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Revised 7/141 John P. Freeman School-Wide PBIS Plan 2014-2015 5250 Tulane Road Memphis, Tennessee 38109.

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Presentation on theme: "Revised 7/141 John P. Freeman School-Wide PBIS Plan 2014-2015 5250 Tulane Road Memphis, Tennessee 38109."— Presentation transcript:

1 Revised 7/141 John P. Freeman School-Wide PBIS Plan Tulane Road Memphis, Tennessee 38109

2 Revised 7/142 Guiding Principles All students can be successful contributors to our society. Each student is a unique individual with special abilities and talents. Students learn in many different ways and are provided with a variety of instructional approaches to support their learning diversities. Goals and expectations are clearly defined and presented in order for students to experience success. Authentic learning and demonstration of achievement are integral components of curriculum design and instruction. Administrators, teachers, and support staff are committed to the responsibility for preparing and motivating each student to develop confidence, attain self-direction, and become life-long learners.

3 Revised 7/143 Vision John P. Freeman is a motivational learning center that continues to inspire all students to lead the quest for excellence. We have a safe and nurturing environment where students develop their unique abilities as they work to become productive, educated citizens who are able to compete globally. Our students are confident, self-directed, life-lone learners who make valuable contributions to their communities. Teachers rely on the important components of our curriculum and instruction design and research based strategies, which include but are not limited to: hands-on learning, the demonstration of achievement, collaborative learning, nonlinguistic representations, and technology integration. Teachers use a variety of instructional approaches to assess and support their students’ learning needs. Students’ learning is enhanced by providing opportunities to excel in and out of the classroom such after school tutorials, community service and extracurricular and enrichment activities. Additionally, teachers use date to implement best practices to develop the whole child. Our students demonstrate an understanding of school and district policies. All stakeholders are an integral part of our decision-making process.

4 Revised 7/144 Mission School The mission of John P. Freeman is to accelerate the performance of all students by building and strengthening family and community partnerships to support academic and character development and meet or exceed proficiency rates. We strive to create a positive, safe and respectful school community that inspires stakeholders to commit to and engage all students to daily lead the quest for excellence in order to compete. Student Each day, I will make it a priority to lead the quest for excellence in my home, school, and community.

5 Revised 7/145 Philosophy Statement Our school philosophy has a three-fold purpose. First, we wish to create a safe school environment where orderly instruction can take place. Next, by making clear what is desired behavior, we hope to encourage self- discipline among our students. Finally, through the application of certain rules, we hope to maintain a climate for developing good citizenship. Our intention is not to create punitive measures but to provide positive guidelines for desired behavior.

6 Revised 7/14 6 Goals or Objectives Goal: To reduce the number of students on probation for attendance (tardies to homeroom and classes) work habits or conduct. Objectives We will reduce the number of students who are tardy fifteen or more times in a year by 10%. We will reduce the number of students who are referred to the office for misconduct by 10%.

7 Results Revised 7/147

8 Results Revised 7/148

9 SCS School-wide PBIS (Discipline) Team Worksheet Name of School: _John P. Freeman Optional School ________________ PBIS Team is representative of the school faculty and includes an administrator. Fill in the names of team members and designate counselor who will serve as Team Leader (TL) /Ms. Sonja Dotson *Indicates members mandated by SCEA contract; others may be invited as needed See next slide for further instructions Principal* Ms. Randi Scott Howard Assistant Principal (recommended) Ms. Michelle Watkins Professional School Counselor* Mr. James Cathey School Psychologist/Social Worker Ms. Gina Faulkner General Education Teacher(s) Mr. Carl Otis, Ms. Yolanda Crawford, Ms. Cara Maclin, Ms. Yvonne Morton, Mr. Colin Rork MEA Representative* Dr. Melissa Collins Elected Teachers (2)* Mr. Carl Otis and Ms. Yvonne Morton Special Education Teacher(s)* Ms. Rebecca Naro, Dr. Debora Gaten, Ms. Alysha Bird Related Arts Teacher(s) Mr. Pauline Williams, Ms. Maria Custodio, Mr. Julius Williams, Mr. Eric Martin, Mr. Eric McIntosh, Ms. Simone Gray, Mr. Gere’cho Delaney, Ms. Maria Milla, Mr. Michael Beyl Students Kierra Moment Mylan Townsel Educational Assistant(s)/ Non-Certified Staff Ms. Frances Somerville, Mr. Rodney Lark Community Member Rev. and Mrs. Campbell (Rising Sun Outreach Ministries) Parents (2) Mr. Michael Davis, Ms. Chantel Davis, ISS Assistant (recommended) Ms. Rosita Brewster Cafeteria/Custodial Staff Ms. Tawana Cook/Mr. Lorenzo Wright Bus Driver NA Other(s): Officer Cosby 9Revised 7/14

10 10 SW PBIS Team The Discipline Team will meet tentatively each Wednesday after the 20-day reporting period to analyze the data. The Team will then report this information to the faculty and staff during the next faculty meeting. Mr. Cathey, Ms. Dotson, and Ms. Brewster will be responsible for collecting data from the PowerSchool SMS Website.

11 Revised 7/1411 Meeting Schedule See Next Slide for Further Instructions on Names of Team Members 20 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 8/4/14-8/29/149/5/149/10/149/17/14 2 9/2/14-9/30/1410/3/1410/5/1410/22/ /1/14-11/4/1411/7/1411/12/1411/19/ /5/14-12/8/1412/12/1412/16/1412/17/ /9/14-1/21/151/23/151/28/152/4/15 6 1/22/15-2/19/152/20/152/25/153/4/15 7 2/20/15-3/26/153/27/154/1/154/8/15 8 3/27/15-4/24/154/28/154/29/155/6/15 9 4/27/15-5/22/155/22/15

12 (A) Data should be entered 2-3 days prior to the end of the reporting period to enable review of accurate data. Principal should identify person responsible for entering behavior data. Name and title of data entry designee: Ms. Mia Dodson (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 SW PBIS Team. Name and title: Ms. Dotson, Mr. Cathey, Ms. Brewster Determine how you wish to examine your data: by location, by student, by infraction, by time of day, number of referrals per day per reporting period. Also consider office referral procedures and data integrity. (C) Faculty meeting to discuss behavior should be held within a week of the SW PBIS Team’s Meeting. Enter projected dates in this column. Identify persons responsible for sharing data trends for previous reporting period with the faculty. Name and title: Ms. Dotson, Mr. Cathey, Ms. Brewster Team may wish to lead faculty in brainstorming intervention strategies based on data. Share successes and areas of continued efforts. 12 Refer to slide 10 and insert names of Team members below: Revised 7/14

13 13 Monitoring Process The data will used by the PBIS School- Wide Discipline Team to determine progress toward goals and action plan by monitoring the environment and collecting feedback to build for success.

14 Self-Assessment Survey (SAS) 2013 Revised 7/1414

15 Celebration John P. Freeman will communicate successes school-wide, at the staff level and at the student level the following ways: –Announcements –Bulletin Boards –Showcase accomplishments –Cable 19/88.5 –Parent Magazines –The Paw Print- PTSA Newsletter –School’s Website –Parent Connect, Parent Link Revised 7/1415

16 Revised 7/1416 Panther P.R.I.D.E. P repared: Have all of your materials daily to be successful. Get plenty of rest nightly. R espectful: Follow directions from adults the first time. Respect others and their property by keeping your hands, feet, objects to yourself. Be a team player. I n-Control: Pass silently in the hallways. Wear your uniform properly. Keep your hands, feet, and objects to yourself. D ependable: Be at school every day and on time. Follow directions from adults the first time. E xcellent: Strive for excellence daily. Do your personal best. Challenge yourself to go above and beyond.

17 Revised 7/14 17 Behavioral Expectation Matrix School-wide Rules ClassroomCafeteriaHallwayRestroom Prepared: Have all of your materials daily to be successful. Get plenty of rest nightly. Students will begin bell work upon entering the classroom. Everyone sits at his- her assigned area and follows the directions of the cafeteria monitors. Respect others and their property by keeping hands, feet, and objects to yourself. Students are expected to enter the rest room, use the facilities quietly and return to class promptly. Respectful: Follow directions from adults the first time. Respect others and their property by keeping hands, feet, and objects to yourself. Be a team player. Students will follow directions from adults the first time given. Everyone sits at his- her assigned area and follows the directions of the cafeteria monitors. Respect others and their property by keeping hands, feet, and objects to yourself. In-Control : Pass silently in the hallways. Wear your uniform properly. Keep your hands, feet, and objects to yourself. Students must have a hall pass when leaving and returning to the classroom. All lines are Quiet Zones. Conversational tones are permitted at the lunch tables until three minutes before the bell sounds for dismissal. Students will walk quietly on the right side of the hall. Middle School students will use their five minutes between classes to go to the restroom and to their lockers. Students are expected to enter the rest room, use the facilities quietly and return to class promptly. Dependable: Be at school every day and on time. Follow directions from adults the first time. Students will be at school every day and on time. Students will follow directions the first time given. Students will follow directions the first time given. Students will follow directions the first time given. Excellent : Strive for excellence daily. Do your personal best. Challenge yourself to go above and beyond. Students will strive for excellence daily.

18 Revised 7/1418 Develop Pre-referral Behavior Classification Staff ManagedOffice Managed Preparedness, Calling OutWeapons, Fighting or Aggressive Physical Contact Classroom Disruption, Refusing to work Chronic Minor Infractions, Aggressive Language, Threats Refusal to follow a Reasonable Request (Insubordination), Put Downs, Inappropriate Tone/Attitude Harassment of Student or Teacher, Smoking, Electronic Devices, Alcohol, Drugs, Gambling, Chronic Dress Code Violation Food or Drink, Dress Code Not with class during emergency, Leaving School Grounds, Foul Language at Student/ Staff

19 Staff & Office Managed Behavior Chart Minor Problem Behavior (Staff) DefinitionMinor Examples Major Problem Behavior (Office) DefinitionsMajor 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 19Revised 7/14

20 20 John P. Freeman Flow Chart for Dealing with Problem Behaviors Observe problem behavior Problem solve Determine consequence Follow procedure documented File necessary documentation Send referral to office File necessary documentation Determine consequence Follow through with consequences Problem solve Follow documented procedure Write referral & Escort student to office Follow up with student within a week Is behavior staff managed? Does student have 3? YESNO YES Find a place to talk with student(s) Ensure safety

21 Teach the Rules, Expectations and Procedures Teachers will include in their weekly lesson plans activities to introduce, model, and practice application of the school rules and procedures. Teachers and administrators will teach, model, and practice the procedures during the beginning of the school year and at the beginning of the semester. All staff members will revisit procedures throughout the year. School rules and procedures will be posted throughout the school in the appropriate areas. 21 Revised 7/14

22 22 Revised 7/14

23 School Procedures Revised 7/1423

24 School Procedures Students will enter the building and walk to their assigned area on the right side of the hall. Administrator, Teachers, and Support Instructors will greet students at their assigned posts. Students should have collected their materials and arrived at their first period class before 8:15 A. M. bell rings. Revised 7/1424

25 Classroom Procedures Students will begin bell work upon entering the classroom. Students will bring all required materials to class. Students must have a hall pass when leaving and returning to the classroom. Students will bring agendas to class and record all homework assignments. Students will know the procedures for each of their classes. Revised 7/1425

26 Dismissal Procedures Elementary teachers will escort their students to the courtyard. Elementary students will line up in a designated area to be picked up by the after-school care coordinators. Middle School teachers will dismiss their students and monitor the halls at their assigned posts. Middle School students will collect their materials and walk on the right side of the hall to their designated exits. Students will report to their designated area or exit the building by 3:15 P. M. Revised 7/1426

27 Lunchroom Elementary teachers will escort the class to the lunchroom serving line. Students will enter the lunchroom on time and remain there during the entire lunch period. All lines are Quiet Zones. Conversational tones are permitted at the lunch tables unless otherwise specified. Everyone sits at his/her assigned area and follows the directions of the cafeteria monitors. Students should remain seated and raise their hands when something is needed. Table monitors are assigned to wash the tables after lunch. Everyone should clean up all items on and under their table before leaving. Everyone should put trash in the proper containers. Classes will be instructed when to line up and should wait quietly for their teachers. Revised 7/1427

28 Assemblies Teachers will escort students in a single file line to their designated seating area and remain with their class. Students will remain quiet before, during, and after the program. Students will show courtesy and good citizenship during all programs. Students will remain seated after the program until dismissed. Students participating in the program are expected to return to class within 10 minutes after the end of the program. Revised 7/1428

29 Passing Class Middle School students will use their five minutes between classes to go to the restroom and go to their lockers. 6 th grade students go to their lockers before homeroom, after fourth period, before lunch, before seventh period, and after eighth period. 7 th /8 th grade students go to their lockers before homeroom, after fourth period, after sixth period and after eighth period. Students are dismissed from class by their teachers when the bell rings. Students will walk quietly on the right side of the hall. Revised 7/1429

30 Academic Support Classroom Procedures Students will bring all required materials to class. Students must have a hall pass when leaving and returning to the classroom. Students will bring agendas to class and record all homework assignments. Revised 7/1430

31 Academic Support Classroom Procedures While in the cafeteria and while changing classes, students will be held accountable for their conduct. Cafeteria and hallway conduct reports will be completed if students are not following the rules/procedures for the cafeteria and hallway. Once students receive three reports, a disciplinary referral will be submitted to the office. Revised 7/1431

32 Library Procedures Students coming to the library must have a written pass from the teacher stating topic to be researched. Students will sign-in and sign-out of the library. Computer use is on a first come first serve basis. Students must abide by the school’s computer policy at all times. Revised 7/1432

33 Revised 7/1433 Apple Traits at School Student Name __________________________________ Displayed the Apple Trait of: Respect Self Respect Property Respect Others (Circle the trait you observed) Staff Signature _____________________________________________ If you would like to write on the back the details of what you observed feel free! Sample Incentive Ticket for School

34 Revised 7/1434 Apple Traits in the Community Student Name __________________________________ Displayed the Apple Trait of: Respect Self Respect Property Respect Others (Circle the trait you observed) Signature _____________________________________________ Location______________________________________ If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth. Sample Incentive Ticket in the Community

35 Revised 7/1435 School-wide Incentives Dances Athletic Entry Tickets to after school games Concession Tickets (Events) Pizza Parties Homework Pass Student of the Month Student Recognition over the intercom Group Recognition over the intercom

36 Revised 7/1436 Procedures, frequency and tracking for recognizing and encouraging positive teacher behavior, for example: Attendance prizes Students and co-workers can recommend Drawing for prizes (tickets given to students may also have teacher name, so when student gets prize, so does teacher who gave the reinforcement) Teacher Incentives

37 Revised 7/1437 Sample Teacher Recognition

38 Revised 7/1438 Identify Your Resources for Incentives Adopters Community agencies & businesses Restaurants Fundraisers Churches Parent organizations McDonald’s Red Birds Grizzlies Pizza Restaurants

39 Communication with Parents & Community The PBIS School-Wide Discipline Plan will be posted on the John P. Freeman homepage. Each educator will have an electronic copy of the PBIS School-Wide Discipline Plan for parents to review. A hard copy of the PBIS School-Wide Discipline Plan will be in the parent resource center. The district’s School Messenger System will be used to communicate PBIS School-Wide information to parents and community. The district’s ParentCONNECT (Parent Portal) for PowerSchool SMS will be used and it allows parents to access information regarding attendance, assignments, grades, and office discipline incidents for their children. Revised 7/14 39

40 Revised 7/1440 Character Education Character education is taught through, morning announcements, developmental guidance sessions, classroom instruction, academic support instruction, in-school suspension sessions, lifetime health/wellness classes, and mental health professionals.

41 Revised 7/1441 ATOD Prevention ATOD is taught through developmental guidance sessions, classroom instruction, academic support instruction, in-school suspension sessions, lifetime health/wellness classes, and mental health professionals.

42 Revised 7/1442 Bullying Prevention Annual harassment training will be addressed at the 10/1/14 faculty meeting. Training with faculty regarding prevention including defining bullying/intimidation, recognizing early stages, and providing strategies for addressing such behaviors will be addressed at the 10/1/14 faculty meeting. Training with the faculty regarding Child Abuse and Jason Foundation ---Suicide Prevention Program was done with the faculty on 10/1/14.

43 Revised 7/1443 Violence Prevention Programs Violence Prevention Programs (such as Responsive Classroom, Facing History, Peer Mediation, Kingian Nonviolence, Bullying Prevention, and Conflict Resolution are addressed through developmental guidance sessions, classroom instruction, academic support instruction, in-school suspension sessions, lifetime health/wellness classes, and mental health professionals.

44 Tier 2/Intervention Team (For Students with 2-5 Office Referrals) The intervention team will include the school counselors, administrators, classroom teachers, academic support, mental health and behavior related personnel. Revised 7/1444

45 45 Intervention Strategies Students who are at risk are identified by the administration, guidance and teachers. Professional Counselors and Mental Health Professionals work with individuals and small groups to solve problems and improve decision making skills. In-School Suspension will be utilized as in intervention strategy. Revised 7/14

46 Additional Tier 2 Interventions –Self monitoring programs –Think sheets –Peer mediation –Increased academic/behavioral supports & practices –Parent Training & collaboration –Self management training and support –Social skills instruction –Behavioral Contract –Others Revised 7/1446

47 In-School Suspension Plan 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, educators, professional counselor and/or other mental health professionals. All ISS teachers will receive training in the SCS 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. SCS Research and Evaluation will assist with the design of this component. Revised 7/1447

48 In-School Suspension Plan Selection of Students Students 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. Conditions Administrators 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 students per day. Revised 7/1448

49 In-School Suspension Plan Conclusions The Shelby County 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. Revised 7/1449

50 IN SCHOOL SUSPENSION MISSION STATEMENT It is the mission of the In-School Suspension at John P. Freeman Optional School to improve the school’s environment by implementing a behavior modification program to improve student achievement. The goals of the program are to: Provide an alternative to home suspension as a means of disciplinary action for inappropriate student behavior. Provide uninterrupted instruction to students in a safe, rigorously- structured environment. Prevent tardies that result into suspensions. Modify inappropriate behavior and return the student to their regular classroom setting. Revised 7/14 50

51 GUIDELINES FOR IN-SCHOOL SUSPENSION When assigned In-School Suspension, students are expected to abide by the rules and regulations listed below: The ISS program is from 8:30 until 3:15. The program will be held in a controlled, restricted atmosphere. Any student assigned to ISS who refuses to cooperate with all expectations of the program will risk being suspended from school. Students will report to the designated classroom with all-necessary books, paper, and pencils. Students will sit in assigned seats. Students assigned to ISS must complete all assignments given by the regular classroom teacher. Credit will be given for regular classroom work completed in ISS on a daily basis. Talking, sleeping, laying the head on the desk, leaving the classroom, eating, drinking, chewing gum, drawing, or writing notes will not be permitted. Students must raise their hand to be recognized by the ISS Coordinator. Revised 7/1451

52 GUIDELINES FOR IN-SCHOOL SUSPENSION Students may not leave their desk without permission. Lunch will be served from 10:15-1:05. Each student must sit at a separate table or ISS area/room. STUDENTS MAY NOT PARTICIPATE IN OR ATTEND ANY SCHOOL ACTIVITIES, including assemblies, field trips, or award programs while assigned to ISS. Students in ISS will be escorted at all times. Revised 7/14 52

53 Educator Guidelines for In-School Suspension Students can only be referred to ISS/Connecting Room by Mrs. Smith or Mrs. Watkins. The ISS/Connecting Room program begins at 8:00 and ends at 3:15. Students will report directly after announcements. One of the administrators or ISS/Connecting Room Coordinator will notify the teachers of students assigned to ISS. These teachers should complete the ISS/Connecting Room Assignment sheet and place the student’s daily assignments in the ISS/Connecting Room folder or Coordinator’s mailbox. Students assigned to ISS/Connecting Room must complete all assignments given by the regular classroom teacher. Credit will be given for regular classroom work completed in ISS on a daily basis. THE STUDENT MAY NOT PARTICIPATE IN OR ATTEND ANY SCHOOL ACTIVITIES including assemblies, field trips, or award programs while assigned to the ISS/Connecting Room Program. Revised 7/1453

54 54 Tier 3 Tertiary Interventions (For students with 6 or more office referrals) Number of expulsions :___0________ Number of suspensions :__17______ Revised 7/14

55 55 JPF PBIS School Triangles 92% of Students 8% 0% Tier 1 Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Tier 2 Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tier 3 Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF School-wide INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

56 Evaluation Classroom teachers will submit data to the office and analyze data each quarter and monitor and adjust as needed. Revised 7/1456

57 Conclusion John P. Freeman is committed to the academic achievement and the citizenship development of each child. Revised 7/1457

58 58 Resources TN PBIS links & Maryland PBIS PBIS Revised 7/14


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