1. 1 Memphis Health Careers Academy School-wide PBIS Plan (Discipline Plan) 2015-2016 80 W. Olive St. Memphis, Tennessee Brenda W. Diaz, Principal

2. 2 Guiding Principles All students can learn and learn at higher levels Educating 21st Century learners to be productive and successful citizens with expertise in the health science is the primary focus of our school Our administrators, teachers and staff take pride in demonstrating rigorous, yet engaging learning activities Differentiated Instruction is designed to accommodate diverse learning styles while valuing each student’s unique needs Student’s right to a safe, secure environment with equitable, consistent discipline which are key factors in developing student trust Course work offered to students is designed to prepare them to demonstrate career and college readiness on standardized tests (ACT, EOC, Advanced Placement, Dual Enrollment, career certification exams) and work-based learning opportunities All stakeholders (parents, community leaders, business partners, educators, and students) are accountable for students’ success in and out of school

3. 3 Vision Memphis Health Careers Academy High School will prepare students intellectually and socially; thereby, enabling them to become self-sufficient lifelong learners; global citizens of integrity and innovators in the health science field.

4. 4 Mission Our mission is to educate students with an emphasis on Mastery, Honor, Character and Achievement.

5. 5 Philosophy Statement MHCA, with parents and the community as partners, believes that all students can learn and be challenged to become lifelong learners; productive and successful citizens; and competent Healthcare professionals. By maintaining a small focused learning environment that offers academic rigor, safety and security, our school ensures that students are able to make academic progress each year. Our philosophy also embodies the concept of providing an environment that is challenging and supportive as it is technologically advanced. All stakeholders are committed to helping prepare students intellectually as they exemplify mastery, honor, character and academics in their pursuit of Healthcare professions.

6. 6 Goals or Objectives Decrease suspensions by 20% (from 46 down to 18) Our goals for 2014-2015 is to manage 9th grade discipline infractions and maintain office referrals to a minimum of 2 per teacher per month and keep the total number of suspensions for the year to less than 18 for the entire school year( a 20 % reduction). In addition we will strive to exceed the SCS District’s expected student attendance by 2%. Our primary objective will remain to keep students on task and engaged with rigorous and relevant learning whereby discipline issues should be kept to a minimum level. In addition, student absences are expected to decrease as a result of our continued concentrated efforts to monitor student attendance, by calling parents when students are absent and providing attendance incentives.

7. Revised 7/12 MHCA 2014-2015 BEHAVIOR DATA

8. TOTAL REPORTED REFERRALS Revised 7/12

10. MHCA 2014-2015 DISCIPLINE DATA Revised 7/12

11. Click to edit the outline text format Second Outline Level  Third Outline Level Fourth Outline Level  Fifth Outline Level  Sixth Outline Level  Seventh Outline Level  Eighth Outline Level  Ninth Outline LevelClick to edit Master text styles  Second level  Third level  Fourth level Fifth level SCS School-wide PBIS (Discipline) Team Worksheet 2015-16 Name of School: MHCA High 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) / Internal Coach *Indicates members mandated by MEA contract; others may be invited as needed See next slide for further instructions 11 Principal* : Brenda W. Diaz Assistant Principal: Taisha Nelson Professional school Counselor* : Mannesha Brooks School Social Worker : Tammy Dorsey- Davis General Education Teacher(s) : J Harris MEA Representative* : Elected Teacher(s) (2)* : J. Harris/ C. Woods Special Education Teacher(s)* : Anita Hines Related Arts Teacher(s): Lauren Flannigan Students: Skykar Jones, Takhya Farmer Educational Assistant(s)/ Non-Certified Staff : P. Jeffries/ Ivy Community Member: Angela Hughes Parent(s)* : Central Office or Board of Education Member: Cafeteria Staff: Ms McKinney District PBIS Coach: Caressa Liggins-Green

12. Revised 7/1212 Meeting Schedule 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 8/6/13-8/31/138/29/13 2 9/4/13-10/2/139/27/13 10/8/1311/5/13 3 10/3/13-11/1/1310/30/13 10/31/1311/5/13 4 11/3/13-12/5/1312/3/13 12/6/131/7/14 5 12/6/13-1/17/141/16/14 1/22/14 2/4/14 6 1/22/14-2/19/142/14/14 2/20/143/4/14 7 2/20/14-3/26/143/21/14 3/28/144/1/14 8 3/27/14-4/24/144/22/14 4/25/145/6/14 9 4/25/14-5/22/145/20/14 5/22/14N/A

13. 13 Monitoring Process  The S-Team includes administrators, teachers, parents, students and other concerned staff. The team will evaluate and discuss student performance and behavior. The teachers will inform the team of student classroom performance. Student behavior will be recorded and maintained by office personnel. The S- Team will develop a plan to improve student behavior. All teachers are to inform the team of any changes made in the program plan.

14. Celebration Student Level: Award Programs, Free Dress Days, Most Improved Student Award, Honors Program, Student of the Month spotlight Teacher Level: Faculty Luncheons, “Just Jeans Day”, Teacher of the Month spotlight Incentives: End of year honors assembly, weekly birthday announcements, awards, honors awards, monthly perfect attendance free dress days Creative Programs/Partnerships: Scrubs Days, Adopters/Partnerships with UT Health Science Center, Baptist Memorial Health Care, and Saint Jude’s 14

15. Revised 12/1315 School Rules MHCA Students Will Always Be: Participating Polite Positive Prepared Punctual

16. 16 Behavioral Expectation Matrix School-wide Rules Class- room CafeteriaHallwayRestroomBus ParticipatingXXXN/A PoliteXXXXN/A PositiveXXXXN/A PreparedXN/A PunctualXXXXN/A

17. Sample 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 17Revised 7/12 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

18. Progressive Discipline Plan We will adhere to the SCS Student Code of Conduct 2015-2016. Intervention strategies and disciplinary measures for each offense level will be implemented accordingly. We strive to maintain an educational environment where students are held 100% accountable for themselves and their actions at all times, learn skills and attitudes necessary to prevent misbehavior and act appropriately through out the school day. The progressive discipline plan step process illustrated on the next 5 pages are our general procedures for addressing problem behaviors. 18

19. MHCA PROGRESSIVE DISCIPLINE PLAN

20. MHCA Discipline Points System

21. Come in and be seated. Wait for your grade level/ table to be called Get everything you need while you're up getting lunch. Silent lunch the last minute.

22. Stay to the right No yelling

23. Discipline Points System

24. Discipline Chart

25. The Details 5 point per teacher per week. Teacher will give 1 eagle buck per every 5 points.( 1 eagle buck per week) Each teacher should identify rewards to be given each week in exchange for Eagle Bucks. This should be posted in their rooms.

26. Consequences

27. Teacher Responsibilities Keep reasons for not earning points Track the data and post it in the classroom. Point deducted based on discipline infraction by student ( e.g. tardy; no supplies; checking; yelling; disrupting class; on floor without permission; ) Reward students weekly. Implement consequences weekly based on point accumulation...without fail. Be consistent Be fair

28. Student Responsibilities Track your own data Redeem your eagle bucks and signed tracker for school –wide incentives.

29. School-wide Monitoring School wide monitoring bi weekly and every 20 days School wide Incentives will be given each 20 days in exchange for Eagle Bucks and signed student discipline tracker. A school wide behavior tracker is kept by grade in Admin room

30. SCHOOL WIDE MONITORING BUCKS REWARD 20 2 Uniform-Free Days, 1 Homework Pass 19- 151Uniform- Free Days 1 Homework Pass 14- 101 Homework Pass

31. Grade Level Fight and Referral Free Incentives 20 daysIncentive 1 st Intramural games 2 nd Hat Day 3 rd Movie Day 4 th Jersey Day 5 th Jean day 6 th Movie Day 7 th Jersey Day 8 th Intramural games 9 th Movie Day

32. Teach the Rules, Expectations and Procedures Direct Instruction from teacher: Teachers will teach students “how to do school” (classroom/school procedures) everyday for the first week of school during each class period School Rules are posted prominently through out the building and each classroom – each student provided a color copy of the 5 School Rules Student Intervention through implementation of task: Write a contract with the student specifying what behavior is expected and what reinforcement will be made available when the terms of the contract have been met. Encourage students to develop an awareness of the consequences of his/her behavior by writing down or talking through problems using peer mediation. Communicate with the parents to share information concerning the students’ behavior encouraging parents to reinforce positive behavior. Group discussions or summation: Conduct discussions concerning appropriate behavior and when necessary conduct entire school group discussions allowing students to freely give input 32

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34. Annual PBIS Kick-off Teach SCS Code of Conduct Teach School-wide Rules and Behavior Expectations from matrix during school- wide assembly When district and school universal rules and expectations are understood, celebrate the beginning of a new, positive school year 34

35. 35 School Procedures  School-wide assembly with Administration going over SCS Code of Conduct 2015-2016 page by page as students look at their own copy  Direct Instruction from teacher: Teachers will teach students “how to do school” (classroom/school procedures) everyday for the first week of school during each class period  School Rules are posted prominently through out the building and each classroom – each student provided a color copy of the 5 School Rules  Student Intervention through implementation of task: Write a contract with the student specifying what behavior is expected and what reinforcement will be made available when the terms of the contract have been met. Encourage students to develop an awareness of the consequences of his/her behavior by writing down or talking through problems using peer mediation. Communicate with the parents to share information concerning the students’ behavior encouraging parents to reinforce positive behavior.  Group discussions or summation: Conduct Advisory Group discussions concerning appropriate behavior and when necessary conduct entire school group discussions allowing students to freely give input

36. 36 School-wide Incentives Student of the Month Positive Behavior Program (Eagle Bucks) starting to reward students for behaving properly. Revised 12/13

37. 37 Sample Incentive Ticket for School

38. Eagle Bucks Rewards Free-dress day Homework pass Bonus points Emergency bathroom pass (30/30 exception)

39. 39 Teacher Incentives Teacher of the Month. Recognition for exceptional performances will be given at the weekly Professional Development Meeting Spotlight in the weekly Principals Points weekly e- mail Teacher Appreciation Luncheons

40. Revised 7/0940 MHCA High Teacher Recognition MHCA Teacher Moment I would like to share that Mr./Mrs. Miss

41. 41 Resources for Incentives Adopters- Regional One Health Community agencies and businesses Restaurants Fundraisers

42. Communication with Parents & Community MHCA communications with parents and community members about PBIS and the School-Wide Discipline Plan are included on teachers Parent Contact Logs. Title I parent community meetings are held each semester to provide information concerning the use of funds. 42

43. 43 Character Education MHCA High supports character education through morning announcements, class meetings, curricula and teacher input and demonstrations Morning announcements – Student Leaders at 9 AM Class Meetings – Student leaders – varies. Student of the Month Teacher input – professional development meetings – Mon. at 7:15 AM

44. 44 ATOD Prevention MHCA High communicates ATOD prevention education through morning announcements, curricula, class meetings, seminar days visual displays and extracurricular activities. Morning Announcements – Student Leaders at 9 AM Curricular – Biology and Health Science education Class Meetings – Student leaders – Varies. Professional Seminar Days – Community Stakeholders – Quarterly Visual Displays – Anti-ATOD poster display prominently throughout the school Extracurricular Activities – Debate Team

45. 45 Bullying Prevention Training with faculty: Date: First 9 weeks of school. Frequency: Beginning of each Semester Provided by: Principals, Faculty and Staff Bullying/Intimidation: Bullying is recognizable as an aggressive behavior that is intentional and involves an imbalance of power or strength. Early stages of bullying: Stress Withdrawal Depression/ Anxiety Decrease in academic performance Excessive Absenteeism Strategies Post no-bullying signs through-out the school Bullying prevention efforts will be coordinated and maintained throughout the school year. Faculty and staff will acknowledger and initiate intervention plan Training of students: Please give implementation details Date: First 9 weeks of school and first week of second semester Provided by: Health Sciences Teacher Frequency: Beginning of each Semester Student body receives training

46. 46 Violence Prevention Projects The following programs are conducted throughout the school year by the principal, counselor or staff. Students receive the training each semester Senior/Freshman Mentor/Mentee Project Community Speakers

47. Tier 2/Intervention Team (For Students with 2-5 Office Referrals) School Counselor, administrator, appropriate instructional staff and behavior related personnel. Will monitor group and targeted interventions such as group counseling, Check in Check out, and skill building. Evaluate outcomes of interventions and make adjustments for students 47

48. 48 Discipline Intervention Strategies Increased academic/behavioral supports & practices Parent Training & collaboration Self management training and support Social skills instruction Behavioral Contract Others

49. 49 Tier 3 Tertiary Interventions (For students with 6 or more office referrals) School Support Team (S-Team) identifies and plans for these students by: School Counselor, administrator, appropriate instructional staff and behavior related personnel. Will monitor group and targeted interventions such as group counseling, Check in Check out, and skill building. Evaluate outcomes of interventions and make adjustments for students Number of expulsions 2014-15: 0 Number of suspensions 2014-15: 50