Presentation on theme: "Douglass School School-wide Discipline Plan 2009-10 1650 Ash Memphis, Tennessee 38108 Angela Brown, Principal Demetria Faulkner, Asst. Principal."— Presentation transcript:
Douglass School School-wide Discipline Plan Ash Memphis, Tennessee Angela Brown, Principal Demetria Faulkner, Asst. Principal
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.
School Character Points The faculty at Douglass School works together to ensure that students have access to multiple support mechanisms 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.
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
Vision Douglass’ 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.
Mission The students of Douglass School will achieve educational excellence and obtain above proficiency in every content area as measured by local, state, and national standards.
Philosophy Statement All children learn, achieve, and succeed in different ways. Teachers and parents have the obligation to hold high expectations for achievement of all students Every 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.
TCAP Scores Proficient and Advanced Students 2009/2010 Targets: Math 86% Reading/LA 89%
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 ye ar
MCS Discipline Committee Worksheet Name of School: Douglass School Discipline Committee is representative of the school faculty and includes an administrator. Fill in the names of committee members and designate a Team Leader (TL) *Indicates members mandated by MEA contract Principal* Angela Brown Assistant Principal Mrs. Faulkner Professional School Counselor* Aron Wyatt Patricia Washington School Psychologist Curtis Walls General Education Teacher(s) Goldia Robinson Elvin Pulley MEA Representative* Marilyn Freeman Elected Teacher(s) (2)* Bobbie Tesfazion Juanita Swift Special Education Teacher(s)* Betty Youngson Related Arts Teacher(s) Jo Ann Matthews Students Kelvin Mitchell Educational Assistant(s) Community Member Brodus Threat Parent(s)* Tess Early Central Office or Board of Education Member Cafeteria Staff Wanda Montague Crossing Guard Tonya Jackson Other
School Rules Keep 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.
Behavioral Expectation Matrix Rules ClassroomCafeteriaHallwayRestroomDismissal #1 Students are seated, working quietly, attentively, and collaboratively or independently 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 wall Enter restroom quietly. Hall traffic moves in a single file line on the right side of the hall. #2 Follow classroom Rules. 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. #3 Complete 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 time Walk on sidewalk and exit the campus as soon as possible.
Classroom Discipline Procedures for K-5 1 st Offense Warning 2 nd Teacher and Student Conference/Phone Parent 3 rd Behavior Intervention Plan 4 th Parent/Teacher Conference (Include Guidance) 5 th Office Referral **Major Infractions (Fighting, Profanity towards teacher, Threat(s) against student or teacher, Gang related activities, etc.) refer to office.**
DISCIPLINE LOG for Middle School 1 st - warning 2 nd - student/teacher conference 3 rd - behavior intervention 4 th - parent/teacher conference 5 th - referral to guidance 6 th - team detention 7 th - office referral (attach discipline log)
How we teach the rules and procedures School-wide-at the beginning of the year Discuss 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-ongoing Post procedures throughout the school Daily announcement reminders Reinforce, re-teach and continue to practice as needed
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
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.
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.
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.
Teacher Incentives Procedures 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 week –Quality Work Prizes( name of teachers with the best quality work display will be entered into a drawing at the end of the semester).
Resources for Incentives Adopters Community agencies & businesses Restaurants Fundraisers Churches Parent organizations
Character Education Each 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.
ATOD Prevention No Bullying Classes taught by teachers and School Counselor MCS Family Life Education and Health & Wellness Curricula-taught in PE and classrooms. Gangs Awareness via MCS/MPD
Bullying Prevention Training 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
Revised 7/0925 General Procedure 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 major? Does student have 3? NOYES NO YES Find a place to talk with student(s) Ensure safety
Classroom Managed Preparedness Calling Out Classroom Disruption- ex. talking Refusal to Follow a Reasonable Request (Insubordination) Put Downs Cheating Refusing to Work Inappropriate Tone/Attitude Electronic Devices Food or Drink Dress Code Office Managed Weapons Fighting or Aggressive Physical Contact Chronic Minor Infractions Aggressive Language Threats/Bullying Harassment/Foul Language towards School Personnel Truancy/Cutting School Smoking/ Alcohol /Drugs Vandalism Gambling Leaving School Grounds Not w/Class During Emergency Failure to Serve a Detention
Monitoring Process Early 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.
Action Steps The 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.
Revised 7/0931 Meeting Schedule See Next Slide for Further Instructions 20 Day Reporting Period Approximate Dates of Reporting Periods All data for period entered into system (A) Discipline Committee meeting dates (B) Faculty meeting dates to report interpretation of 20 day data (C) 1 8/10/09-9/4/099/11/09 9/17/099/23/09 2 9/8/09-10/5/0910/9/09 10/15/0910/21/ /6/09-11/4/0911/6/09 11/12/0911/18/ /5/09-12/7/0912/11/09 12/17/0912/18/ /8/09-1/20/101/22/10 1/28/102/3/10 6 1/21/09-2/18/102/19/10 2/26/103/3/10 7 2/19/10-3/18/103/19/10 3/25/104/6/10 8 3/19/10-4/23/104/30/10 5/6/105/12/10 9 4/26/10-5/21/105/26/09 5/27/095/28/10
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
Intervention Plan Our 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.
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
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.
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.
Behavior Clubs 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 S Gold Club – S Silver Club – 1 N Bronze Club – N’s and U’s
Celebration 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. Faculty & student birthdays are announced and recognized daily.
Conclusion The 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.”
SAS Survey Summary For each system area, follow the steps as outlined below Overall Perception School-wideNon-classroomClassroomIndividual Student 1. Using SAS Results, list three major strengths a.#1 b.#2 c.#10 a.#1 b.#3 c.#9 a.#1 b.#3 c.#2 a.#4 b.#1 c.#2 2. Using the SAS Survey results, list three major areas in need of development. 3. For each system, circle one priority area for focusing development activities A.Consequences for problem behavior are defined clearly b.#7 c.#15 a.#4 b#4 c.Status of student behavior and management practices are evaluated quarterly from data a. Problem behavior receives consistent consequences b.#9 c.#7 Targeted group or Individual interventions a.5 b.6 c. School includes formal opportunities for families to receive training on behavioral support/positive parenting strategies 4. Circle or define activities for this/next year’s focus to support area selected for development a. Organize a team b. Define/teach school rules c. Define consequence systems for appropriate & inappropriate behavior d. Define a measurement system linked to school improvement goal e. Establish communication cycles with other school teams f. Develop implementation plan (All of the above) a. Define/teach routines b. Supervisor booster training & feedback sessions c. Data management d. Maintain team & communication cycle with other school teams e. Develop implementation plan a. Define/teach routines/ link with school wide rules b. Classroom staff boosters & feedback sessions for creating effective strategies/materials c. Data management d. Maintain team & communication cycle with other school teams e. Develop implementation plan a. Process for referral & support plan design, implementation & monitoring b. Plan to develop & use FBA to support skills c. Data management d. Maintain team & communication cycle with other school teams e. Develop implementation plan (All of the above) 5. Specify system(s) to: sustain (S) & develop (D). Behavior Clubs, behavior logs, S-Team & Incentives Cafeteria(Fight-Free incentives) Analyze PBIS report every 20 days as a team to make necessity adjustment Behavior Logs-Document student infraction-date and define interventions used PD 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.
Action Plan For School Wide PBIS Action Number Action ( 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 year 2.Faculty involved in some decision making/establishing goals 3. Admin attends meetings 90% of the time Dates noted on meeting schedule Minutes from committee meeting Updates made to SWDP Establish SWPBS Team (TIC 3 – 5) 1. Team established (representative 2. Team has regular meeting schedule, effective operating procedures 3. Committee/Workgroup review completed/updated annually CompletedSubmission of SWDP Conduct Self- Assessment (TIC 6-8) 1.Celebrate Fight-Free and Attendance 2.New Teacher Orientation 3.Teach Staff data System 4.Conduct Self-Assessment Every 20 days Once a month Every 20 days April 2010 Principal, AP will announce and send home notice to parents informing of upcoming celebration PLC Minutes & Agenda Through collected results submitted through scanner and posted websites
Action Plan Cont. Conduct Self- Assessment (TIC 6-8) 1.Celebrate Fight-Free Attendance 2.New Teacher Orientation 3.Teach Staff data System 4.Conduct Self-Assessment Every 20 days Once a month Every 20 days April 2010 Principal, AP will announce and send home notice to parents informing of upcoming celebration PLC Minutes & Agenda Through collected results submitted through scanner and posted websites Action 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) 1.Matrix for hallway and cafeteria 2.The system includes incentives for staff/faculty 3.Students are involved in identifying/developing incentives 4.Rewards are varied to maintain student interest CompletedAll staff members will monitor Pictures posted of celebrations Develop & 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 /15/09Counselors will seek funding from various organizations to support incentives. Develop and Implement Array of Procedures for Addressing Rule Violations (TIC 14) 1. Blue Ribbon Committee presented plan to staff 2. Behaviors defined 3. Clearly identified major/minor behaviors 4. Suggested array of appropriate responses to minor (classroom) /09 Follow discipline log and attach to referral PD session powerpoint and teacher evaluation of session
Action Plan Cont. Action Number Action ( 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) 1.Students attendance and behavior collected by AP, counselor, BR ommittee and presented to staff Every 20 days Charts- Compstat report & update SWDP Build capacity for function based support (TIC 16-17) 1.Behavior logs will be used to assist in identifying students to recommend for S-Team As NeededS-Team documentation (minutes) Other tasks