1. LaRose Elementary PBIS/RTI2-B SCHOOL-WIDE DISCIPLINE 2018-19
Student Support Services
Student Support Services
LaRose Elementary PBIS/RTI2-B SCHOOL-WIDE DISCIPLINE
Veronica Parish, Principal
LaRose Elementary School
864 Willoughby Street
Memphis, Tennessee 38126
(901) phone
(901) fax
Student Behavior and Leadership Revised 5/18 (Rvem5/3/18, 49pg)

2. SCS School-wide PBIS/RTI2-B (Behavior and Attendance) 2018-2019 Team
Student Support Services
SCS School-wide PBIS/RTI2-B (Behavior and Attendance) Team
PBIS/RTI2-B Team is representative of the
school faculty and includes an
administrator.
*Indicates members
required; others may be invited as needed
-The Team shares responsibility for school-
wide buy-in and implementation of
PBIS/RTI2-B.
-The Team should assign the following roles
And team members are responsible for their
role in the team meetings.
-The Team should meet monthly to review
20 day data.
-Team meeting minutes, data and action
plans should be kept in PBIS/RTI2-B
notebook.
Sample Meeting Video link:
The following are team members are REQUIRED :
*Principal:Veronica Parish
*Professional School Counselor: Lakisha Wade
*General Education Teachers: Eric Ward, Shonda Clark
*Special Education Teachers: Gwendolyn Sneed, Joyce Taylor
*Specialists: Joyce Wesley
*Parent(s):
The following team members are strongly recommended:
Assistant Principal, Behavior Specialists, ISS/Campus Monitors, Non-Certified Staff, School Social Worker, School Psychologist, Cafeteria/Custodial Staff, Bus Driver, Community Member, Reporter/Communicator, Student Representative, External PBIS/RTI2-B Coach,
The following are REQUIRED ROLES that should be assigned to different team members:
Internal PBIS/RTI2-B Coach
Recorder
Timekeeper
Data Person
Communicator
PLEASE SEE SLIDE 3 FOR ROLE TASK DESCRIPTIONS
Student Behavior and Leadership Revised 5/18

3. Student Behavior and Leadership Revised 5/18
PBIS/RTI2-B ROLE TASK DESCRIPTION/CHECKLIST
Coach
Send agenda items to recorder
Start the meetings on time
Use agenda to manage the flow of meeting
Ask questions, prompt participation
Implement group norms
Determine date/time/location for next meeting
Coach: ________________________
Recorder: _________________________
Communicator: ____________________
Data Analyst: ______________________
Time Keeper: _______________________
Recorder
Get agenda items from facilitator
Prepare agenda/make copies for team members
Write meeting minutes
Ask for clarification about items to include in minutes
Provide copy of completed meeting minutes to all team members within 24 hours of meeting
Communicator
Gather feedback/questions from school staff
Ask facilitator to add staff feedback/questions to agenda
Share feedback and questions with team
Guide discussion to develop plan to address feedback/questions
Disseminate information from meeting to school staff
Data Analyst
Develop data report (include descriptions of potential problems, new problems, previously discussed problems)
Distribute data report to all team members
Ask facilitator for data report to be added to agenda
Lead discussion about data
Time Keeper
Make sure the meeting begins on time and ends on time
Keep track of how long each agenda items takes to discuss
Prompt the facilitator on when to move to different agenda items
Student Behavior and Leadership Revised 5/18

4. (LaRose Elementary School) 2018-2019 PBIS/RTI2-B Team
PBIS/RTI2-B Team Members:
PBIS/RTI2-B Team Member Role Assignments:
(It is recommended that different team members be assigned these roles)
Principal*
Assistant Principal (recommended)
Professional School Counselor*
General Education Teacher(s)*
Special Education Teacher(s)*
Parents (2)*
Specialist(s)
Ed. Assistant(s)/Non-Certified Staff:
Students Members:
Community Member:
School Psychologist
ISS Assistant:
Campus Monitor:
Cafeteria/Custodial Staff:
Bus Driver:
External PBIS Coach:
Internal PBIS/RTI2-B Coach:
Administrator: Veronica Parish
Recorder: Raquel Harris
Communicator: Lakisha Wade
Data Person: Camilla Moore
Timekeeper: Gwendolyn Sneed
Task Person: Eric Ward
Student Behavior and Leadership Revised 5/18

5. 2018-19 PBIS/RTI2-B and Attendance Team Meeting Schedule
Student Support Services
PBIS/RTI2-B and Attendance Team Meeting Schedule
20 Day Reporting Period
(A) SW PBIS/RTI2-B & Attendance Team meeting dates. Enter dates and initial when each meeting is Complete.
(B) Faculty meeting dates to report interpretation of 20 day data at least once per month 1
8/6/18-8/31/18
Week of 9/4/18 2
9/4/18-10/1/18
Week of 10/15/18 3
10/2/18-11/5/18
Week of 11/15/18 4
11/6/18-12/7/18
Week of 01/03/18 5
12/10/18-1/23/19
Week of 01/30/19 6
1/24/19- 2/20/19
Week of 03/05/19 7
2/11/19- 3/27/19
Week of 04/09/19 8
3/28/19-4/25/19
Week of 05/08/18 9
4/26/19 -5/23/19
Student Behavior and Leadership Revised 5/18

6. Mission and Vision Statements
Student Support Services
Student Support Services
Mission and Vision Statements
The vision of LES is committed to providing each student with optimal learning opportunities so that they can reach their full academic and social potential.
The mission of LES is committed to providing each student with optimal learning opportunities so that they can reach their full academic and social potential.
Student Behavior and Leadership Revised 5/18

7. PBIS/RTI2-B Purpose Statement
Student Support Services
Student Support Services
PBIS/RTI2-B Purpose Statement
The purpose of PBIS/RTI2-B plan will support the social and behavioral climate of LES by providing a positive school climate that supports social and academic growth for all students.
Student Behavior and Leadership Revised 5/18

8. Previous Results & School Data
Student Support Services
Student Support Services
Previous Results & School Data
Describe/Explain previous results (Explain data trends. Goal met or not? Why or why not?).
Data should tell your story.
Data story should include Attendance, Behavior, Graduation but can include Academic Progress, Social Engagement and Recognitions.
Insert 3 year data history (in form of graph/chart) on discipline, attendance, and graduation (high school) progress.
Data should be comprehensive and representative.
Data should be presented for current year and reflect a trend over three years.
After inserting your written explanation of previous results as listed above, your data slides should follow.
Data sources may include:
Powerschool
Tableau
Research, Evaluation & Assessment Department
School Climate Survey
Student Behavior and Leadership Revised 5/18

9. (A)
Data should be entered promptly to enable review of accurate data.
Deadline for data entry is the Friday following the end of the reporting period.
Principal should identify person responsible for entering behavior data.
Name and title of data entry designee: Brenda Farmer, GOS
Camilla Moore, PLC Coach and Lakisha Wade Prof. School Counselor
(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 Discipline Committee.
Name and title: Camilla Moore, PLC Coach, and Lakisha Wade, Prof. School Counselor
Determine how you wish to examine your data: by location, by student, by infraction, by time of day, number of referrals per day per month. Also consider office referral procedures and data integrity.
(C)
Faculty meeting to discuss behavior should be held within a week of the Discipline Committee meeting.
Enter projected dates in this column.
Identify persons responsible for sharing data trends for previous reporting period with the faculty.
Name and title:Brenda Farmer, GOS and Lakisha Wade Prof. School Counselor Team may wish to lead faculty in brainstorming intervention strategies based on data. Share successes and areas of continued efforts.

10. LaRose Elementary School
Results
LaRose Elementary School
Three Year Trend Data

11. Reported Incidents Total Students 2017-2018

12. Data Driven Goals and Objectives Goals must include:
Student Support Services
Student Support Services
Data Driven Goals and Objectives Goals must include:
Increase student attendance by 5%
Decrease office referrals by 40%
Decrease OSS by 30%
***Goals must be SMART****
Student Behavior and Leadership Revised 5/18

13. Student Support Services
Monitoring Process
Data will be reviewed by the team the Tuesday following the last 20-day period in order to evaluate the increase/decrease of occurrences, revise intervention strategies, and/or alter student transition periods.
Student’s behavior will be addressed with consistent consequences.
School includes formal opportunities for families to receive training on behavioral support/positive parenting strategies.
Status of student behavior and management practices are evaluated quarterly from data.
PBIS Committee is responsible for actions recommended.
The initial plan will be communicated to staff during PLCs, it will communicated to students during school wide assembly, and to parents during Open House.
See Sample Action plan on the following slide.
Student Behavior and Leadership Revised 5/18

14. Student Behavior and Leadership Revised 5/18
Student Support Services
SAMPLE Action Plan Sample Action Plan for PBIS/RTI2-B Meetings is also located in your PBIS/RTI2-B Resource Notebook.
Date of Meeting:
Is this the first treatment for this problem: Yes__________ No ___________
Members Present:
Describe Problem:
What Data are you addressing?
What are your recommended steps/interventions:
What is your goal:
What is your timeline for:
Evaluating progress
Reporting progress
Who is the lead person responsible:
Who else is directly involved with the strategy:
Enter Progress Notes Here:
Enter interim suggestions/adjustments here:
Was the treatment successful:
If yes, how will it be scaled for greater impact
If no, begin plan B on new form
Comments:
Chair Signature: _________________________________________________
Lead Signature: _________________________________________________
Administrator if different or required by team: ________________________
Student Behavior and Leadership Revised 5/18

15. Defining PBIS/RTI2-B School-Wide
Expectations
3-5 overarching school-wide behavioral expectations
Behavior Skills
(Rules)
Specific skills students will learn to achieve the school-wide expectations
Routines/
Procedures
Procedures are methods for accomplishing tasks in the classroom
procedures form routines that help students meet classroom expectations, rules and behaviors

16. Student Support Services
School Expectations
Student Support Services
Expectations:
“Be a LION”
List Expectations:
1. Be a Leader.
2. Be Independent.
3. Be Obedient.
4. Be Noble
School Expectations should be posted in classrooms and in student common areas.
(buses, hallway, stairway, restroom, etc.)
All expectations should be positive and specific.
The following slides are Examples of a School-Wide Expectation Posters
(please make sure to create a behavior matrix that is specific for your school).
Student Behavior and Leadership Revised 5/18

17. LaRose Elementary School
Behavior Flow Chart
Letter sent home( signed) Conduct Folder Teacher
Phone call home/isolation in classroom & cafeteria( Teacher)
Referral to Guidance
Phone call home
Phone call home
Madatory Conference
With Guidance
Discipline Referral
Conference
Parent Pickup
Referral to Office
Suspension
Revised 9/11

18. Student Support Services
LION Pride
Rules
Classroom
Cafeteria
Hallway
Restroom
Bus
Prepared
--Be attentive.
-Be prepared.
-Be punctual.
Use Appropriate language
-Use voice level 2 unless silenced by monitor
-Follow directions given by all adults
-Listen for instructions
Use voice level 1
-Honor privacy.
-Keep surfaces free of graffiti
Respectful
Listen
-Raise hand to speak.
-Participate in All activities.
Follow directions the 1st time given.
-Honor personal space and belongings of all.
-Follow School Dress Code.
Transition quickly
-Walk on the right
Involved
Stay on task.
-Check your grades.
-Turn assignments in on time.
-Ask questions as needed.
-Have needed supplies
-Return your tray and throw away your trash.
-Have cafeteria number.
-Stay in line.
-Wait your turn
Keep hallways clean
-Report unsafe behavior
Pump soap and towels twice only.
-Keep restrooms clean.
Discipline
Keep voice at a level zero in hallways and stairwell
Report problems.
-Return to classroom promptly and quietly.
Stay In Seat
Use voice level 2
Keep hands feet and other objects to yourself.
Student Behavior and Leadership Revised 5/18

19. School Expectations
Walk through the hallway, Quietly with Hips And Lips on Right Side Hallway, Stairwells ( QUIET ZONES ) Respect self, others and school property Involve yourself actively in school and all class activities Use Kind words and actions Exhibit high expectations through good citizenship, speaking at appropriate times, and using appropriate voices and language
Revised 9/11

20. Classroom Routines/Procedures
Student Support Services
Student Support Services
Classroom Routines/Procedures
On this slide, show how you will teach your School-Wide
Classroom Procedures for the following:
Hall Passes
Asking for help
Cooperative groups
Turning in homework.
Writing assignment protocol
Make-up work including policy for grade recovery
Communication with parents (School messenger, phone calls, , notes, website, etc.)
Routines/ Procedure Sample provided on following slide.
Student Behavior and Leadership Revised 5/18

21. Breakfast will be served in the cafeteria 8:45.
Arrival Procedures
Students will enter the school building and report to the cafeteria through the east entrance between 8:45 a.m. and 9:05 a.m.
Students arriving after 9:20 a.m. should enter the building through the main entrance.
Students arriving after 9:30 a.m. must report to the office for a tardy slip.
Breakfast
Breakfast will be served in the cafeteria 8:45.
Students will be seated in their assigned section.
Students will line up and walk on the right side of the hallway, using the
orange blocks
Students will remain quiet, using the “Hips and Lips” procedure.
Students will refrain from running and playing in the hallway.
Students will have a uniform hall pass.
Hall Procedures
Revised 9/11

22. Students are escorted to the cafeteria by their teachers.
Assemblies
Students are escorted to the cafeteria by their teachers.
Students are seated in assigned grade level sections.
Students are to be respectful of those performing.
Students are not to talk when entering, during programs, and the
cafeteria
Departure/Dismissal
Bus riders will be picked-up at 4:00 p.m. by a bus room facilitator.
Car-riders and walkers will be escorted to the main entrance at 4:15
p.m. by designated grade level teachers.
Day care riders will be picked up at 4:05 p.m. by the designated
teacher

23. SAMPLE Behavioral Expectation Lesson Plan for Cafeteria
Lesson plans should be taught in the area and take minutes
Objective:
The students will demonstrate being RESPECTFUL, being RESPONSIBLE, and being RESOURCEFUL in the cafeteria.
Setting:
Cafeteria
Expectations Taught:
(see behavior expectation matrix)
Respectful: Positive Talk Only
Keep hands, feet, objects and unkind words to yourself.
Level 0 in line. Level 1 at table.
Responsible: Keep your area clean.
Dispose of food and trash properly.
Resourceful: Have the supplies you need before sitting down to eat.
Examples:
Teach using “I do, we do, you do”
Students will hold tray with two hands facing the front in line.
Use polite manners.
Students will get all supplies before leaving the cafeteria line.
Students will remain seated at table until dismissed.
Raise your hand if you need help.
Clean up after yourself.
Non-examples:
(Adults model only)
Talking in line.
Not using polite manners (e.g., eating others food, loud talking, making fun others food)
Not cleaning up after yourself.
Follow Through and Practice:
(How will behavior expectations continue to be taught throughout the school year?)
Modeling and practicing expectations.
Review and reinforce through boosters (after each break and quarter).
Show PowerPoint to teach expectations (every teacher shows, have students demonstrating in the ppt).
Acknowledgement:
(How will behaviors be acknowledged in this setting?)
Students who exhibit exemplary behavior will participate in LES 20 Day Celebration.
Student Support Services
Student Behavior and Leadership Revised 5/18

24. The chart below contains operational definitions of problem behaviors
The chart below contains operational definitions of problem behaviors. Use this chart to assist in making decisions regarding your school’s discipline process.
Minor Problem Behavior
Definition
EXAMPLE
Handled by teacher
Defiance/Disrespect/ Non-compliance
(M-Disrespect)
Student engages in brief or low-intensity failure to respond to adult requests.
Talking back, not following directions, sleeping, ignoring teacher, refusal to complete assignment
Disruption
(M-Disruption)
Student engages in low-intensity, but inappropriate disruption.
Intentional distractions, noises, pranks, annoying statements/questions, breaking line, making messes, throwing paper wads, tapping pencil, out or seat, passing gas
Dress Code
Violation
(M-Dress)
Student wears clothing that is near, but not within, the dress code guidelines defined by the school/district.
Shirt untucked, no belt
Inappropriate Language
(M-Inapp Lan)
Student engages in low-intensity instance of inappropriate language.
Put downs, taunts, or slurs of a non-offensive nature, saying stupid, ugly, shut up, etc.,
Other
(M-Other)
Student engages in any other minor problem behaviors that do not fall within the above categories.
Physical Contact/ Physical Aggression
(M-Contact)
Student engages in non-serious, but inappropriate physical contact.
Horse play, playful grabbing, pinching, non-aggressive punching or slapping, chasing, shoving. “not keeping hands and feet to self.”
Property Misuse
(M-Prpty Misuse)
Student engages in low-intensity misuse of property.
Breaking pencils/crayons, kicking furniture, mishandling textbooks/library books/tearing up paper/assignments, handouts, slamming locker
Tardy
(M-Tardy)
Student arrives at class after the bell (or signal that class has started).
Students enters classroom after bell rings without excuse or an admit slip
Technology Violation
(M-Tech)
Student engages in non-serious but inappropriate (as defined by school) use of cell phone, pager, music/video players, camera, and/or computer.
Using computer time inappropriately, possessing electronic devices without permission

25. Major Problem Behavior IMMEDIATE OFFICE REFERRAL
Definition
EXAMPLE
IMMEDIATE OFFICE REFERRAL
NON-EXAMPLE
Abusive Language/ Inappropriate Language/ Profanity
(Inapp Lan)
Student delivers verbal messages that include swearing, name calling or use of words in an inappropriate way.
Cursing, slandering another person, hostile threats either written, spoken, or non-verbal
Put downs, taunts, or slurs of a non-offensive nature, saying stupid, ugly, shut up, etc., mild oaths not directed at an individual. Offensive communications targeting race, gender, faith, etc. of others.
Arson
(Arson)
Student plans and/or participates in malicious burning of property.
Setting fires to or on school property. Possession of combustible items
Student is carrying a lighter
Bomb Threat/
False Alarm
(Bomb)
Student delivers a message of possible explosive materials being on-campus, near campus, and/or pending explosion.
Written or verbal bomb threat, deliberately pulling fire alarm when not warranted, planting an explosive device on school grounds/property, making or attempting to construct a bomb at school
Defiance/Disrespect/ Insubordination/
Non-Compliance
(Disrespt)
Student engages in refusal to follow directions, talks back and/or delivers socially rude interactions.
Refusing to comply with rules/expectations, leaving class without permission, verbal defiance/ argumentative
Mildly talking back, not following directions, sleeping, ignoring teacher, refusal to complete assignment
Disruption
(Disruption)
Student engages in behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, or screaming; noise with materials; horseplay or roughhousing; and/or sustained out-of-seat behavior.
Screaming, loud talk, fighting. Any behavior more than nagging that impedes the educational environment
Intentional distractions, noises, pranks, annoying statements/questions, breaking line, making messes, throwing paper wads, tapping pencil, out or seat, passing gas
Dress Code Violation
(Dress)
Student wears clothing that does not fit within the dress code guidelines practiced by the school/district.
Wearing something other than what dress code dictates
Shirt untucked, no belt

26. Progressive Discipline Flow Chart
Student Support Services
Student Support Services
Progressive Discipline Flow Chart
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
Student Behavior and Leadership Revised 5/18

27. Behavioral Prevention & Intervention Strategies
Student Support Services
Behavioral Prevention & Intervention Strategies
Tier 1
Teach SCS Code of Conduct
Teach School-wide rules and Behavior Expectations from matrix
When district and school universal rules and expectations are understood, celebrate the beginning of a new, positive school year.
Tier 2
Group counseling
Check in/Check out
Behavior Contract
Tier 3
ISS
FBA/BIP
Behavior plans for repeated minor infractions and over 5 days out of school suspension (using BIM and other resources)
Individual Counseling
Targeted incentive programs for select students (i.e., Check In, Check Out),
Mentoring
Social Worker ( Mrs. Hubbard) group sessions.
Sample Action Plan on the following slide.
Student Behavior and Leadership Revised 5/18

28. Annual PBIS Kick-off
Teach School-wide rules and Behavior Expectations from matrix
When district and school universal rules and expectations are understood, celebrate the beginning of a new, positive school year
Revised 9/11

29. Student Behavior and Leadership Revised 5/18
Student Support Services
Behavior Action Plan Sample Action Plan for PBIS/RTI2-B Meetings is also located in your PBIS/RTI2-B Resource Notebook.
Date of Meeting:
Is this the first treatment for this problem: Yes__________ No ___________
Members Present:
Describe Problem:
What Data are you addressing?
What are your recommended steps/interventions:
What is your goal:
What is your timeline for:
Evaluating progress
Reporting progress
Who is the lead person responsible:
Who else is directly involved with the strategy:
Enter Progress Notes Here:
Enter interim suggestions/adjustments here:
Was the treatment successful:
If yes, how will it be scaled for greater impact
If no, begin plan B on new form
Comments:
Chair Signature: _________________________________________________
Lead Signature: _________________________________________________
Administrator if different or required by team: ________________________
Student Behavior and Leadership Revised 5/18

30. Attendance Prevention & Intervention Strategies
Student Support Services
Attendance Prevention & Intervention Strategies
How will you monitor for progress and success of interventions?
The In-School Plan is evaluated on a 20-day basis.
Small group counseling is evaluated every 9 weeks.
Attendance buddies are evaluated daily ( everyday )
The Data from referrals, student/parent conferences with teams & Administrators, etc. are used and charted.
Data from the twenty days reports are used by the S-Team to evaluate and plan interventions for the next 20 days.
Sample Action Plan on the following slide.
Student Behavior and Leadership Revised 5/18

31. Attendance Action Plan
Student Support Services
Date of Meeting:
Is this the first treatment for this problem: Yes__________ No ___________
Members Present:
Describe Problem:
What Data are you addressing?
What are your recommended steps/interventions:
What is your goal:
What is your timeline for:
Evaluating progress
Reporting progress
Who is the lead person responsible:
Who else is directly involved with the strategy:
Enter Progress Notes Here:
Enter interim suggestions/adjustments here:
Was the treatment successful:
If yes, how will it be scaled for greater impact
If no, begin plan B on new form
Comments:
Chair Signature: _________________________________________________
Lead Signature: _________________________________________________
Administrator if different or required by team: ________________________
Student Behavior and Leadership Revised 5/18

32. School Wide Incentives
INDIVIDUAL CLASSROOM AND TEAM CELEBRATIONS
RECOGNITION ON THE EXEMPLARY LION”S BULLETIN BOARD AND VIA
THE INTERCOM
* TEAR DROP BUCKET
* PIZZA PARTIES
FIELD TRIPS
5TH GRADE YEAR END ACTIVITIES
TEAM EVENTS/ACTIVITIES
COMMUNITY SUPPORT INITIATIVES i.e., no uniform
HONORS/AWARDS PROGRAMS
ATTENDANCE INCENTIVES (DANCES)
HONOR ROLL ( FUN FRIDAY )
THE LION BOOK STORE

33. The Fight Free and Behavior Plan Visions have a tremendous impact on the:
.Climate of the school
.Meeting the Expectations that are set
.Building continuous relationships of trust ,
.Development of culture throughout the entire school
*Faculty and Staff Members should serve as role models giving advice, discipline, and encouragement. When this occurs students will grasp the visions quickly and move forward with positive behavior.
As a school we will strive to maintain a safe and orderly environment. The following are the incentives provided as we strive to remain fight free and promote positive behavior in our school.
10 Days No Uniform
20 Days White "T" and Jean Day
30 Days Throw Back Jersey / Sports Paraphernalia Day
40- Days Hat Day
50 Days School-Wide Recess Day
60 Days Sunna' Shades Day
70 Days No Uniform Day
80 Days Headband / Wristband Day
90 Days In-Class Movie and Treat Day
1OO Days Students as the Teacher Day
110 Days Ice Cream Social Day
120 Days Dance
130 Days Dress Down for the Entire Week
140 Days Field Trip Day
150Days Field Trip Day
160 Days Shelby Farms or Park Day
170 Days Surprise!!!!
In order for a student to participate every ten days in each activity he/she must not fight, check, or display misconduct in school. We will also be monitoring the number of absences and tardiness the students accumulate.
If at any point an individual child gets involved in at least 2 fights and/or commits up to 3
disciplinary infractions, that child will not be allowed to participate in the remaining activities for the rest of the school year.
The administration reserves the right to make any necessary changes or accommodations. 1 st nine-weeks : Class Level: If anyone in the class fights the entire class participate in the next 10-day event.
2nd nine-weeks: Grade Level: If anyone on the grade level fights the entire grade will not get to participate in the next 10-day event.
3rd nine-weeks: Gender by Class: If either a boy or girl (or both) fight that group will not get to participate in the next 10-day event.
4th nine-weeks: Gender by Grade Level: If either a boy or girl (or both) fight that group will not get to participate in the next 10-day event. .

34. Teacher Incentives Teacher Wall of Fame Extra Planning Time
Gift Certificate Or Award Certificate
Students Tribute to Teacher
Teacher of the Month
Recognition during faculty meeting/morning and afternoon announcements)
Attendance prizes (presented each 9 weeks)
Revised 9/11

35. KUDOS Teacher Recognition
Mr./Ms. __________________________________
Are Soaring With their Lesson Plans!
Hats Off To You!

36. Communication with Parents & Community
PTSO meetings
School-Based Leadership Council
Flyers
Newsletters
School Website
Title 1 meetings
A copy of the plan will be posted in LaRose’s office.
Revised 9/11

37. Resources for Incentives
Memphis Bio-fuels,LLC
Memphis Urban Ministry: Highland Church of Christ
* Tri-State Mack, Inc.
Greater Mt. Moriah Baptist Church
Greater White Stone Baptist Church
Tree of Life Baptist Church
Historical First Baptist Beale Church
Mason Temple
Temple of Deliverance
Christ Community Church
Revised 9/11

38. Communication with Parents & Community
PTSO meetings
School-Based Leadership Council
Flyers
Newsletters
School Website
Title 1 meetings
A copy of the plan will be posted in LaRose’s office.
Revised 9/11

39. Student Engagement Character Education
Character Education is taught in Health & P.E. classes, morning announcements, during morning class meetings, during small group counseling, and curricula.
Character Education will taught to students by all staff (Administrators, Teachers, Social Worker, Behavioral Coach, and School Counselors. Also,the school counselor will teach students in the guidance classroom. Staff will teach Character Education in classroom guidance sessions, “Young Lions of LaRose” activities.
Revised 9/161

40. ATOD Prevention
To teach Alcohol, Tobacco and Other Drug prevention education, our school utilizes:
ATOD prevention will be implemented in the lesson plans for the Physical Education/Health Department.
Lessons will be reinforced during Guidance Advisement, Classroom Guidance sessions, and Individual Guidance sessions.
The Guidance departments will use activities, guest speakers, and SCS curriculum to support teaching ATOD prevention.
Revised 9/11

41. Sexual Harassment Prevention
SCS Video Library remains a source for student materials:
Harassment training for faculty will take place annually in October.
Guidance staff will provide classroom sessions to students using videos. The sessions will begin during the 1st 9 weeks of the school year.
Guidance staff will acquire flyers and place posters in the guidance complex to provide additional materials for staff and students.
Revised 9/11

42. Bullying Prevention
Training with faculty regarding prevention including defining bullying/intimidation, recognizing early stages, providing strategies for addressing Bullying will take place during a faculty meeting in September.
Training of students by the Guidance Department will be ongoing throughout the school year. Trainings will be provided to students by the following activities: Classroom Guidance sessions, , “Young Lions Of LaRose”,

43. Violence Prevention Programs
We are using the following to address comprehensive violence prevention: Second Step, Responsive Classroom, Bullying Prevention Program, Peer Mediation, Conflict Resolution, Peaceable Schools, and “Young Lions of LaRose.”
Implementation by classroom teachers, school counselor, students, and staff members.
Revised 9/11

44. Student Engagement Log
Student Support Services
Student Engagement Log
Club, Organization or Activity (COA)
Grades Involved
# Students
Sponsors
Key Activities
Impact
Student Behavior and Leadership Revised 5/18

45. Student Behavior and Leadership
This checklist is designed to be completed by the PBIS/RTI2-B Team once Plan is completed to monitor completion of the School-wide PBIS/RTI2-B prior to submitting.
Checklist:
1. _____ Team Established (Representative)
Plan includes required members (Principal, Professional School Counselor, General Ed. Teacher, Special Ed. Teacher, Specialist, and Parent).
Plan has established clear mission/vision/purpose statements.
2. _____ Team Established Regular Meeting Schedule
Plan includes fully established PBIS/RTI2-B and Attendance team meeting dates.
Plan includes fully established Faculty meeting dates to report interpretation of 20 day data (at least monthly).
3. _____ Team Established Previous Results and School Data
Plan includes 3 years of data history (as Graph/Chart) on discipline, attendance, and graduation (HS only).
Plan includes clear explanation of previous years results (i.e., Explains Trends? Goals met? Why? Why not?).
4. _____ Team Established Data Driven Goals and Objectives
Plan includes 3 NEW behavioral goals (Referral, ISS, OSS, Expulsions).
Plan includes 1 general attendance goal.
Plan includes 1 chronic absenteeism goal.
Plan includes 1 NEW graduation goal (High School Only).
5. _____ Team Established Monitoring Process
Plan includes explanation of how data is used by the PBIS/RTI2-B team to determine progress towards goals and action plan.
Plan includes explanation of the actions needed to address recommendations.
Plan identifies the person(s) responsible for action plan recommendations.
Plan explains how the initial plan and subsequent Action plan will be communicated to staff, students, and families.
6. _____ Team Developed Action Plan Guiding Implementation of PBIS with specific actions scheduled to be performed.
Plan includes Action Plan for PBIS/RTI2-B, Attendance, and Graduation (High School ONLY).
7. _____ School-wide Behavioral Expectations are Defined and posted in all common areas of the building.
3-5 measurable, positively and clearly stated expectations are defined in the plan.
Plan includes School-wide Behavioral Expectations Matrix (ALL Behavior Skills are positively stated, clear and concise, and measurable).
8. _____ Team Established Clearly Defined Classroom Mng. (Minor), Office Mng.,(Major) and Routines/Procedures
Plan includes clearly defined school-wide and classroom procedures (i.e., entering, hallway, departure, etc.).
Major and Minor problem behaviors are ALL clearly defined in Plan.
Plan includes Procedures addressing an array of appropriate responses to minor and major behavioral issues.
Student Behavior and Leadership
Revised 5/18

46. Student Behavior and Leadership
Continued… This checklist is designed to be completed by the PBIS/RTI2-B Team prior to submitting Plan to monitor completion of the School-wide PBIS/RTI2-B .
Checklist:
9. _____ Teaching Plans for School-wide Expectations are Developed
Plan includes lesson plan for each area listed on your behavior matrix.
Plan developed for teaching expectations to students.
10. _____ Team Developed a Progressive Discipline Flowchart
Plan includes NEW Progressive Discipline Flowchart (tailored to your school).
11. _____ Team Established School-wide Behavioral Prevention & Intervention System
Plan includes fully established Interventions for Tier 1, Tier 2, and Tier 3.
Plan explains the monitoring process for progression and successes of interventions.
12. _____ Team Established School-wide Attendance Prevention & Intervention System
13. _____ Team Established School-wide Incentive System for Behavior and Attendance
Plan includes incentives that support students at all Tier levels.
Plan includes incentives that support Staff/Teacher.
Plan includes Criteria and Frequency.
14. _____ Team Established Communication Process
Plan explains 3 ways the school will communicate its attendance and positive behavioral successes/celebrations with staff, students, and other stakeholders.
15. _____ Team Established Student Engagement System
Plan includes Chart listing all clubs, organizations, leadership development, and other activities and engagement opportunities.
Plan list volunteer and community service opportunities.
Plan includes data for participation, impact, and tracking hours (for volunteer services).
16. _____ Team Established Graduation Plan (High School Only)
17. _____ PBIS/RTI2-B is Original and Representative of the School’s Data and Needs
18. _____ ALL Sample and Other None Required Slides have been Deleted
Student Behavior and Leadership
Revised 5/18

47. Student Support Services
Resources
PBIS/RTI2-B World:
TN PBIS/RTI2-B links: &
Maryland PBIS/RTI2-B:
PBIS/RTI2-B:
Michigan:
Attendance Works:
TN Dept. of Ed.:
SCS PBIS/RTI2-B Notebook
Student Behavior and Leadership Revised 5/18