1. John P. Freeman School-Wide PBIS Plan 2014-2015
5250 Tulane Road
Memphis, Tennessee 38109
Revised 7/14

2. 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.
Revised 7/14

3. 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.
Revised 7/14

4. Mission School Student
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.
Revised 7/14

5. 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.
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%.
Revised 7/14

7. Results
Revised 7/14

8. Results
Revised 7/14

9. SCS School-wide PBIS (Discipline) Team Worksheet 2014-15
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
Revised 7/14

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.
Revised 7/14

11. 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
8/4/14-8/29/14
9/5/14
9/10/14
9/17/14 2
9/2/14-9/30/14
10/3/14
10/5/14
10/22/14 3
10/1/14-11/4/14
11/7/14
11/12/14
11/19/14 4
11/5/14-12/8/14
12/12/14
12/16/14
12/17/14 5
12/9/14-1/21/15
1/23/15
1/28/15
2/4/15 6
1/22/15-2/19/15
2/20/15
2/25/15
3/4/15 7
2/20/15-3/26/15
3/27/15
4/1/15
4/8/15 8
3/27/15-4/24/15
4/28/15
4/29/15
5/6/15 9
4/27/15-5/22/15
5/22/15
Revised 7/14

12. Refer to slide 10 and insert names of Team members below:
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.
Team may wish to lead faculty in brainstorming intervention strategies based on data. Share successes and areas of continued efforts.
Revised 7/14

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.
Revised 7/14

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

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 7/14

16. Panther P.R.I.D.E.
Prepared: Have all of your materials daily to be successful. Get plenty of rest nightly.
Respectful: Follow directions from adults the first time. Respect others and their property by keeping your hands, feet, objects to yourself. Be a team player.
In-Control: Pass silently in the hallways. Wear your uniform properly. Keep your hands, feet, and objects to yourself.
Dependable: Be at school every day and on time. Follow directions from adults the first time.
Excellent: Strive for excellence daily. Do your personal best. Challenge yourself to go above and beyond.
Revised 7/14

17. Behavioral Expectation Matrix
School-wide Rules
Classroom
Cafeteria
Hallway
Restroom
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.
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.
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.
Excellent: Strive for excellence daily. Do your personal best. Challenge yourself to go above and beyond.
Students will strive for excellence daily.
Revised 7/14

18. Develop Pre-referral Behavior Classification
Staff Managed
Office Managed
Preparedness, Calling Out
Weapons, 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
Revised 7/14

19. Staff & Office Managed Behavior 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
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
Revised 7/14

20. John P. Freeman Flow Chart for Dealing with Problem Behaviors
Observe problem
behavior Is
behavior staff managed?
Find a place to talk with student(s)
YES NO
Ensure safety
Problem solve
Write referral &
Escort student to office
Determine
consequence
Problem solve
Determine
consequence
Follow procedure
documented
Follow
documented
procedure NO
Does
student
have 3?
YES
Follow
through with
consequences
File necessary
documentation
Send
referral to
office
File necessary
documentation
Follow up
with student
within a
week
Revised 7/14

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.
Revised 7/14

22. Revised 7/14

23. School Procedures
School Procedures
Revised 7/14

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 7/14

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 7/14

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 7/14

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 7/14

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 7/14

29. Passing Class
Middle School students will use their five minutes between classes to go to the restroom and go to their lockers.
6th grade students go to their lockers before homeroom, after fourth period, before lunch, before seventh period, and after eighth period.
7th/8th 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 7/14

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 7/14

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 7/14

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 7/14

33. Sample Incentive Ticket for School
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!
Revised 7/14

34. Sample Incentive Ticket in the Community
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.
Revised 7/14

35. 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
Revised 7/14

36. Teacher Incentives
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)
Revised 7/14

37. Sample Teacher Recognition
Revised 7/14

38. Identify Your Resources for Incentives
Adopters
Community agencies & businesses
Restaurants
Fundraisers
Churches
Parent organizations
McDonald’s
Red Birds
Grizzlies
Pizza Restaurants
Revised 7/14

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

40. 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.
Revised 7/14

41. 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.
Revised 7/14

42. 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.
Revised 7/14

43. 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.
Revised 7/14

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.
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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 7/14

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 7/14

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 7/14

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 7/14

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

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 7/14

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

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 7/14

54. Tier 3 Tertiary Interventions (For students with 6 or more office referrals)
Number of expulsions :___0________
Number of suspensions :__17______
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55. JPF 2013-14 PBIS School Triangles
Tier 3
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
92% of Students 0%
CONTINUUM OF
School-wide
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT 8%
Tier 2
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
Tier 1
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
Revised 7/14

56. Evaluation
Classroom teachers will submit data to the office and analyze data each quarter and monitor and adjust as needed.
Revised 7/14

57. Conclusion
John P. Freeman is committed to the academic achievement and the citizenship development of each child.
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58. Resources
TN PBIS links &
Maryland PBIS
PBIS
Revised 7/14