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Keystone Elementary School School Wide Discipline Plan

4301 Old Allen Rd.

Memphis, Tennessee 38128Revised 9/09

2009-10

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Guiding Principles - Beliefs• We believe in meeting the individual needs of all students by striving for a quality education for all

students.• We believe in holding high expectations for all students and achieving proficiency and beyond for

all students.• We believe in shared-decision making and utilizing research-based information and data when

making decisions. • We believe in providing a clear purpose and direction as e dedicate ourselves to student learning

and achievement in our ever-changing world.• We believe that school success is directly related to collaboration among parents, stakeholders,

educators, and students.• We believe that by addressing children’s social, emotional, cultural, and physical needs we can

inspire a lifelong love for learning, respect, tolerance, and a sense of self worth. • We believe that children learn best when they are actively engaged in creative, meaningful work

that allows them to demonstrate their knowledge and understanding in a variety of ways.• We believe that every day presents opportunities for learning and growth. • We believe that children learn trust, patience, empathy, and other valuable character traits

through positive interactions. • We believe in aligning policies and procedures to maintain a focus on achieving the school’s goal

for student learning. • We believe in adequate and appropriate internal and external communication. • We believe in promoting a high performing learning culture that includes all students and stake

holders.

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Vision

Keystone Elementary will continue to strive to be a competitive regionally known urban school. Keystone will aim toward academic excellence by integrating technology and providing a student centered academically enriched learning environment. The faculty, staff, parents, and other stakeholders will work collaboratively inspiring lifelong learners to compete globally.

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Mission

Keystone Elementary is committed to providing

a challenging and meaningful learning

environment that promotes academic

excellence, builds strong character and

develops social awareness, in order to

encourage students to become responsible

decision makers and life long learners.

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Philosophy Statement

The faculty and staff of Keystone Elementary School believe that it is our responsibility to provide the students with:

• A safe and nurturing environment• Opportunities for interactive instruction with high

expectations for positive measurable outcomes• The knowledge of how to resolve conflicts• Examples of appropriate behavior by

demonstrating responsible actions.

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Previous Results

• In August 2007 Keystone Elementary became an Optional school within a neighborhood school. Baseline information was gathered in 2007-08.

• No disciplinary records were kept (and none were reported) prior to the 2007-08 school year.• Occurrences of Infractions reported for 2008-09 included:

08-09 07-08 offense listed 97 160 occurrences disruptive behavior or continued misconduct 32 47 occurrences fighting 36 shoving a student. No injury

46 occurrences misconduct 40 25 occurrences insolent/insubordination 19 obscene Immoral behavior / language 12 20 occurrences profanity 13 14 occurrences bullying, intimidation, harassment

13 Sexual Harassment, gender based 8 theft of $500 or less

– The number of students with more than 1ODR has dropped from the previous year. Having an ISS monitor in the school on a daily basis was helpful.

– Continue to set a standard of expected behaviors, working with students & parents on defining school rules and behavioral standards, discipline policies and consequences.

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Goals and Objectives

• Increase use of positive incentives to encourage positive behavior

- school wide use of “Caught being good”

- classroom rewards for attendance, conduct, work habits

- student to student recognition of positive behavior• Increase staff buy-in and compliance of PBS / school discipline process• Increase parental support of school-wide discipline program and

compliance• Decrease the number of school infractions while continuing to provide

accurate and consistent reporting procedures. – Office referrals decrease by 5%– Infractions on level 4 & 5 decrease by 25%– Attendance improved by 1% – Tardies decreased by 10%

• Increase the number of students with NO office referrals by 5%.

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MCS Discipline Committee worksheet 2008-09

Keystone

Elementary

_________

Principal: Dr. Dee Weedon

Professional School Counselor: Ellen White (TL)

School Psychologist: Dr. Vance Stewart

General Education Leader: Shea Lewis

General Education Teacher(s): P. Degrafinreid, D. Graham,

MEA Representative: Carolyn Moore

Elected Teacher(s) (2) C. Bickers, V. Sykes

Special Education Teacher(s) S. Thurston

Related Arts Teacher(s) M. Barger, M. Reynolds

Students - none

Educational Assistant(s)/Non-certified Staff: A. Hayes

Community Member Tracy Houston

Parent(s) V. Sykes, S. Lewis (repeated names)

Central Office or BOE Member K. McCarthy

Cafeteria Staff V. Earl

Bus Driver none

District PBIS Coach: Ann Sharp

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Discipline Committee

• Team Leader: Ellen White, Professional School Counselor

• Team will meet every 2nd Wednesday of the month

• Data Entry Designee: Andrea Hayes, ISS Coordinator, Dr. Dee Weedon, Principal

• Data Summary Report to Discipline Committee: E. White, Counselor & A. Hayes, ISS Coordinator

• Responsible for Sharing Data Trends with Faculty: E. White, Counselor & all SWDP team members through monthly PLC meetings held 3rd Tuesday of the month.

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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)

PLC Meeting Dates to Report Interpretation of 20 Day Data (C)

1 8/10/09 - 9/4/09 9/11/09 9/6/09 9/15/09

2 9/5/09 - 10/5/09 10/8/09 10/14/09 10/13/09

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

4 11/5/09 -12/7/09 12/11/09 12/9/09 12/15/09

5 12/8/09 - 1/20/10 1/22/09 1/13/10 1/19/10

6 1/21/10 - 2/18/10 2/19/10 2/10/10 2/16/10

7 2/10/10 - 3/18/10 3/19/10 3/10/10 3/16/10

8 3/19/09 - 4/23/10 4/30/10 4/7/10 4/13/10

9 4/26/10 - 5/21/10 5/26/10 5/12/10 End of the year in-service

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Monitoring Process

How is data used by the school discipline committee to determine progress toward goals?

• The school discipline committee reviews and disaggregates data. • Each grade level representative is responsible for reviewing data with their

grade level and bringing feedback to the SWDT for consideration and re-evaluation.

• The grade level representative will review incidents and note:- relevance of settings (do misbehaviors occur in support classes, cafeteria,

bathrooms, hallways, etc.) - incidents involving chronic re-offenders.- incidents related to bullying.- the need for continued training of staff responsible for target areas and students with special or on-going needs.

- review / re-teach code of conduct for the areas noted

• Comparisons to determine success of incentives, interventions and classroom programs.

• Track occurrences to determine progress as suggested by goals.

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SAS/TIC Action Plan

The SWDT reviewed the information from the PBS survey taken in the Spring of 2009. These results were summarized and a copy of that summary is attached to this document.

The team made an action plan based on the summary results according to the Team Implementation check list. A copy is attached to this document.

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Analysis of School Wide System

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Celebration

School-wide success is celebrated by teachers, parents & students in the following ways:

• Announcements in faculty meetings• bulletin boards, school banners, outdoor school marquee• weekly administrative emails• MCS Insider reports of special celebration events• Parent / school monthly calendar • Special events in cafeteria, classrooms, gym for rewards/ incentives • End of year Awards Program recognizing outstanding student improvements, class

successes, parental involvement and teacher led programs.• Report card period rewards: E = college jersey day; perfect attendance= hats to

school; principal’s honor roll: dress for success• Student signatures, cards and pencils for “Caught being Good”• Drawings for special rewards from classes with no ODR’s• Principal’s star student awards

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School Rules

•Be Responsible•Be Respectful•Be Safe

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Behavior Expectation MatrixKeystone’s code of conduct

Morning entry

Classroom

Hallway CafeteriaAnd/orAssembly

Recess Restroom Afternoon exit

BeRespectful

-enter quietly and walk-go directly to breakfast or class

-listen-be polite and use good manners-follow rules

-walk in line-follow noise zones-keep hands to self

-stay seated-be polite to staff-listen-express appreciation

-keep hands and feet to self-follow playground rules-include others

-be quick and quiet-knock first-wait your turn

-walk quietly as you leave-go directly to your transportation

Be Responsible

-obtain pass for restroom-set a good example for others-get bookstore supplies before bell rings

-take care of classroom and equipment-have supplies-complete homework and classwork-have necessary supplies-learn daily schedules

-show others proper behavior-follow noise zones

-get all you need as you pass through the line-take care of your own food and supplies-walk in line and wait to discard trash-remember lunch money or lunch box

-follow playground rules-stay on appropriate boundaries-wear coats and jackets as needed

-wait your turn-take care of toileting needs quickly and quietly-wash hands before exiting

-walk to your designated exit area-carry and take care of personal belongings-have all books and supplies for homework-listen for exit directions

Be Safe

-walk and keep hands to self-carry backpacks properly-walk to class

-keep hands, feet and objects to self-walk-use supplies properly

-walk-stay in line-keep hands and feet to self-look where you are going

-walk-stay in line-use utensils only for eating-stay seated

-keep hands and feet to self-watch where you are going-play on/with equipment appropriately

-wait your turn-keep feet on floor-clean up any trash and leave restroom orderly

-walk-listen for exit directions

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Observe Problem Behavior

Warning Conference with Student

(Praise in public; reprimand in private)

Use Logical Consequence

Is behavior minor or major?

Write Disciplinary Referral & Send to Office (include

all minor incident reports & any other documentation)

Administrator determines consequences

Administrator or designee follows through with

consequence

Grade Level Team Meeting - Refer to

Behavior Intervention Manual

Complete Minor Incident Report

If the student has 3 MIRs for the same

behavior in the same semester. . then…

Complete a Disciplinary Referral –

Now a MajorInfraction

Minor Behaviors Major Behaviors

Bothering othersBreaking lineGum chewingHallway/restroom/ cafeteria misbehaviorName callingNo homeworkNot following directionsNot prepared Not seated when asked Refusal/failure to do class workRepetitive behaviors (tapping, pencil sharpening, etc.) Talking out of turn, excessively, or loudly Throwing paperUniform violation* Unexcused Tardy

Bullying Damage to property Defiance/disrespect to authority Forgery Hurting self or others Jumping off rails Lying Physical aggression (biting, hitting, kicking, throwing things, fighting)

Administrator or designee follows through with consequences.

Administrator or designee provides feedback to teacher.

Administrator or designee will follow up with the student within a week.

Side note on Minor Infraction Reports

1 Issue and MIR when a student does not respond to pre-correction, re-direction, or warnings.

2 Take concrete action toward correct behavior (see Behavior Intervention Manual).

3 MIR slips are filed in the classroom and turned in to the office for documentation in the event of an office referral.

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How We Teach the Rules & Procedures

• School rules are posted on bulletin boards and in every classroom.• Teacher In-Service at first of the year reviewed expectations and supported

work sessions for grade levels to develop classroom expectations that were in line with the school rules. Each class list was reviewed by Team Leader.

• Copies of the three school rules with expectations of those behavioral practices were detailed in the Parent Student Handbook passed out during registration.

• Teachers begin teaching the code of conduct practices on the first day of school and continue through the year, periodically testing students and reviewing conduct records.

• Teacher accountability for classroom compliance was reviewed by administration.

• Rules, procedures and expectations are included in the faculty handbooks.• Title I Open House held during the first two weeks of school• Morning Meetings supports extra time for re-teaching, review and role play.• Teachers will teach in context of location or activity• Modeling and role playing will occur upon any instance to non-compliance.• Group counseling offered to high risk students (with parental support).

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Teach the Code of Conduct

• The Code of Conduct Teacher Resource Guide posted on Policy website was used to teach Code of Conduct during the first two weeks of school.

• Post-tests were administered to every student August 24-25, 2009. Copies of the results are included in each student’s teacher file.

• All students scoring below 80% were required to go through a “re-teaching” session with their classroom teacher and re-test.

• 100% of Keystone students (enrolled on August 25, 2009) have been tested and scored above 80%.

• Students will review the MCS Code of Conduct in January and be re-tested at that time. The same standards of success will required.

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School Procedures – Entering School

Keystone Cougars Code of Conduct

Morning Entry

We show we are RESPECTFUL when we:• Enter the building quietly• Go directly to breakfast or class

We show we are RESPONSIBLE when we:• Check in with our teacher before going to the bathroom • Purchase bookstore items before the bell rings• Remember that the halls are not a place to visit with friends• Model good behavior for others

We show we are SAFE when we:• WALK on the right side of the hall• Carry backpack properly

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School Procedures - Hallways

Keystone Cougars Code of ConductHallways

We show we are RESPECTFUL when we:• WALK in the hall. NEVER RUN!• Stay to the right side• Keep our hands off walls, tables and displays• Keep hallways clean• Keep our hands and feet to ourselves• Follow directions first time asked• Remember – ZERO ZONE – no talking.We show we are RESPONSIBLE when we:• ALWAYS carry our hall pass• Obey the no talking rule. • Model good behavior• Raise your hand when you need assistance• Accept consequences without arguing or complaining.We show we are SAFE when we:• Watch where we are going.• Keep our distance from the student in front of us• Face forward• Keep our hands, feet and books to ourselves• Keep our eyes on the line leader

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School Procedures - Cafeteria

Keystone Cougars Code of ConductCafeteria

We show we are RESPECTFUL when we:• Wait in the lunch line without talking• Stay seated at the table• Raise our hands if we need help• Speak softly to those sitting near-by• Use good manners• Clean up our eating area• Listen to the cafeteria supervisorsWe show we are RESPONSIBLE when we:• Know our lunch number• Get what we need as we pass through the line• Get up from the table only with permission• Keep our hands off other people’s food and bodies• Walk in a line• Discard our trash properly and in the right places• Remember to leave food in the cafeteria – not the classroom.• Accept consequences without arguing or complainingWe show we are SAFE when we:• NEVER share food with others. (It could make them very sick!)• Walk at all times• Use eating utensils for eating only!

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School Procedures – Assemblies

Keystone Cougars Code of ConductAssembly

We show we are RESPECTFUL when we:• Enter with no talking• Listen, watch and learn• Participate appropriately• Clap at the end of the programWe show we are RESPONSIBLE when we:• Follow directions the first time asked• Raise our hands quietly if we need assistance• Accept consequences without arguing or complainingWe show we are SAFE when we:• Walk to our seat / leave our seat patiently• Stay in the listening position• Keep hands, feet and other objects to ourselves.

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School Procedures - Restroom

Keystone Cougars Code of ConductBathroom

We show we are RESPECTFUL when we:• Are quiet – no talking• Wait your turn patiently• Let others have their privacy• Knock on the stall door or check for feet before entering• Keep the bathroom cleanWe show we are RESPONSIBLE when we:• Do personal bathroom business quietly and quickly• Flush the toilet and wipe off the seat if necessary• Clean up trash around you. Put paper towels in the trash can.• Accept consequences without arguing or complainingWe show we are SAFE when we:• Keep hands and feet to ourselves• Walk carefully on wet floors• Close the stall door carefully – don’t let it slam shut• Report problems to the teacher immediately• Keep your feet on the floor• Wash your hands before leaving the bathroom area

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School Procedures - Playground

Keystone Cougars Code of ConductPlayground

We show we are RESPECTFUL when we:• Share equipment• Take turns and play cooperatively• Invite others to play• Play fair• Follow game rulesWe show we are RESPONSIBLE when we:• Follow directions first time asked• Use equipment for the purpose it was intended• Wear coats and jackets when needed• Remember not to scream• Accept consequences without arguing or complainingWe show we are SAFE when we:• Stay within the boundaries our teacher has given• Watch ere we are going. Others need space to play safely too.• Run only where permitted• Use hands and feet appropriately• Watch out for other children playing nearby

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School Procedures - Library

Keystone Cougars Code of ConductLibrary

We show we are RESPECTFUL when we:• Listen and work quietly• Use whisper voices if talking is allowed• Treat books and equipment carefullyWe show we are RESPONSIBLE when we:• Follow directions first time asked• Raise our hands if we need assistance• Bring borrowed books and required materials to class on time• Accept consequences without arguing or complainingWe show we are SAFE when we:• Walk quietly • Use equipment appropriately

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School Procedures – Closing of School

• 3:00 – Students should begin packing-up for dismissal.• 3:05 bell – Dismissal of walkers & bike riders, & After Care students• 3:10 – Car Riders are dismissed to the cafeteria to await numbers to be

called. • After Care students will be dismissed to the common area.• All teachers should be on the afternoon duty posts by the 3:05 bell• Teachers not on duty are expected to walk their students to the appropriate

pick up locations.• Students who are not picked up in car lane should immediately call home

from the office. • Students who remain at school after 3:30 without a specified school

recognized activity will be sent to the After-School program and charged accordingly.

• Teachers may not leave prior to 3:30 without administrative approval.

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School Procedures - Classroom

Keystone Cougars Code of ConductClassroom

We show we are RESPECTFUL when we:• Listen• Act polite and use good manners• Follow the rules• Raise our hand to speak and wait to be called on• Use encouraging polite words• Model good behavior to others• Are considerate to other students space, work and suppliesWe show we are RESPONSIBLE when we:• Take good care of classroom equipment• Have our work and our supplies every day• Learn the daily schedules• Take notes, reports and agendas home daily• Follow directions first tie asked• Participate in class activities appropriately• Use the time wisely / complete our work• Accept consequences without arguing or complaining• Do our best• Put our backpack and supplies away when we enter the roomWe show we are SAFE when we:• Walk in our classroom• Keep our body and other objects to ourselves• Use supplies and furniture appropriately

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School Wide Incentives• The day after report cards go home students will celebrate as follows:

Perfect Attendance: Students may wear a HAT to school (Hat’s off to you!); students with E’s in conduct may wear a college shirt (you’ve got a great future with that attitude!); students who make Principal’s honor roll may “dress for success” – (You’re on your way!).

• Luncheon – students with perfect attendance for the year may invite their parents to attend a seated luncheon during the last week of school.

• Sock Hop – at the end of the 9 weeks students with E’s in conduct are invited to a sock hop.

• Fun Friday – activity specified by teachers for students making S or E in conduct for the week (by grade level).

• Caught Being Good cards are passed out by any staff member anytime a student is recognized for doing something great. They may bring the card to the Counselor for a special pencil and a trip to the cafeteria to sign one of the special banners hanging up noting students who are doing good, being proud, making good choices.

• The Principal Star Student magnets that are passed out to students she recognizes at doing outstanding work, making great improvement, being kind to others.

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Sample Caught Doing Good Card

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Caught being good signature banner

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Principal’s reward magnet

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Teacher Incentives• In the 07-08 school year one teacher had perfect attendance and

was rewarded with a smart board work station for her classroom. In 08-09 six more teachers were rewarded with the same gift for their classrooms.

• Two teachers who lead the development of our Outdoor Classroom were rewarded with a classroom smart board.

• All grade chairs were rewarded with an extra $100 to spend the classroom learning supplies of their choice.

• Recognition of outstanding efforts and accomplishments are given during weekly staff emails and faculty meetings.

• PTA rewards teachers with breakfast or lunch several times yearly.• All teachers were awarded personalized note cards and a free year

book in appreciation for their efforts during the 08-09 school year.• Teachers may choose to have a “dress down Friday.” Khaki pants

and school t-shirts are recommended for that day.• Special personal notes from the principal.

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Resources for Incentives

• We continue to appreciate the generosity of the staff and parents who help with supervision and time in hosting “free” events for our students, such as sock hops, Fun Fridays, pot luck meals, movie parties with popcorn, extra gym time, computer time, etc.

• AutoZone provides savings bonds for winners of our school Spelling Bee, Science Fair, and any other special events that occur.

• Vistaprint.com is a website that provides free samples (just pay the shipping). It has been utilized in so many ways to provide incentives, cards, magnets, rewards and banners for our school use.

• Money to cover the cost of incentives as well as supplies for students in need are provided primarily by our teachers and staff. Parents help out as they can for individual classrooms.

• Our SWD team has listed the access of funds to support these programs as one of our areas of priority.

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Communication with Parents & Community

• Keystone’s Student and Parent Handbook is given out during the student’s registration process. It includes our school rules as well as our Code of Conduct expectations in each venue of the school.

• Title I meetings support student behavior and academic success through parental classes and workshops.

• Keystone’s new Parent Resource Room offers parents access to the school on a daily basis, providing them with their own space to meet, collaborate with staff, have a computer with internet access, and study (or check out) resource books, magazines or pamphlets.

• Monthly PTA meetings• Grandparent’s Day• Parent/Teacher conferences. • Phone calls to parents and the use of daily agenda are used for

both good news as well as requests for extra support.

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Character Education• Character Education is taught as part of the Morning Meetings on daily / weekly basis

– classroom teachers are responsible, supported by PDSCC, K. Pyun.• Healthy Choices Week- lead by PE teacher, M. Barger and E. White, counselor• Classroom counseling sessions, E. White, school counselor• ISS uses Character Ed videos as an intervention / learning program. Topic is specific

to disciplinary problem. A. Hayes, ISS Monitor• Student Ambassador Leaders Group – summer training sessions and on-going

school activities support leadership, integrity, kindness and tolerance. E. White, sponsor

• School Safety Patrol – summer training and daily work / duty requirements support leadership, following rules and directions, being trustworthy, using good judgment and good choices, academic success and being a good role model. E. White, sponsor

• Our administration designates special topics to be covered each month. A learning rubric is provided and each child is expected to master that trait / manners characteristic. Classroom teachers are responsible for completion.

Specific programs used include:• MCS Family Life Curriculum• United Streaming• Character Counts• Peaceable Schools• Teaching Tolerance

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ATOD Prevention

• Alcohol, tobacco and other drug prevention is advocated at all times. Abstinence is encouraged during any / all conversations that come up with students regarding these issues. All staff participate in this initiative.

• Students participate in a day of recognizing the importance of ATOD prevention during Healthy Choices Week as a part of the yearly curriculum. This is organized by the School Counselor and PE teacher each year.

• The effects of alcohol, tobacco and drug use are taught and discussed in science classes as appropriate for each grade level. These units are covered once each year and led by classroom teachers.

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Sexual Harassment PreventionIn an elementary setting, dealing with sexual harassment generally consists of lessons on

“good touch – bad touch,” respecting other people, and keeping your hands to yourself. These topics are covered in classroom rules/procedures, classroom guidance stories, classroom literacy and modeling respectful behavior and morning meetings.

In the 4-5 grades students are taught about the definition of sexual harassment, why it is important to understand, how it plays out with children this age, and the consequences.

This year all students in grades 4-5 will see a video on “What is Harassment” as a part of classroom guidance as well as the MCS library video. This will be scheduled during the week of October 12 – 16.

Students who have received disciplinary referrals for sexual harassments are required to watch the United Streaming video on Sexual Harassment as a part of their return to the regular classroom. Parent conference is required.

Teachers receive training during in-service training on a yearly basis. This year’s training is scheduled during the week of October 12 – 16. A special session will be available during the morning in-service time. The MCS sponsored videos are available in the library for staff to check out at any time. These videos are not just on general sexual harassment, the set includes videos on Student to Student sexual harassment, student to teacher harassment, reporting procedures, legal issues and consequences. Signed verification is on file with the financial secretary, Mrs. Pritchett.

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Bullying Prevention

Preventing bullying is a priority at Keystone. As mentioned in our beliefs, we work to provide every child the right to feel safe and cared for while at school.

Faculty training began during the first week of in-service, August, 2009. Specific training on bullying and how classroom teachers will be required to participate in the implementation of our school wide “Stop Bullying Now” program will occur in October, 2009.

Student Ambassadors went through summer training for 2 days in July learning about leadership roles in the school. They had a 1 day log session devoted to bullying and harassment, what it is, who does it and how to stop it and prevent it. These students will carry our school pledge banners around for student signatures the 2nd week in October. Students will pledge to “Take a Stand, Lend a Hand, Stop Bullying Now.” Teachers will have a banner to sign making a pledge statement to students: “Respect and Protect Our Children. Prevent Bullying.” All of these banners will hang in the school hallways.

Classroom teachers will be offered materials to use for lessons, writing prompts, morning meeting materials that support our No Bullying Policy. They will be expected to teach these messages and continue to have booster sessions the rest of the year.

Videos that may be viewed in classrooms include: My Brown Eyes, Stop Bullying Now, Bullying, Teasing & Put-Downs: what victims can do, Cancelled Lives.

Students who are caught bullying other children receive strict and non-negotiable discipline as outlined in the MCS Student code of conduct.

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Violence Prevention Programs

The following programs are used to address violence in the school and the community:

• Mendez Foundation: Too Good for Violence• Second Step• Peaceable Schools• Teaching Tolerance• Our PDSCC, K. Pyun, is working to provide more information to

teachers on Responsive Classroom practices. A Professional Development session is available in Memphis this February. We are hoping to provide our SWD team the opportunity to attend that PD.

• 22 of our students were trained as peer mediators.• The school social worker, K. Buck leads 4 groups yearly on anger

management, conflict resolution and social coping skills.• The school counselor, E. White, provides on-going groups with

students demonstrating difficulty with conflict resolution and social coping skills.

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Multihazard Emergency School Plan

• 2009-10 Plan submitted: 10/09• Dates for Drills 2009-10:

Fire: 8/19/09 Earthquake: 11/20/09 8/26/09 3/3/10

9/17/09 10/13/09 Severe Weather: 11/11/09 12/15/09

12/7/09 3/15/10 1/14/10 2/5/10 Lockdown: 10/29/09 3/10/10 2/24/10

4/26/105/5/10

• Dates for staff training:10/7/2009 & 12/17/2009• Dates for plan review: 10/9/2009 & 5/2010

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Intervention Plans(Secondary)

• Conference with parent, administrator, teacher, counselor and student• School plan of action made:

– Study / Academic plan with set goals and 2x weekly monitoring.– Behavior Contract specifically designed for the individual child.– Check in / check out system with counselor, ISS monitor, other specified person– Group counseling with school counselor or social worker on topics of:

• Social skill development, manners, anger management, accepting consequences, retraining of school practices and code of conduct, relationships, organization

• Consultation with school psychologist and/or school social worker• Individual counseling• Parent Seminars planned to address needs shown through tracking data.

– October 27, 200910:00-11:00 a.m.ALLHealthy Choices- Preparing your self for the cold and flue season.

– December 8, 200910:00-11:00 a.m.ALL“Happy Holidays”-Coping with the stress of the season.

– January 12, 201010:00-11:00 a.m.4th and 5th Grade“Let’s Get Writing”February 16, 201010:00-11:00 a.m.ALL“Read To Me” The importance of reading with your child.

– March 23, 201010:00-11:00 a.m.2nd through 5th Grade“Test Taking Techniques” Preparing for the TCAP

– May 4, 201010:00-11:00 a.m.ALLParents Are Teachers - Summer Activities

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In-School Suspension PlanProcedures:• Administrator assigns ISS as disciplinary consequence / intervention.• ISS Coordinator provides a service learning component (social skills) during

assigned time. However, with the ISS program only being offered on a part time basis this year, the effectiveness of the learning component is compromised. Students who have inappropriate reactive behavior need more immediate re-training than can be offered if the child has to wait until another day to serve their ISS time.

• Student must complete written component of ODR as assigned by administrator. May include apology letter, reflection essay, statement of how things could have been done differently (alternate choices), essay on assigned topic.

• ISS coordinator checks on students within 2-3 days after completion of the ISS served to determine reconnection success/difficulties. If there is a problem it is discussed with the administrator or counselor.

• ISS coordinator enters data into SMS and MCS/ISS survey form.

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Memphis City SchoolsIN-SCHOOL SUSPENSION PROGRAM

Student Intervention and Behavior416-4240

Location 146SS

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

decrease by the final six 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 Use

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

progress• ISS Coordinator 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 Coordinator

47Revised 7/08 47

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

• ISS staff will assist student with re-entering regular classroom setting.

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

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

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

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Secondary Intervention EvaluationTier 2

• Each student who is referred to the office through an Office Disciplinary Referral (ODR) has a behavior file that becomes an on-going record of behavioral difficulties from the time the child entered Keystone. This file, along with minor infraction reports from teachers / progress reports / report cards are used to determine a comprehensive and appropriate course of action for the student.

• Parent contact is attempted. If a child is suspended, a mandatory parent conference is required for the child to be re-entered into the school.

• Students may be assigned counseling with the school counselor or social worker. Behavior plans, check in / check out may be used.

• A Functional Behavior Assessment is done if the child has on-going disruptive issues that are interfering with his/her education or the rights of classmates. A Behavior Intervention plan is developed. Staff are trained in using the individual plans.

• All students who are suspended more than 5 days are required to have an FBA / BIP. • Student may be referred to outside agency for on-going therapy or evaluation and treatment. (Frayser Family

Counseling, The Exchange Club of Memphis, Memphis Child Advocacy Center, etc.)• Attempts at keeping on-going open contact with parents is critical with these students. The school practice is to

encourage daily monitoring through the agenda book or a parental check in note. Phone calls home may become frequent (more than 2x weekly).

Students are monitored daily. Successful progress is measured by:

reduced frequency of disruptive behavior.

student demonstrating ability to self monitor and self correct

reduction in MIR and ODR forms being reported to administration.

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Tertiary Intervention StrategiesTier 3

• Students with on-going or frequently reoccurring disciplinary problems are referred to for S-Team evaluations. These S-Teams include Administrator, Teacher, Parent, Counselor, Social Worker and any other party that works to support the student.

• Students have mandatory participation in group counseling sessions for anger management, conflict resolution lead by the social worker or school counselor

• Functional Behavior Assessment and Behavior Intervention Plan is completed by the School Social Worker and implements and monitored by the School Counselor.

• This year a group of at-risk 5th graders who fall into this category will participate in a PBIS support group with the school counselor. Parents are notified, and agree to follow up on weekly topics including relationships, respect, responsibility, accountability and conflict.

• BIP is tweaked as needed and updated as progress is demonstrated by the student.• - Indicators of progress include: decrease in referrals, fewer number of days in ISS

or Out of school suspension, increase in positive behavioral reports to parents through phone calls or student agenda, teacher reports, student self evaluation.

- Most of these students are on specific behavior plans which require monitoring on a daily basis. We hope to determine exact locations and situations that trigger disruptive events where the student has difficulty maintaining control.

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Triangle comparing PBIS standard to 2007- 2008 data

80%

15%

5%

90%

8%

2%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

PBIS Keystone 08-09

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2008-09 Triangle representing the continuum of school wide instructional & positive behavior support

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized & Individualized

Systems for Students with High-Risk Behavior

469 Students

9.1% 2-5 referrals 48 students

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT89.4%0-1 referrals

1.5 6+ referrals 8 students

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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 prinloca (no space, insert your location number), • Assistant Principal is aprloca (no space, insert your location number and a, b

or c depending on the number of AP’s), • Team Leader is tlloc (no space, insert your location number)• Password can be set by following directions on website

• 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