1 Memphis Health Careers Academy School-wide PBIS Plan (Discipline Plan) 2015-2016 80 W. Olive St....
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Transcript of 1 Memphis Health Careers Academy School-wide PBIS Plan (Discipline Plan) 2015-2016 80 W. Olive St....
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Memphis Health Careers Academy School-wide PBIS Plan
(Discipline Plan) 2015-2016
80 W. Olive St.Memphis, Tennessee
Brenda W. Diaz, Principal
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Guiding Principles• All students can learn and learn at higher levels• Educating 21st Century learners to be productive and successful citizens
with expertise in the health science is the primary focus of our school• Our administrators, teachers and staff take pride in demonstrating rigorous,
yet engaging learning activities• Differentiated Instruction is designed to accommodate diverse learning
styles while valuing each student’s unique needs• Student’s right to a safe, secure environment with equitable, consistent
discipline which are key factors in developing student trust• Course work offered to students is designed to prepare them to
demonstrate career and college readiness on standardized tests (ACT, EOC, Advanced Placement, Dual Enrollment, career certification exams) and work-based learning opportunities
• All stakeholders (parents, community leaders, business partners, educators, and students) are accountable for students’ success in and out of school
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Vision
Memphis Health Careers Academy High School will prepare students intellectually and socially; thereby, enabling them to become self-sufficient lifelong learners; global citizens of integrity and innovators in the health science field.
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Mission
Our mission is to educate students with an emphasis on Mastery, Honor, Character and Achievement.
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Philosophy Statement
MHCA, with parents and the community as partners, believes that all students can learn and be challenged to become lifelong learners; productive and successful citizens; and competent Healthcare professionals. By maintaining a small focused learning environment that offers academic rigor, safety and security, our school ensures that students are able to make academic progress each year. Our philosophy also embodies the concept of providing an environment that is challenging and supportive as it is technologically advanced. All stakeholders are committed to helping prepare students intellectually as they exemplify mastery, honor, character and academics in their pursuit of Healthcare professions.
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Goals or Objectives
Decrease suspensions by 20% (from 46 down to 18)
• Our goals for 2014-2015 is to manage 9th grade discipline infractions and maintain office referrals to a minimum of 2 per teacher per month and keep the total number of suspensions for the year to less than 18 for the entire school year( a 20 % reduction). In addition we will strive to exceed the SCS District’s expected student attendance by 2%.
• Our primary objective will remain to keep students on task and engaged with rigorous and relevant learning whereby discipline issues should be kept to a minimum level. In addition, student absences are expected to decrease as a result of our continued concentrated efforts to monitor student attendance, by calling parents when students are absent and providing attendance incentives.
Revised 7/12
MHCA 2014-2015 BEHAVIOR DATA
TOTAL REPORTED REFERRALS
Revised 7/12
MHCA 2014-2015 DISCIPLINE DATA
Revised 7/12
Click to edit the outline text format
Second Outline Level Third Outline
LevelFourth Outline Level Fifth Outline Level
Sixth Outline Level
Seventh Outline Level
Eighth Outline Level
Ninth Outline LevelClick to edit Master text styles Second level
Third level Fourth level
• Fifth level
SCS School-wide PBIS (Discipline) Team Worksheet 2015-16
Name of School:MHCA HighPBIS Team is representative of the school faculty and includes an administrator.
Fill in the names of teammembers and designate counselor
who will serve as TeamLeader (TL) / Internal Coach
*Indicates members mandated by MEA contract; others may be invited as needed
See next slide for further instructions
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Principal* : Brenda W. Diaz
Assistant Principal: Taisha Nelson
Professional school Counselor* : Mannesha Brooks
School Social Worker : Tammy Dorsey- Davis
General Education Teacher(s) : J Harris
MEA Representative* :
Elected Teacher(s) (2)* : J. Harris/ C. Woods
Special Education Teacher(s)* : Anita Hines
Related Arts Teacher(s): Lauren Flannigan
Students: Skykar Jones, Takhya Farmer
Educational Assistant(s)/ Non-Certified Staff : P. Jeffries/ Ivy
Community Member: Angela Hughes
Parent(s)* :
Central Office or Board of Education Member:
Cafeteria Staff: Ms McKinney
District PBIS Coach: Caressa Liggins-Green
Revised 7/12 12
Meeting Schedule20 Day Reporting Period
Approximate Dates of Reporting Periods
All data for period entered into system (A)
SW PBIS Team meeting dates (B)
Faculty meeting dates to report interpretation of 20 day data (C)
1 8/6/13-8/31/13 8/29/13
2 9/4/13-10/2/13 9/27/13 10/8/13 11/5/13
3 10/3/13-11/1/13 10/30/13 10/31/13 11/5/13
4 11/3/13-12/5/13 12/3/13 12/6/13 1/7/14
5 12/6/13-1/17/14 1/16/14 1/22/14 2/4/14
6 1/22/14-2/19/14 2/14/14 2/20/14 3/4/14
7 2/20/14-3/26/14 3/21/14 3/28/14 4/1/14
8 3/27/14-4/24/14 4/22/14 4/25/14 5/6/14
9 4/25/14-5/22/14 5/20/14 5/22/14 N/A
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Monitoring Process
The S-Team includes administrators, teachers, parents, students and other concerned staff. The team will evaluate and discuss student performance and behavior. The teachers will inform the team of student classroom performance. Student behavior will be recorded and maintained by office personnel. The S-Team will develop a plan to improve student behavior. All teachers are to inform the team of any changes made in the program plan.
Celebration
Student Level: Award Programs, Free Dress Days, Most Improved Student Award, Honors Program, Student of the Month spotlight
Teacher Level: Faculty Luncheons, “Just Jeans Day”, Teacher of the Month spotlight
Incentives: End of year honors assembly, weekly birthday announcements, awards, honors awards, monthly perfect attendance free dress days
Creative Programs/Partnerships: Scrubs Days, Adopters/Partnerships with UT Health Science Center, Baptist Memorial Health Care, and Saint Jude’s
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Revised 12/13 15
School RulesMHCA Students Will Always Be:
ParticipatingPolitePositivePreparedPunctual
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Behavioral Expectation Matrix
School-wide Rules
Class-room
Cafeteria Hallway Restroom Bus
Participating X X X N/A
Polite X X X X N/A
Positive X X X X N/A
Prepared X N/A
Punctual X X X X N/A
Sample Staff & Office ManagedBehavior Chart
Minor Problem Behavior (Staff)
Definition Minor Examples Major Problem Behavior (Office)
Definitions Major Examples
Inappropriate Language
Any spoken, written, or non-verbal communication that insults, mocks, belittles, or slanders another person.
Comments (profanity) and gestures that are not directed at an individual, harmless rumors. “All your family is dumb,” “This sucks,” “Crap,” “Butthead”, “Stupid”, “What the!”
Abusive Language/
Inappropriate Language/ Profanity
Verbal messages that include profanity, name calling or use of words in an inappropriate way.
Profanity directed at an individual, hostile threats either written, spoken, or non-verbal
Physical Contact/Physical
Aggression
Student engages in non-serious, but inappropriate physical contact.
Silly horseplay, playful grabbing, pinching, non-aggressive punching or slapping, chasing, shoving, inadvertent physical contact, stepping on feet
Fighting/ Physical
Aggression
Actions involving serious physical contact where injury may occur (e.g., hitting, punching, hitting with an object, kicking, hair pulling, scratching, etc.).
Hitting, punching, kicking, hair pulling, scratching, choking, biting
Defiance/ Disrespect/
Insubordination/
Non-Compliance
Student engages in brief or low-intensity failure to respond to adult requests.
Talking back, not following directions, sleeping, refusal to complete assignments, ignoring request of adult
Defiance/ Disrespect/
Insubordination/
Non-Compliance
Refusal to follow directions, talking back and/or socially rude interactions.
Refusal to comply with established rules, leaving class without permission, overtly verbally defiant/argumentative
17Revised 7/12
Minor Problem Behavior (Staff)
Definition Minor ExamplesMajor Problem
Behavior (Office)
Definitions Major Examples
Inappropriate Language
Any spoken, written, or non-verbal communication that insults, mocks, belittles, or slanders another person.
Comments (profanity) and gestures that are not directed at an individual, harmless rumors. “All your family is dumb,” “This sucks,” “Crap,” “Butthead”, “Stupid”, “What the!”
Abusive Language/
Inappropriate Language/ Profanity
Verbal messages that include profanity, name calling or use of words in an inappropriate way.
Profanity directed at an individual, hostile threats either written, spoken, or non-verbal
Physical Contact/Physical
Aggression
Student engages in non-serious, but inappropriate physical contact.
Silly horseplay, playful grabbing, pinching, non-aggressive punching or slapping, chasing, shoving, inadvertent physical contact, stepping on feet
Fighting/ Physical
Aggression
Actions involving serious physical contact where injury may occur (e.g., hitting, punching, hitting with an object, kicking, hair pulling, scratching, etc.).
Hitting, punching, kicking, hair pulling, scratching, choking, biting
Defiance/ Disrespect/
Insubordination/
Non-Compliance
Student engages in brief or low-intensity failure to respond to adult requests.
Talking back, not following directions, sleeping, refusal to complete assignments, ignoring request of adult
Defiance/ Disrespect/
Insubordination/
Non-Compliance
Refusal to follow directions, talking back and/or socially rude interactions.
Refusal to comply with established rules, leaving class without permission, overtly verbally defiant/argumentative
Progressive Discipline Plan
We will adhere to the SCS Student Code of Conduct 2015-2016. Intervention strategies and disciplinary measures for each offense level will be implemented accordingly.
We strive to maintain an educational environment where students are held 100% accountable for themselves and their actions at all times, learn skills and attitudes necessary to prevent misbehavior and act appropriately through out the school day.
The progressive discipline plan step process illustrated on the next 5 pages are our general procedures for addressing problem behaviors.
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MHCA PROGRESSIVE DISCIPLINE PLAN
MHCADiscipline Points System
• Come in and be seated .
• Wait for your grade level/ table to be called
• Get everything you need while you're up getting lunch.
• Silent lunch the last minute.
Stay to the right
No yelling
Discipline Points System
Discipline Chart
The Details• 5 point per teacher per week.• Teacher will give 1 eagle buck per every 5 points.( 1 eagle buck per week) • Each teacher should identify rewards to be given each week in exchange for Eagle Bucks. This should be posted in their rooms.
Consequences
Teacher Responsibilities •Keep reasons for not earning points•Track the data and post it in the classroom.• Point deducted based on discipline infraction by student ( e.g. tardy; no supplies; checking; yelling; disrupting class; on floor without permission; )•Reward students weekly.•Implement consequences weekly based on point accumulation. ..without fail. •Be consistent•Be fair
Student Responsibilities
Track your own data Redeem your eagle bucks and signed tracker for school –wide incentives.
School-wide Monitoring• School wide monitoring bi weekly and every 20
days
• School wide Incentives will be given each 20 days in exchange for Eagle Bucks and signed student discipline tracker.
• A school wide behavior tracker is kept by grade in Admin room
SCHOOL WIDE MONITORING
BUCKS REWARD
20 2 Uniform-Free Days,1 Homework Pass
19- 15 1 Uniform- Free Days1 Homework Pass
14- 10 1 Homework Pass
Grade Level Fight and Referral Free Incentives
20 days Incentive
1st Intramural games
2nd Hat Day
3rd Movie Day
4th Jersey Day
5th Jean day
6th Movie Day
7th Jersey Day
8th Intramural games
9th Movie Day
Teach the Rules, Expectations and Procedures
• Direct Instruction from teacher: Teachers will teach students “how to do school” (classroom/school procedures) everyday for the first week of school during each class period
• School Rules are posted prominently through out the building and each classroom – each student provided a color copy of the 5 School Rules
• Student Intervention through implementation of task: Write a contract with the student specifying what behavior is expected and what reinforcement will be made available when the terms of the contract have been met. Encourage students to develop an awareness of the consequences of his/her behavior by writing down or talking through problems using peer mediation. Communicate with the parents to share information concerning the students’ behavior encouraging parents to reinforce positive behavior.
• Group discussions or summation: Conduct discussions concerning appropriate behavior and when necessary conduct entire school group discussions allowing students to freely give input
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Teaching Behavioral Expectations
Sample Lesson Plan Define the Expectation: Provide a Rationale: Teach the Critical Discrimination: Demonstrate Appropriate Behavior Demonstrate Unacceptable Behavior Practice telling the difference with multiple examples If there is a “signal” teach the signal (when should the appropriate behavior occur?) Teach for fluency? How will this skill be maintained?
Annual PBIS Kick-off
• Teach SCS Code of Conduct• Teach School-wide Rules and Behavior
Expectations from matrix during school-wide assembly
• When district and school universal rules and expectations are understood, celebrate the beginning of a new, positive school year
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School Procedures School-wide assembly with Administration going over SCS Code of
Conduct 2015-2016 page by page as students look at their own copy Direct Instruction from teacher: Teachers will teach students “how to do
school” (classroom/school procedures) everyday for the first week of school during each class period
School Rules are posted prominently through out the building and each classroom – each student provided a color copy of the 5 School Rules
Student Intervention through implementation of task: Write a contract with the student specifying what behavior is expected and what reinforcement will be made available when the terms of the contract have been met. Encourage students to develop an awareness of the consequences of his/her behavior by writing down or talking through problems using peer mediation. Communicate with the parents to share information concerning the students’ behavior encouraging parents to reinforce positive behavior.
Group discussions or summation: Conduct Advisory Group discussions concerning appropriate behavior and when necessary conduct entire school group discussions allowing students to freely give input
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School-wide Incentives
•Student of the Month
•Positive Behavior Program (Eagle Bucks) starting to reward students for behaving properly.
Revised 12/13
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Sample Incentive Ticket for School
Eagle Bucks Rewards
• Free-dress day
• Homework pass
• Bonus points
• Emergency bathroom pass (30/30
exception)
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Teacher Incentives
•Teacher of the Month.
•Recognition for exceptional performances will be given at the weekly Professional Development Meeting
•Spotlight in the weekly Principals Points weekly e-mail
•Teacher Appreciation Luncheons
Revised 7/09 40
MHCA High Teacher RecognitionMHCA Teacher Moment
I would like to share that Mr./Mrs. Miss
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Resources for Incentives
• Adopters- Regional One Health
• Community agencies and businesses
• Restaurants
• Fundraisers
Communication with Parents & Community
•MHCA communications with parents and community members about PBIS and the School-Wide Discipline Plan are included on teachers Parent Contact Logs.
•Title I parent community meetings are held each semester to provide information concerning the use of funds.
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Character Education
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ATOD Prevention
MHCA High communicates ATOD prevention education through morning announcements, curricula, class meetings, seminar days visual displays and extracurricular activities.Morning Announcements – Student Leaders at 9 AM
Curricular – Biology and Health Science education
Class Meetings – Student leaders – Varies.
Professional Seminar Days – Community Stakeholders – Quarterly
Visual Displays – Anti-ATOD poster display prominently throughout the school
Extracurricular Activities – Debate Team
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Bullying PreventionTraining with faculty:
Date: First 9 weeks of school.
Frequency: Beginning of each Semester
Provided by: Principals, Faculty and Staff
Bullying/Intimidation: Bullying is recognizable as an aggressive behavior that is intentional and involves an imbalance of power or strength.
Early stages of bullying:StressWithdrawalDepression/ AnxietyDecrease in academic performanceExcessive Absenteeism
StrategiesPost no-bullying signs through-out the schoolBullying prevention efforts will be coordinated and maintained throughout the school year.Faculty and staff will acknowledger and initiate intervention plan
Training of students: Please give implementation details
Date: First 9 weeks of school and first week of second semesterProvided by: Health Sciences TeacherFrequency: Beginning of each SemesterStudent body receives training
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Violence Prevention Projects
The following programs are conducted throughout the school year by the principal, counselor or staff. Students receive the training each semester
• Senior/Freshman Mentor/Mentee Project
•Community Speakers
Tier 2/Intervention Team (For Students with 2-5 Office Referrals)
•School Counselor, administrator, appropriate instructional staff and behavior related personnel.
•Will monitor group and targeted interventions such as group counseling, Check in Check out, and skill building.
•Evaluate outcomes of interventions and make adjustments for students
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Discipline Intervention Strategies
Increased academic/behavioral supports & practices
Parent Training & collaboration
Self management training and support
Social skills instruction
Behavioral Contract
Others
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Tier 3 Tertiary Interventions (For students with 6 or more office referrals)
School Support Team (S-Team) identifies and plans for these students by:•School Counselor, administrator, appropriate instructional staff and behavior related personnel.
•Will monitor group and targeted interventions such as group counseling, Check in Check out, and skill building.
•Evaluate outcomes of interventions and make adjustments for students
Number of expulsions 2014-15: 0
Number of suspensions 2014-15: 50