Presentation on theme: "Douglass School School-wide Discipline Plan"— Presentation transcript:
1 Douglass School School-wide Discipline Plan 2009-10 1650 AshMemphis, Tennessee 38108Angela Brown, PrincipalDemetria Faulkner, Asst. Principal
2 Guiding Principles Beliefs All children learn, achieve and succeed in different ways.As a team, teachers, parents, and the community have the obligation to hold high expectations for achievement of all students.Every child should experience daily academic success in a safe, positive, and nurturing environment.Parental support greatly influences student achievement, self-esteem, and academic success.The collaborative efforts of all stakeholders, including students promote a high performing learning culture.The use of new instructional techniques and refined practices that promote the use of technology, enrich teaching and improve learning for all students.Research-based strategies promote student learning.
3 School Character Points The faculty at Douglass School works together toensure that students have access to multiple supportmechanisms that maximize academic growth.We have a Family Resource Center that provides on-ongoing parenting programs and community related activities.We have an active Parent-Teacher Organization.Douglass faculty, staff, parents and students strive collaboratively to have a safe, academic enriched school environment.
4 Values for Student Success All stakeholders see room for improvement.We are focused on a vision of the future.We are willing to work hard and contribute to make Douglass School a positive learning environment.We are motivated by the joy of success and a job well done
5 VisionDouglass’ students will develop the knowledge and skills to become competent thinkers, problem solvers, decision makers and communicators who are able to compete in the global society and contribute effectively to the growth of the community.
6 MissionThe students of Douglass School will achieve educational excellence and obtain above proficiency in every content area as measured by local, state, and national standards.
7 Philosophy StatementAll children learn, achieve, and succeed in different ways.Teachers and parents have the obligation to hold high expectations for achievement of all studentsEvery child should experience daily academic success in a safe, positive, and challenge environment.Parental support and encouragement have a large impact on student achievement and success.Students share the responsibility for learning.
8 TCAP Scores Proficient and Advanced Students 2009/2010 Targets: Math 86% Reading/LA 89%
9 Goals and/or Objectives The goal of our school-wide behavior plan is to increase positive student behavior choices and reduce negative behavior choices.Objectives:To reduce the number of student infractions for being disrespectful to authority (insubordination) by 10%To decrease suspensions by 5%To maintain a student attendance rate of 95% or higher by the end of the school year
10 MCS Discipline Committee Worksheet 2009- 10 Name of School:Douglass SchoolDiscipline Committee is representative of the school faculty andincludes an administrator.Fill in the names of committeemembers and designate a TeamLeader (TL)*Indicates members mandated by MEA contractPrincipal* Angela BrownAssistant Principal Mrs. FaulknerProfessional School Counselor* Aron WyattPatricia WashingtonSchool Psychologist Curtis WallsGeneral Education Teacher(s) Goldia RobinsonElvin PulleyMEA Representative* Marilyn FreemanElected Teacher(s) (2)* Bobbie TesfazionJuanita SwiftSpecial Education Teacher(s)* Betty YoungsonRelated Arts Teacher(s) Jo Ann MatthewsStudents Kelvin MitchellEducational Assistant(s)Community Member Brodus ThreatParent(s)* Tess EarlyCentral Office or Board of Education MemberCafeteria Staff Wanda MontagueCrossing Guard Tonya JacksonOther
11 School RulesKeep your hands, feet, objects and negative comments to yourself.Always show respect to your teacher, other adults, your classmates, and yourself.Follow directions of all adults the first time given.
12 Behavioral Expectation Matrix RulesClassroomCafeteriaHallwayRestroomDismissal#1Students areseated, working quietly, attentively, andcollaboratively orindependently on task.Enter quietly through the front doors near the stage and remain seated in assigned area.Exit through rear doors.Traffic moves on the right side with hand by your side. Students are 1 block apart and away from the wallEnter restroom quietly.Hall traffic movesin a single file line on the right side of the hall.#2Follow classroomRules.Be respectful to peers and all adults. Use good table manners and soft voices.Students walk silently in the halls.Respect each other’s privacy. Practice cleanliness and good hygiene. Dispose of paper towels in trashcan.Students exit building silently and orderly.#3Complete all assignments neatly and to your best ability. Zeroes are not an option.Follow cafeteria procedures.Abide by rules 1 and 2.Classes go to the restroom at scheduled timeWalk on sidewalk and exit the campus as soon as possible.
13 Classroom Discipline Procedures for K-5 1st Offense Warning2nd Teacher and Student Conference/Phone Parent3rd Behavior Intervention Plan4th Parent/Teacher Conference (Include Guidance)5th Office Referral**Major Infractions (Fighting, Profanity towards teacher,Threat(s) against student or teacher,Gang related activities, etc.) refer to office.**
15 How we teach the rules and procedures School-wide-at the beginning of the yearDiscuss student/parent handbook.Sign parent/student/teacher/compact.Orientation assemblies that teach guidelines for student success.Practice procedures for the first nine-weeks.Administer school-wide assessment of school expectations.School-wide-ongoingPost procedures throughout the schoolDaily announcement remindersReinforce, re-teach and continue to practice as needed
16 School Procedures Arrival Procedures * Students enter building quietly in a single file line through the designated door at 8:00.* Follow directions of teachers, breakfast duty monitors, and all adults.* Students sit at designated tables in the cafeteria.* Teachers report to cafeteria to escort students to class at 8:25.Dismissal Procedures* The teacher escorts students to designated doors for dismissal.* Students exit building quietly and orderly* Pre-K students are escorted to the cafeteria for parent pick-up
17 Dismissal Procedures Cont. Any student not picked up by 3:30 will be escorted to the office and parent contacted with exception of special education department.Each teacher is assigned to a designated post throughout the Douglass Campus to ensure student safety.Hall Procedures* Students are not permitted in the hall during class periods unless they are accompanied by a teacher or have a hall pass in their possession.
18 Classroom Procedures Teachers greet students at the door each morning. Students listen attentively to morning announcement.Class assembles for morning meetings.Each classroom posts and practices classroom procedures for morning announcement routines, transitioning, sharpening, pencils, cooperative groups, turning in homework, cleaning up, emergency drills, and other classroom procedures to ensure an atmosphere of students success.Teachers submit attendance by 10:30.
19 School Wide Incentives School-wide and teacher academic achievements are celebrated throughout the year.Individual students, homerooms, grade-levels, and the entire school enjoy celebrations for achieving fight-free benchmarks and attendance goals.Rewards are given when homerooms achieve cafeteria benchmarks.
20 Teacher IncentivesProcedures for recognizing and encouraging positive teacher interaction:Attendance prizes (names of teachers with perfect attendance will be entered into a drawing for a prize for each nine weekQuality Work Prizes( name of teachers with the best quality work display will be entered into a drawing at the end of the semester).
21 Resources for Incentives AdoptersCommunity agencies & businessesRestaurantsFundraisersChurchesParent organizations
22 Character EducationEach nine weeks a specific character trait will be introduced and integrated in the curriculum, reinforced in the classroom and throughout the school year. The trait will be the focus of announcements, newsletters, bulletin board and hallway signs. These traits include Honesty, Respect, Courtesy, Kindness, Self-Reliance, and Problem-Solving.The school counselor conducts character guidance lessons twice a month.Peer mediation program is implemented.
23 ATOD PreventionNo Bullying Classes taught by teachers and School CounselorMCS Family Life Education and Health & Wellness Curricula-taught in PE and classrooms.Gangs Awareness via MCS/MPD
24 Bullying PreventionTraining of students. School Counselor provided training for each classroom on bullying prevention. They discussed how to help students understand what bullying is, where it happens, why some people bully others, and what students should do if they are bullied or see someone else being bullied.Harassment and bullying training will be done with faculty .Peer Mediation
25 General Procedure for Dealing with Problem Behaviors Observe problembehaviorIsbehaviormajor?Find a place to talk with student(s)NOYESEnsure safetyProblem solveWrite referral &Escort student to officeDetermineconsequenceProblem solveDetermineconsequenceFollow proceduredocumentedFollowdocumentedprocedureNODoesstudenthave 3?YESFollowthrough withconsequencesFile necessarydocumentationSendreferral toofficeFile necessarydocumentationFollow upwith studentwithin aweekRevised 7/09
26 Fighting or Aggressive Physical Contact Chronic Minor Infractions Office ManagedWeaponsFighting or Aggressive Physical ContactChronic Minor InfractionsAggressive LanguageThreats/BullyingHarassment/Foul Language towardsSchool PersonnelTruancy/Cutting SchoolSmoking/ Alcohol /DrugsVandalismGamblingLeaving School GroundsNot w/Class During EmergencyFailure to Serve a DetentionClassroom ManagedPreparednessCalling OutClassroom Disruption- ex. talkingRefusal to Follow a Reasonable Request (Insubordination)Put DownsCheatingRefusing to WorkInappropriate Tone/AttitudeElectronic DevicesFood or DrinkDress Code
29 Monitoring ProcessEarly intervention begins the first week of school. Teachers are regularly surveyed to find out which students are causing discipline problems. Students are monitored and referred to the appropriate team members when necessary.On the week after the latest discipline information is available from the Blue Ribbon webpage, our team meets to examine the latest data provided. We compare this data to our goals, and implement strategies and procedures to help our students who are having problems.
30 Action StepsThe Student Behavior Committee will determine the specific needs for staff development based on behavioral data analysis.Professional development meetings will be held once monthly to discuss behavioral data and management techniques.
31 Meeting Schedule See Next Slide for Further Instructions 20 Day Reporting PeriodApproximate Dates of Reporting PeriodsAll data for period entered into system (A)Discipline Committee meeting dates (B)Faculty meeting dates to report interpretation of 20 day data (C)18/10/09-9/4/099/11/099/17/099/23/0929/8/09-10/5/0910/9/0910/15/0910/21/09310/6/09-11/4/0911/6/0911/12/0911/18/09411/5/09-12/7/0912/11/0912/17/0912/18/09512/8/09-1/20/101/22/101/28/102/3/1061/21/09-2/18/102/19/102/26/103/3/1072/19/10-3/18/103/19/103/25/104/6/1083/19/10-4/23/104/30/105/6/105/12/1094/26/10-5/21/105/26/095/27/095/28/10Revised 7/09
32 Prevention Programs Mendez (Too Good for Drugs/Violence) Peer Mediation (Coordinated by Guidance)MCS Family Life Education and Health & Wellness Curricula-taught in PE and classrooms.Gang Awareness via MCS/MPD
33 Intervention PlanOur secondary interventions for students who have been referred to the office a number of times include social skills groups with social worker/school counselor and also individualized behavior plan developed by the S-Team.
34 In-School Suspension Plan ISS is one consequence in our system of progressive levels of consequences.Students complete individual assignments, reflects on their behavior choice that caused their ISS placement, discuss, write, then practice, positive behavior choices.The program will service students in grades K-8
35 Secondary Intervention Evaluation We will monitor the progress of our secondary interventions by checking in with teachers to see if the student has shown improvement in behavior. We will also follow-up by checking with office personal to see has office referrals decreased or if need to look more interventions.
36 Tertiary Interventions Intensive individual support is required on occasion where students are chronically behaving inappropriately. When positive behavior support is not working with these students other methods of intervention may be required.S-Team meetings, District support, and School Psychologist intervention are utilized in these cases.Our Blue Ribbon Committee examines the data closely for specific occurrences or student behavior patterns warranting exceptional interventions.
37 Behavior Clubs Platinum Club – E and S Gold Club – S Silver Club – 1 N The Blue Ribbon Committee has established behavior clubs to promote positive behavior. Below are the credentials for each club membership. Review and revise every 3 weeks.Platinum Club – E and SGold Club – SSilver Club – 1 NBronze Club – N’s and U’s
38 CelebrationSchool-wide and teacher academic achievements are celebrated throughout the year.Individual students, homerooms, grade-levels, and the entire school enjoy celebrations for achieving fight-free benchmarks and attendance goals.Rewards are given when homerooms achieve cafeteria benchmarks.Faculty & student birthdays are announced and recognized daily.
39 ConclusionThe Douglass’ Family sees the development of our school-wide behavior plan as an ongoing project. Our vision is that our school will consistently demonstrate and model the district’s goal to “achieve a safe, orderly environment where students, staff members, and families share high expectations for academic achievement and personal behavior.”
40 Individual interventions SAS Survey SummaryFor each system area, follow the steps as outlined belowOverall PerceptionSchool-wideNon-classroomClassroomIndividual Student1. Using SAS Results, list three major strengthsa.#1b.#2c.#10b.#3c.#9c.#2#4b.#12. Using the SAS Survey results, list three major areas in need of development.3. For each system, circle one priority area for focusing development activitiesA .Consequences for problem behavior are defined clearlyb.#7c.#15a.#4b#4c .Status of student behavior and management practices are evaluated quarterly from dataa. Problem behavior receives consistent consequencesb.#9c.#7Targeted group orIndividual interventionsa.5b.6c. School includes formal opportunities for families to receive training on behavioral support/positive parenting strategies4. Circle or define activities for this/next year’s focus to support area selected for developmenta. Organize a teamb. Define/teach school rulesc. Define consequence systems for appropriate & inappropriate behaviord. Define a measurement system linked to school improvement goale. Establish communication cycles with other school teamsf. Develop implementation plan(All of the above)a. Define/teach routinesb. Supervisor booster training & feedback sessionsc. Data managementd. Maintain team & communication cycle with other school teamse. Develop implementation plana. Define/teach routines/ link with school wide rulesb. Classroom staff boosters & feedback sessions for creating effective strategies/materialsa. Process for referral & support plan design, implementation & monitoringb. Plan to develop & use FBA to support skills5. Specify system(s) to: sustain (S) & develop (D).Behavior Clubs, behavior logs, S-Team & IncentivesCafeteria(Fight-Free incentives)Analyze PBIS report every 20 days as a team to make necessity adjustmentBehavior Logs-Document student infraction-date and define interventions usedPD Training exhibiting strategies to quickly address problem behaviors.6. Use the SAS Annual Action Planning form for determining management, design & implementation activities in the selected focus areas.
41 Action Plan For School Wide PBIS Action NumberAction( Who Does What?)By When? (Date)How will we know it is done? (Data Source)Establish & Confirm Commitment(TIC 1 & 2)1. Faculty feedback is obtained throughout year2.Faculty involved in some decision making/establishing goals3. Admin attends meetings 90% of the timeDates noted on meeting scheduleMinutes from committee meetingUpdates made to SWDPEstablish SWPBS Team(TIC 3 – 5)1. Team established (representative2. Team has regular meeting schedule, effective operating procedures3. Committee/Workgroup review completed/updated annuallyCompletedSubmission of SWDPConduct Self-Assessment(TIC 6-8)Celebrate Fight-Free and AttendanceNew Teacher OrientationTeach Staff data SystemEvery 20 daysOnce a monthApril 2010Principal, AP will announce and send home notice to parents informing of upcoming celebrationPLC Minutes & AgendaThrough collected results submitted through scanner and posted websites
42 How will we know it is done? (Data Source) Action Plan Cont.Conduct Self-Assessment(TIC 6-8)Celebrate Fight-Free AttendanceNew Teacher OrientationTeach Staff data SystemEvery 20 daysOnce a monthApril 2010Principal, AP will announce and send home notice to parents informing of upcoming celebrationPLC Minutes & AgendaThrough collected results submitted through scanner and posted websitesAction NumberAction( Who Does What?)By When? (Date)How will we know it is done? (Data Source)Teach Behavioral Expectations Associated with School Rules(TIC 9 – 12)Matrix for hallway and cafeteriaThe system includes incentives for staff/facultyStudents are involved in identifying/developing incentivesRewards are varied to maintain student interestCompletedAll staff members will monitorPictures posted of celebrationsDevelop & Implement School-wide System for Rewarding Rule Following(TIC 13)1. System for rewarding student behavior is established.2.Establish a committee within team to find funding for incentives.18.104.22.168/15/09Counselors will seek funding from various organizations to support incentives.Develop and Implement Array of Procedures for Addressing Rule Violations(TIC 14)Blue Ribbon Committee presented plan to staff2. Behaviors defined3. Clearly identified major/minor behaviors4. Suggested array of appropriate responses to minor (classroom)9-2510/09Follow discipline log and attach toreferralPD session powerpoint and teacher evaluation of session
43 How will we know it is done? (Data Source) Action Plan Cont.Action NumberAction( Who Does What?)By When? (Date)How will we know it is done? (Data Source)Discipline data are gathered, summarized and reported to staff to make decisions(TIC 15)Students attendance and behavior collected by AP, counselor, BR ommittee and presented to staff.2.3.4.Every 20 daysCharts- Compstat report & update SWDPBuild capacity for function based support(TIC 16-17)Behavior logs will be used to assist in identifying students to recommend for S-TeamAs NeededS-Team documentation(minutes)Other tasks1.5.