouraged to exhibit character traits throughout the instructional day.

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ATOD Prevention

• The professional school counselor, administrators, all teachers, staff and community partners teach students about ATOD prevention.

• The PE teacher includes ATOD prevention lessons within each 9-week period for all students.

• Work with community organizations to teach students about prevention.

• Information is given to the students, parents and the community to promote awareness.

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Sexual Harassment Prevention

• The annual sexual harassment prevention training video was shown by our Professional School Counselor during teacher in-service and information about the policy was given to each person in the school.

• A refresher video will be shown in the month of February to all staff members.

• Library is source for student materials: 416-7880.

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Bullying Prevention

• The Professional School Counselor will provide bullying prevention training for faculty.

• The Professional School Counselor will be responsible in providing the staff with specific information as to what bullying looks like and the strategies we can conduct to deal with bullying.

• Students will receive bullying prevention training during each 9-week period with additional trainings as needed.

• Our peer mediation team, as directed by the Professional School Counselor, will train students about the importance of bullying.

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Violence Prevention Programs

• Peer Mediation (team already established and trained)

• Conflict Resolution (implemented in the classroom and throughout school)

• Bullying Prevention Program

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Multi-hazard Emergency School Plan

• Multi-hazard Emergency School Plan is completed and will be submitted on October 30, 2009.

• Dates for training: 10/12/2009- 10/14/2009

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Intervention Plan• Individualized Incentive Plan (Behavior

Modification Plan)

• Group counseling with Professional School Counselor

• Buddy system (teachers ask their buddy teacher for support/assistance with challenging behaviors).

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In-School Suspension Plan

• Review and adhere to district procedures for In-School Suspension

• Procedures for ISS Referral(s) are provided to administrators, teachers and staff by the ISS teacher, Ms. Drenda Herron.

• The ISS teacher has also provided all participants with the social skills/reconnection component.

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Memphis City SchoolsIN-SCHOOL SUSPENSION PROGRAM

Student Intervention and Behavior416-7880

Location 043

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 nine weeks there will be a 2% decrease in the number of repeat offenders, resulting in a 10%

decrease by the final nine 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 assist with the design of this component.

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Selection of StudentsStudents 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. ConditionsAdministrators 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.

ConclusionsThe 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 UseProcedure for Use

• Administration determines ISS referrals.• Teachers will send daily assignments.• The ISS teacher monitors and evaluates student

progress• The ISS teacher 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 teacher.

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• The ISS Teacher should received the 30 minute duty-free lunch as outlined by Human Resources.

• The ISS Teacher will assist students with re-entering regular classroom setting.

• Special Education students will receive services mandated in their IEP during the suspension period.

• The ISS Teacher should be evaluated at mid-year and end-of-year intervals.

• Administrators should communicate with ISS Coordinator/Teacher regarding program implementation as necessary.

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Secondary Intervention (Tier 2) Evaluation

• Teacher, Counselor and Administrator’s Documentation Folder of student’s behavior and incidents.

• Observed changes in student behavior and the number of office referrals are used to evaluate effectiveness of secondary interventions

• Indicators for progress include:• A decrease in the number of office referrals.• Observed and documented changes in students

behavior.• Increased academic achievement.

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Tertiary Interventions (Tier 3)

• The Bluejay Support Team will meet monthly to monitor students who are in secondary intervention. After reviewing all the student’s data and Documentation Folder, plans will be made to fit the needs of the individual student.

• Success will be monitored by identifying decreases/increases in behavior and/or incidents.

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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

100% of Students

%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

%

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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

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Plan for Support & Monitoring• Verification of administration of Code of Conduct Post-tests

due August 27, 2009; fax to 416-4221

• September 30, 2009 submit School Wide Discipline Plan electronically to District Coach for your area. Includes:

– Team Members and Team Leader/Internal Coach– Meeting Schedule for yearAlso submit separate forms as part of SWDP:– SAS Summary– Action Plan (based on SAS & TIC results)– TIC (also submitted to Coach Jan. & Apr.)– Ratification-acceptance form faxed 416-4221Ongoing training for Team Leaders/Internal Coaches and others will

be provided throughout the school year

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District PBIS Coaches• Northeast Region, Regional Supt. Kevin McCarthy

– Ann Sharp, sharpa@mcsk12.net

• Northeast Region, Regional Supt. Catherine Battle– Brady Henderson, hendersonb@mcsk12.net

• Southeast Region, Regional Supt. Dr. Terrence Brown– Ashley Faulk, faulka@mcsk12.net

• Southwest Region, Regional Supt. Willie Rhodes– Carolyn Matthews, matthewscarolynt@mcsk12.net

Center for Safe & Drug Free Schools416-4240, fax:416-4221

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Additional CSDFS Staff• James Bacchus, Chief of Student Support• Kenneth Pinkney, Director, Student Intervention & Behavior• Linda Delaney, Emergency Management• Janice Johnson, Student Leadership, Peer Mediation• Charlotte Baucom, ISS Assistants & Behavior Specialists• Adrian Stitt, Special Project Assistant for ISS• Robert Williams, Technology Project Administrator• Ruth Watson, Program Project Specialist• Brenda Harper, Program Project Specialist• Shanddeikka Beecham, Clerical• Dorinita Clark, Clerical• District Behavior Specialists: Morrice Apprey, Willa Broom, Ptorey

Crutchfield, Dana Gaston, Angeletta GilesCenter for Safe & Drug Free Schools, Loc. 172, Rt. 2

220 N. Montgomery, Memphis, TN 38104416-4240

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Resources• MCS Data Website

– Web address of PBIS Data website will be e-mailed– User name:

• Principal is DorothyMurrell043 • MCS Website

– Forms will be under PBIS site (Go to Student Support, then Student Behavior and Intervention, then PBIS or go to Student Heading on MCS homepage and Schoolwide Discipline Plans)

• TN PBIS links http://web.utk.edu/~swpbs & https://umdrive.memphis.edu/g-coe-rise/

• Maryland PBIS http://www.pbismaryland.org• PBIS http://www.pbis.org