Keystone Elementary School School Wide Discipline Plan

Keystone Elementary School School Wide Discipline Plan
4301 Old Allen Rd. Memphis, Tennessee 38128 Revised 9/09

Guiding Principles - Beliefs
We believe in meeting the individual needs of all students by striving for a quality education for all students. We believe in holding high expectations for all students and achieving proficiency and beyond for all students. We believe in shared-decision making and utilizing research-based information and data when making decisions. We believe in providing a clear purpose and direction as e dedicate ourselves to student learning and achievement in our ever-changing world. We believe that school success is directly related to collaboration among parents, stakeholders, educators, and students. We believe that by addressing children’s social, emotional, cultural, and physical needs we can inspire a lifelong love for learning, respect, tolerance, and a sense of self worth. We believe that children learn best when they are actively engaged in creative, meaningful work that allows them to demonstrate their knowledge and understanding in a variety of ways. We believe that every day presents opportunities for learning and growth. We believe that children learn trust, patience, empathy, and other valuable character traits through positive interactions. We believe in aligning policies and procedures to maintain a focus on achieving the school’s goal for student learning. We believe in adequate and appropriate internal and external communication. We believe in promoting a high performing learning culture that includes all students and stake holders. 2

Vision Keystone Elementary will continue to strive to be a competitive regionally known urban school. Keystone will aim toward academic excellence by integrating technology and providing a student centered academically enriched learning environment. The faculty, staff, parents, and other stakeholders will work collaboratively inspiring lifelong learners to compete globally. 3

Keystone Elementary is committed to providing
Mission Keystone Elementary is committed to providing a challenging and meaningful learning environment that promotes academic excellence, builds strong character and develops social awareness, in order to encourage students to become responsible decision makers and life long learners. 4

Philosophy Statement The faculty and staff of Keystone Elementary School believe that it is our responsibility to provide the students with: A safe and nurturing environment Opportunities for interactive instruction with high expectations for positive measurable outcomes The knowledge of how to resolve conflicts Examples of appropriate behavior by demonstrating responsible actions.

Previous Results In August 2007 Keystone Elementary became an Optional school within a neighborhood school. Baseline information was gathered in No disciplinary records were kept (and none were reported) prior to the school year. Occurrences of Infractions reported for included: offense listed occurrences disruptive behavior or continued misconduct occurrences fighting shoving a student. No injury 46 occurrences misconduct occurrences insolent/insubordination obscene Immoral behavior / language occurrences profanity occurrences bullying, intimidation, harassment 13 Sexual Harassment, gender based 8 theft of $500 or less The number of students with more than 1ODR has dropped from the previous year. Having an ISS monitor in the school on a daily basis was helpful. Continue to set a standard of expected behaviors, working with students & parents on defining school rules and behavioral standards, discipline policies and consequences.

Goals and Objectives Increase use of positive incentives to encourage positive behavior - school wide use of “Caught being good” - classroom rewards for attendance, conduct, work habits - student to student recognition of positive behavior Increase staff buy-in and compliance of PBS / school discipline process Increase parental support of school-wide discipline program and compliance Decrease the number of school infractions while continuing to provide accurate and consistent reporting procedures. Office referrals decrease by 5% Infractions on level 4 & 5 decrease by 25% Attendance improved by 1% Tardies decreased by 10% Increase the number of students with NO office referrals by 5%. 7

MCS Discipline Committee worksheet 2008-09
Keystone Elementary _________ Principal: Dr. Dee Weedon Professional School Counselor: Ellen White (TL) School Psychologist: Dr. Vance Stewart General Education Leader: Shea Lewis General Education Teacher(s): P. Degrafinreid, D. Graham, MEA Representative: Carolyn Moore Elected Teacher(s) (2) C. Bickers, V. Sykes Special Education Teacher(s) S. Thurston Related Arts Teacher(s) M. Barger, M. Reynolds Students - none Educational Assistant(s)/Non-certified Staff: A. Hayes Community Member Tracy Houston Parent(s) V. Sykes, S. Lewis (repeated names) Central Office or BOE Member K. McCarthy Cafeteria Staff V. Earl Bus Driver none District PBIS Coach: Ann Sharp

Discipline Committee Team Leader: Ellen White, Professional School Counselor Team will meet every 2nd Wednesday of the month Data Entry Designee: Andrea Hayes, ISS Coordinator, Dr. Dee Weedon, Principal Data Summary Report to Discipline Committee: E. White, Counselor & A. Hayes, ISS Coordinator Responsible for Sharing Data Trends with Faculty: E. White, Counselor & all SWDP team members through monthly PLC meetings held 3rd Tuesday of the month.

End of the year in-service
Meeting Schedule 20 Day Reporting Period Approximate Dates of Reporting Periods All Data for Period Entered into System (A) Discipline Committee Meeting Dates (B) PLC Meeting Dates to Report Interpretation of 20 Day Data (C) 1 8/10/09 - 9/4/09 9/11/09 9/6/09 9/15/09 2 9/5/ /5/09 10/8/09 10/14/09 10/13/09 3 10/6/09 -11/4/09 11/6/09 11/11/09 11/10/09 4 11/5/09 -12/7/09 12/11/09 12/9/09 12/15/09 5 12/8/09 - 1/20/10 1/22/09 1/13/10 1/19/10 6 1/21/10 - 2/18/10 2/19/10 2/10/10 2/16/10 7 2/10/10 - 3/18/10 3/19/10 3/10/10 3/16/10 8 3/19/09 - 4/23/10 4/30/10 4/7/10 4/13/10 9 4/26/10 - 5/21/10 5/26/10 5/12/10 End of the year in-service

Monitoring Process How is data used by the school discipline committee to determine progress toward goals? The school discipline committee reviews and disaggregates data. Each grade level representative is responsible for reviewing data with their grade level and bringing feedback to the SWDT for consideration and re-evaluation. The grade level representative will review incidents and note: - relevance of settings (do misbehaviors occur in support classes, cafeteria, bathrooms, hallways, etc.) - incidents involving chronic re-offenders. - incidents related to bullying. - the need for continued training of staff responsible for target areas and students with special or on-going needs. - review / re-teach code of conduct for the areas noted Comparisons to determine success of incentives, interventions and classroom programs. Track occurrences to determine progress as suggested by goals.

SAS/TIC Action Plan The SWDT reviewed the information from the PBS survey taken in the Spring of These results were summarized and a copy of that summary is attached to this document. The team made an action plan based on the summary results according to the Team Implementation check list. A copy is attached to this document.

Analysis of School Wide System

Celebration School-wide success is celebrated by teachers, parents & students in the following ways: Announcements in faculty meetings bulletin boards, school banners, outdoor school marquee weekly administrative s MCS Insider reports of special celebration events Parent / school monthly calendar Special events in cafeteria, classrooms, gym for rewards/ incentives End of year Awards Program recognizing outstanding student improvements, class successes, parental involvement and teacher led programs. Report card period rewards: E = college jersey day; perfect attendance= hats to school; principal’s honor roll: dress for success Student signatures, cards and pencils for “Caught being Good” Drawings for special rewards from classes with no ODR’s Principal’s star student awards

School Rules Be Responsible Be Respectful Be Safe

Behavior Expectation Matrix
Keystone’s code of conduct Morning entry Classroom Hallway Cafeteria And/or Assembly Recess Restroom Afternoon exit Be Respectful -enter quietly and walk -go directly to breakfast or class -listen -be polite and use good manners -follow rules -walk in line -follow noise zones -keep hands to self -stay seated -be polite to staff -express appreciation -keep hands and feet to self -follow playground rules -include others -be quick and quiet -knock first -wait your turn -walk quietly as you leave -go directly to your transportation Be Responsible -obtain pass for restroom -set a good example for others -get bookstore supplies before bell rings -take care of classroom and equipment -have supplies -complete homework and classwork -have necessary supplies -learn daily schedules -show others proper behavior -get all you need as you pass through the line -take care of your own food and supplies -walk in line and wait to discard trash -remember lunch money or lunch box -stay on appropriate boundaries -wear coats and jackets as needed -take care of toileting needs quickly and quietly -wash hands before exiting -walk to your designated exit area -carry and take care of personal belongings -have all books and supplies for homework -listen for exit directions Safe -walk and keep hands to self -carry backpacks properly -walk to class -keep hands, feet and objects to self -walk -use supplies properly -stay in line-keep hands and feet to self -look where you are going -stay in line -use utensils only for eating -watch where you are going -play on/with equipment appropriately -keep feet on floor -clean up any trash and leave restroom orderly 16

Is behavior minor or major?
Observe Problem Behavior Warning Conference with Student (Praise in public; reprimand in private) Use Logical Consequence Is behavior minor or major? Write Disciplinary Referral & Send to Office (include all minor incident reports & any other documentation) Grade Level Team Meeting - Refer to Behavior Intervention Manual Complete Minor Incident Report Administrator determines consequences Minor Behaviors Major Behaviors Bothering others Breaking line Gum chewing Hallway/restroom/ cafeteria misbehavior Name calling No homework Not following directions Not prepared Not seated when asked Refusal/failure to do class work Repetitive behaviors (tapping, pencil sharpening, etc.) Talking out of turn, excessively, or loudly Throwing paper Uniform violation * Unexcused Tardy Bullying Damage to property Defiance/disrespect to authority Forgery Hurting self or others Jumping off rails Lying Physical aggression (biting, hitting, kicking, throwing things, fighting) If the student has 3 MIRs for the same behavior in the same semester. . then… Administrator or designee follows through with consequence Complete a Disciplinary Referral – Now a Major Infraction Side note on Minor Infraction Reports Issue and MIR when a student does not respond to pre-correction, re-direction, or warnings. Take concrete action toward correct behavior (see Behavior Intervention Manual). MIR slips are filed in the classroom and turned in to the office for documentation in the event of an office referral. Administrator or designee follows through with consequences. Administrator or designee provides feedback to teacher. Administrator or designee will follow up with the student within a week.

How We Teach the Rules & Procedures
School rules are posted on bulletin boards and in every classroom. Teacher In-Service at first of the year reviewed expectations and supported work sessions for grade levels to develop classroom expectations that were in line with the school rules. Each class list was reviewed by Team Leader. Copies of the three school rules with expectations of those behavioral practices were detailed in the Parent Student Handbook passed out during registration. Teachers begin teaching the code of conduct practices on the first day of school and continue through the year, periodically testing students and reviewing conduct records. Teacher accountability for classroom compliance was reviewed by administration. Rules, procedures and expectations are included in the faculty handbooks. Title I Open House held during the first two weeks of school Morning Meetings supports extra time for re-teaching, review and role play. Teachers will teach in context of location or activity Modeling and role playing will occur upon any instance to non-compliance. Group counseling offered to high risk students (with parental support). 18

Teach the Code of Conduct
The Code of Conduct Teacher Resource Guide posted on Policy website was used to teach Code of Conduct during the first two weeks of school. Post-tests were administered to every student August 24-25, Copies of the results are included in each student’s teacher file. All students scoring below 80% were required to go through a “re-teaching” session with their classroom teacher and re-test. 100% of Keystone students (enrolled on August 25, 2009) have been tested and scored above 80%. Students will review the MCS Code of Conduct in January and be re-tested at that time. The same standards of success will required.

School Procedures – Entering School
Keystone Cougars Code of Conduct Morning Entry We show we are RESPECTFUL when we: Enter the building quietly Go directly to breakfast or class We show we are RESPONSIBLE when we: Check in with our teacher before going to the bathroom Purchase bookstore items before the bell rings Remember that the halls are not a place to visit with friends Model good behavior for others We show we are SAFE when we: WALK on the right side of the hall Carry backpack properly 20

School Procedures - Hallways
Keystone Cougars Code of Conduct Hallways We show we are RESPECTFUL when we: WALK in the hall. NEVER RUN! Stay to the right side Keep our hands off walls, tables and displays Keep hallways clean Keep our hands and feet to ourselves Follow directions first time asked Remember – ZERO ZONE – no talking. We show we are RESPONSIBLE when we: ALWAYS carry our hall pass Obey the no talking rule. Model good behavior Raise your hand when you need assistance Accept consequences without arguing or complaining. We show we are SAFE when we: Watch where we are going. Keep our distance from the student in front of us Face forward Keep our hands, feet and books to ourselves Keep our eyes on the line leader 21

School Procedures - Cafeteria
Keystone Cougars Code of Conduct Cafeteria We show we are RESPECTFUL when we: Wait in the lunch line without talking Stay seated at the table Raise our hands if we need help Speak softly to those sitting near-by Use good manners Clean up our eating area Listen to the cafeteria supervisors We show we are RESPONSIBLE when we: Know our lunch number Get what we need as we pass through the line Get up from the table only with permission Keep our hands off other people’s food and bodies Walk in a line Discard our trash properly and in the right places Remember to leave food in the cafeteria – not the classroom. Accept consequences without arguing or complaining We show we are SAFE when we: NEVER share food with others. (It could make them very sick!) Walk at all times Use eating utensils for eating only! 22

School Procedures – Assemblies
Keystone Cougars Code of Conduct Assembly We show we are RESPECTFUL when we: Enter with no talking Listen, watch and learn Participate appropriately Clap at the end of the program We show we are RESPONSIBLE when we: Follow directions the first time asked Raise our hands quietly if we need assistance Accept consequences without arguing or complaining We show we are SAFE when we: Walk to our seat / leave our seat patiently Stay in the listening position Keep hands, feet and other objects to ourselves. 23

School Procedures - Restroom
Keystone Cougars Code of Conduct Bathroom We show we are RESPECTFUL when we: Are quiet – no talking Wait your turn patiently Let others have their privacy Knock on the stall door or check for feet before entering Keep the bathroom clean We show we are RESPONSIBLE when we: Do personal bathroom business quietly and quickly Flush the toilet and wipe off the seat if necessary Clean up trash around you. Put paper towels in the trash can. Accept consequences without arguing or complaining We show we are SAFE when we: Keep hands and feet to ourselves Walk carefully on wet floors Close the stall door carefully – don’t let it slam shut Report problems to the teacher immediately Keep your feet on the floor Wash your hands before leaving the bathroom area

School Procedures - Playground
Keystone Cougars Code of Conduct Playground We show we are RESPECTFUL when we: Share equipment Take turns and play cooperatively Invite others to play Play fair Follow game rules We show we are RESPONSIBLE when we: Follow directions first time asked Use equipment for the purpose it was intended Wear coats and jackets when needed Remember not to scream Accept consequences without arguing or complaining We show we are SAFE when we: Stay within the boundaries our teacher has given Watch ere we are going. Others need space to play safely too. Run only where permitted Use hands and feet appropriately Watch out for other children playing nearby

School Procedures - Library
Keystone Cougars Code of Conduct Library We show we are RESPECTFUL when we: Listen and work quietly Use whisper voices if talking is allowed Treat books and equipment carefully We show we are RESPONSIBLE when we: Follow directions first time asked Raise our hands if we need assistance Bring borrowed books and required materials to class on time Accept consequences without arguing or complaining We show we are SAFE when we: Walk quietly Use equipment appropriately

School Procedures – Closing of School
3:00 – Students should begin packing-up for dismissal. 3:05 bell – Dismissal of walkers & bike riders, & After Care students 3:10 – Car Riders are dismissed to the cafeteria to await numbers to be called. After Care students will be dismissed to the common area. All teachers should be on the afternoon duty posts by the 3:05 bell Teachers not on duty are expected to walk their students to the appropriate pick up locations. Students who are not picked up in car lane should immediately call home from the office. Students who remain at school after 3:30 without a specified school recognized activity will be sent to the After-School program and charged accordingly. Teachers may not leave prior to 3:30 without administrative approval. 27

School Procedures - Classroom
Keystone Cougars Code of Conduct Classroom We show we are RESPECTFUL when we: Listen Act polite and use good manners Follow the rules Raise our hand to speak and wait to be called on Use encouraging polite words Model good behavior to others Are considerate to other students space, work and supplies We show we are RESPONSIBLE when we: Take good care of classroom equipment Have our work and our supplies every day Learn the daily schedules Take notes, reports and agendas home daily Follow directions first tie asked Participate in class activities appropriately Use the time wisely / complete our work Accept consequences without arguing or complaining Do our best Put our backpack and supplies away when we enter the room We show we are SAFE when we: Walk in our classroom Keep our body and other objects to ourselves Use supplies and furniture appropriately

School Wide Incentives
The day after report cards go home students will celebrate as follows: Perfect Attendance: Students may wear a HAT to school (Hat’s off to you!); students with E’s in conduct may wear a college shirt (you’ve got a great future with that attitude!); students who make Principal’s honor roll may “dress for success” – (You’re on your way!). Luncheon – students with perfect attendance for the year may invite their parents to attend a seated luncheon during the last week of school. Sock Hop – at the end of the 9 weeks students with E’s in conduct are invited to a sock hop. Fun Friday – activity specified by teachers for students making S or E in conduct for the week (by grade level). Caught Being Good cards are passed out by any staff member anytime a student is recognized for doing something great. They may bring the card to the Counselor for a special pencil and a trip to the cafeteria to sign one of the special banners hanging up noting students who are doing good, being proud, making good choices. The Principal Star Student magnets that are passed out to students she recognizes at doing outstanding work, making great improvement, being kind to others.

Sample Caught Doing Good Card

Caught being good signature banner

Principal’s reward magnet

Teacher Incentives In the school year one teacher had perfect attendance and was rewarded with a smart board work station for her classroom. In six more teachers were rewarded with the same gift for their classrooms. Two teachers who lead the development of our Outdoor Classroom were rewarded with a classroom smart board. All grade chairs were rewarded with an extra $100 to spend the classroom learning supplies of their choice. Recognition of outstanding efforts and accomplishments are given during weekly staff s and faculty meetings. PTA rewards teachers with breakfast or lunch several times yearly. All teachers were awarded personalized note cards and a free year book in appreciation for their efforts during the school year. Teachers may choose to have a “dress down Friday.” Khaki pants and school t-shirts are recommended for that day. Special personal notes from the principal.

Resources for Incentives
We continue to appreciate the generosity of the staff and parents who help with supervision and time in hosting “free” events for our students, such as sock hops, Fun Fridays, pot luck meals, movie parties with popcorn, extra gym time, computer time, etc. AutoZone provides savings bonds for winners of our school Spelling Bee, Science Fair, and any other special events that occur. Vistaprint.com is a website that provides free samples (just pay the shipping). It has been utilized in so many ways to provide incentives, cards, magnets, rewards and banners for our school use. Money to cover the cost of incentives as well as supplies for students in need are provided primarily by our teachers and staff. Parents help out as they can for individual classrooms. Our SWD team has listed the access of funds to support these programs as one of our areas of priority. 34

Communication with Parents & Community
Keystone’s Student and Parent Handbook is given out during the student’s registration process. It includes our school rules as well as our Code of Conduct expectations in each venue of the school. Title I meetings support student behavior and academic success through parental classes and workshops. Keystone’s new Parent Resource Room offers parents access to the school on a daily basis, providing them with their own space to meet, collaborate with staff, have a computer with internet access, and study (or check out) resource books, magazines or pamphlets. Monthly PTA meetings Grandparent’s Day Parent/Teacher conferences. Phone calls to parents and the use of daily agenda are used for both good news as well as requests for extra support.

Character Education Character Education is taught as part of the Morning Meetings on daily / weekly basis – classroom teachers are responsible, supported by PDSCC, K. Pyun. Healthy Choices Week- lead by PE teacher, M. Barger and E. White, counselor Classroom counseling sessions, E. White, school counselor ISS uses Character Ed videos as an intervention / learning program. Topic is specific to disciplinary problem. A. Hayes, ISS Monitor Student Ambassador Leaders Group – summer training sessions and on-going school activities support leadership, integrity, kindness and tolerance. E. White, sponsor School Safety Patrol – summer training and daily work / duty requirements support leadership, following rules and directions, being trustworthy, using good judgment and good choices, academic success and being a good role model. E. White, sponsor Our administration designates special topics to be covered each month. A learning rubric is provided and each child is expected to master that trait / manners characteristic. Classroom teachers are responsible for completion. Specific programs used include: MCS Family Life Curriculum United Streaming Character Counts Peaceable Schools Teaching Tolerance

ATOD Prevention Alcohol, tobacco and other drug prevention is advocated at all times. Abstinence is encouraged during any / all conversations that come up with students regarding these issues. All staff participate in this initiative. Students participate in a day of recognizing the importance of ATOD prevention during Healthy Choices Week as a part of the yearly curriculum. This is organized by the School Counselor and PE teacher each year. The effects of alcohol, tobacco and drug use are taught and discussed in science classes as appropriate for each grade level. These units are covered once each year and led by classroom teachers.

Sexual Harassment Prevention
In an elementary setting, dealing with sexual harassment generally consists of lessons on “good touch – bad touch,” respecting other people, and keeping your hands to yourself. These topics are covered in classroom rules/procedures, classroom guidance stories, classroom literacy and modeling respectful behavior and morning meetings. In the 4-5 grades students are taught about the definition of sexual harassment, why it is important to understand, how it plays out with children this age, and the consequences. This year all students in grades 4-5 will see a video on “What is Harassment” as a part of classroom guidance as well as the MCS library video. This will be scheduled during the week of October 12 – 16. Students who have received disciplinary referrals for sexual harassments are required to watch the United Streaming video on Sexual Harassment as a part of their return to the regular classroom. Parent conference is required. Teachers receive training during in-service training on a yearly basis. This year’s training is scheduled during the week of October 12 – 16. A special session will be available during the morning in-service time. The MCS sponsored videos are available in the library for staff to check out at any time. These videos are not just on general sexual harassment, the set includes videos on Student to Student sexual harassment, student to teacher harassment, reporting procedures, legal issues and consequences. Signed verification is on file with the financial secretary, Mrs. Pritchett.

Bullying Prevention Preventing bullying is a priority at Keystone. As mentioned in our beliefs, we work to provide every child the right to feel safe and cared for while at school. Faculty training began during the first week of in-service, August, Specific training on bullying and how classroom teachers will be required to participate in the implementation of our school wide “Stop Bullying Now” program will occur in October, 2009. Student Ambassadors went through summer training for 2 days in July learning about leadership roles in the school. They had a 1 day log session devoted to bullying and harassment, what it is, who does it and how to stop it and prevent it. These students will carry our school pledge banners around for student signatures the 2nd week in October. Students will pledge to “Take a Stand, Lend a Hand, Stop Bullying Now.” Teachers will have a banner to sign making a pledge statement to students: “Respect and Protect Our Children. Prevent Bullying.” All of these banners will hang in the school hallways. Classroom teachers will be offered materials to use for lessons, writing prompts, morning meeting materials that support our No Bullying Policy. They will be expected to teach these messages and continue to have booster sessions the rest of the year. Videos that may be viewed in classrooms include: My Brown Eyes, Stop Bullying Now, Bullying, Teasing & Put-Downs: what victims can do, Cancelled Lives. Students who are caught bullying other children receive strict and non-negotiable discipline as outlined in the MCS Student code of conduct.

Violence Prevention Programs
The following programs are used to address violence in the school and the community: Mendez Foundation: Too Good for Violence Second Step Peaceable Schools Teaching Tolerance Our PDSCC, K. Pyun, is working to provide more information to teachers on Responsive Classroom practices. A Professional Development session is available in Memphis this February. We are hoping to provide our SWD team the opportunity to attend that PD. 22 of our students were trained as peer mediators. The school social worker, K. Buck leads 4 groups yearly on anger management, conflict resolution and social coping skills. The school counselor, E. White, provides on-going groups with students demonstrating difficulty with conflict resolution and social coping skills.

Multihazard Emergency School Plan
Plan submitted: 10/09 Dates for Drills : Fire: 8/19/09 Earthquake: 11/20/09 8/26/ /3/10 9/17/09 10/13/09 Severe Weather: 11/11/ /15/09 12/7/ /15/10 1/14/10 2/5/10 Lockdown: 10/29/09 3/10/ /24/10 4/26/10 5/5/10 Dates for staff training:10/7/2009 & 12/17/2009 Dates for plan review: 10/9/2009 & 5/2010

Intervention Plans (Secondary)
Conference with parent, administrator, teacher, counselor and student School plan of action made: Study / Academic plan with set goals and 2x weekly monitoring. Behavior Contract specifically designed for the individual child. Check in / check out system with counselor, ISS monitor, other specified person Group counseling with school counselor or social worker on topics of: Social skill development, manners, anger management, accepting consequences, retraining of school practices and code of conduct, relationships, organization Consultation with school psychologist and/or school social worker Individual counseling Parent Seminars planned to address needs shown through tracking data. October 27, :00-11:00 a.m.ALLHealthy Choices- Preparing your self for the cold and flue season. December 8, :00-11:00 a.m.ALL“Happy Holidays”-Coping with the stress of the season. January 12, :00-11:00 a.m.4th and 5th Grade“Let’s Get Writing”February 16, :00-11:00 a.m.ALL“Read To Me” The importance of reading with your child. March 23, :00-11:00 a.m.2nd through 5th Grade“Test Taking Techniques” Preparing for the TCAP May 4, :00-11:00 a.m.ALLParents Are Teachers - Summer Activities

In-School Suspension Plan
Procedures: Administrator assigns ISS as disciplinary consequence / intervention. ISS Coordinator provides a service learning component (social skills) during assigned time. However, with the ISS program only being offered on a part time basis this year, the effectiveness of the learning component is compromised. Students who have inappropriate reactive behavior need more immediate re-training than can be offered if the child has to wait until another day to serve their ISS time. Student must complete written component of ODR as assigned by administrator. May include apology letter, reflection essay, statement of how things could have been done differently (alternate choices), essay on assigned topic. ISS coordinator checks on students within 2-3 days after completion of the ISS served to determine reconnection success/difficulties. If there is a problem it is discussed with the administrator or counselor. ISS coordinator enters data into SMS and MCS/ISS survey form. 43

IN-SCHOOL SUSPENSION PROGRAM Student Intervention and Behavior
Memphis City Schools IN-SCHOOL SUSPENSION PROGRAM Student Intervention and Behavior Location 146SS Goal: To create an educational environment where students are held accountable for their actions, learn the skills and attitudes necessary to prevent misbehavior and act appropriately when they return to the regular classroom. Objectives 10% reduction in the amount of suspensions as compared to the previous school year. Each six weeks there will be a 2% decrease in the number of repeat offenders, resulting in a 10% decrease by the final six weeks period. Components Academics – Students will complete academic assignments while assigned to ISS to ensure continued academic progress. Social Skills – Students will receive social skills/character education training by ISS teacher, professional counselor and/or other mental health professionals. All ISS teachers will receive training in the MCS Character Education Model. Service Learning – Students will participate as resources are available in their school community. Alternative Student Transition – Student will spend a specified period in the ISS program upon their return from the Alternative Program. This period will allow students to receive orientation regarding policies/procedures, strengthen pro-social skills, and form a positive relationship with school staff. This will afford administrators, teachers and counselors the opportunity to plan appropriate interventions for students and integrate them back into the school community. Reconnection – Students will have an opportunity to reconcile with the adult and/or student with whom they had conflict. This can be facilitated through written communication and/or a mediation session. Evaluation – The following areas will be formally evaluated: recidivism rate, ISS teacher/administration satisfaction, individual teacher referral rate, and suspension rate. MCS Research and Evaluation will assist with the design of this component. Revised 7/08 44

ISS capacity should not exceed 15-20 students per day. Conclusions
Selection of Students Students will be assigned to an In-School Suspension for an infraction that warrants an out of school suspension. Only administrators can refer students to the ISS program. ISS should be utilized as one of the interventions available in the disciplinary continuum. Students should be assigned for a period of 1-3 days. Conditions Administrators have the discretion to increase the length of stay or utilize other disciplinary actions if a student does not adhere to ISS rules and regulations. ISS capacity should not exceed students per day. Conclusions The Memphis City Schools ISS Program is an extension of the classroom/school discipline plan which seeks to help students improve behavior while remaining in an educational setting. This strategy provides a specific disciplinary action a school can utilize to assist with students displaying inappropriate behavior. ISS is a positive approach that prioritizes the needs and long-term goals of students. Revised 7/08 45

Procedure for Use Administration determines ISS referrals.
Teachers will send daily assignments. ISS Assistant monitors and evaluates student progress ISS Coordinator will spend their day performing duties related to the operation of the ISS program. All other extended assignments (i.e. substitute teaching, cafeteria duty, and hall monitoring) should be paid using school budget. Administrators should make provisions (internet access) to support daily or weekly data entry by ISS Coordinator Revised 7/08 46

ISS Coordinator should received the 30 minute duty-free lunch as outlined by Human Resources.
ISS staff will assist student with re-entering regular classroom setting. Special Education students will receive services mandated in their IEP during the suspension period. ISS Coordinator should be evaluated at mid-year and end-of-year intervals. Administrators should communicate with ISS Coordinator regarding program implementation as necessary. Revised 7/08 47

Secondary Intervention Evaluation Tier 2
Each student who is referred to the office through an Office Disciplinary Referral (ODR) has a behavior file that becomes an on-going record of behavioral difficulties from the time the child entered Keystone. This file, along with minor infraction reports from teachers / progress reports / report cards are used to determine a comprehensive and appropriate course of action for the student. Parent contact is attempted. If a child is suspended, a mandatory parent conference is required for the child to be re-entered into the school. Students may be assigned counseling with the school counselor or social worker. Behavior plans, check in / check out may be used. A Functional Behavior Assessment is done if the child has on-going disruptive issues that are interfering with his/her education or the rights of classmates. A Behavior Intervention plan is developed. Staff are trained in using the individual plans. All students who are suspended more than 5 days are required to have an FBA / BIP. Student may be referred to outside agency for on-going therapy or evaluation and treatment. (Frayser Family Counseling, The Exchange Club of Memphis, Memphis Child Advocacy Center, etc.) Attempts at keeping on-going open contact with parents is critical with these students. The school practice is to encourage daily monitoring through the agenda book or a parental check in note. Phone calls home may become frequent (more than 2x weekly). Students are monitored daily. Successful progress is measured by: reduced frequency of disruptive behavior. student demonstrating ability to self monitor and self correct reduction in MIR and ODR forms being reported to administration.

Tertiary Intervention Strategies Tier 3
Students with on-going or frequently reoccurring disciplinary problems are referred to for S-Team evaluations. These S-Teams include Administrator, Teacher, Parent, Counselor, Social Worker and any other party that works to support the student. Students have mandatory participation in group counseling sessions for anger management, conflict resolution lead by the social worker or school counselor Functional Behavior Assessment and Behavior Intervention Plan is completed by the School Social Worker and implements and monitored by the School Counselor. This year a group of at-risk 5th graders who fall into this category will participate in a PBIS support group with the school counselor. Parents are notified, and agree to follow up on weekly topics including relationships, respect, responsibility, accountability and conflict. BIP is tweaked as needed and updated as progress is demonstrated by the student. - Indicators of progress include: decrease in referrals, fewer number of days in ISS or Out of school suspension, increase in positive behavioral reports to parents through phone calls or student agenda, teacher reports, student self evaluation. - Most of these students are on specific behavior plans which require monitoring on a daily basis. We hope to determine exact locations and situations that trigger disruptive events where the student has difficulty maintaining control. 49

Triangle comparing PBIS standard to 2007- 2008 data

CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR
Triangle representing the continuum of school wide instructional & positive behavior support Tertiary Prevention: Specialized & Individualized Systems for Students with High-Risk Behavior referrals 8 students Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior 9.1% referrals 48 students CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings 89.4% 0-1 referrals 469 Students Revised 7/08 51 51

Plan for Support & Monitoring
Verification of administration of Code of Conduct Post-tests due August 27, 2009; fax to September 30, 2009 submit School Wide Discipline Plan electronically to District Coach for your area. Includes: Team Members and Team Leader/Internal Coach Meeting Schedule for year Also submit separate forms as part of SWDP: SAS Summary Action Plan (based on SAS & TIC results) TIC (also submitted to Coach Jan. & Apr.) Ratification-acceptance form faxed Ongoing training for Team Leaders/Internal Coaches and others will be provided throughout the school year Revised 7/08 52 52

Center for Safe & Drug Free Schools
District PBIS Coaches Northeast Region, Regional Supt. Kevin McCarthy Ann Sharp, Northeast Region, Regional Supt. Catherine Battle Brady Henderson, Southeast Region, Regional Supt. Dr. Terrence Brown Ashley Faulk, Southwest Region, Regional Supt. Willie Rhodes Carolyn Matthews, Center for Safe & Drug Free Schools , fax: Revised 7/08 53 53

Additional CSDFS Staff
James Bacchus, Chief of Student Support Kenneth Pinkney, Director, Student Intervention & Behavior Linda Delaney, Emergency Management Janice Johnson, Student Leadership, Peer Mediation Charlotte Baucom, ISS Assistants & Behavior Specialists Adrian Stitt, Special Project Assistant for ISS Robert Williams, Technology Project Administrator Ruth Watson, Program Project Specialist Brenda Harper, Program Project Specialist Shanddeikka Beecham, Clerical Dorinita Clark, Clerical District Behavior Specialists: Morrice Apprey, Willa Broom, Ptorey Crutchfield, Dana Gaston, Angeletta Giles Center for Safe & Drug Free Schools, Loc. 172, Rt. 2 220 N. Montgomery, Memphis, TN Revised 7/08 54 54

Resources MCS Data Website MCS Website
Web address of PBIS Data website will be ed User name: Principal is prinloca (no space, insert your location number), Assistant Principal is aprloca (no space, insert your location number and a, b or c depending on the number of AP’s), Team Leader is tlloc (no space, insert your location number) Password can be set by following directions on website MCS Website Forms will be under PBIS site (Go to Student Support, then Student Behavior and Intervention, then PBIS or go to Student Heading on MCS homepage and Schoolwide Discipline Plans) TN PBIS links & Maryland PBIS PBIS

Keystone Elementary School School Wide Discipline Plan

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Keystone Elementary School School Wide Discipline Plan

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