Sharpe ElementarySchool-wide Discipline Plan 2014-2015

Gary Zimmerman Iris Kizer,

Principal Professional School Counselor

PBIS Internal CoachRevised 9/14 1

3431 Sharpe AvenueMemphis, Tennessee

38111

2008PBIS Blue Ribbon

School of the Year

Guiding PrinciplesBeliefs

We at Sharpe Elementary School believe: School is serious business. All stakeholders will treat each other with respect and dignity. Teachers use strategies, data, and research based information to

ensure that each student experiences success everyday. students are responsible to work to the best of their ability and

think creatively. Students will have opportunities to use technology to enhance

their learning. All stakeholders will collaborate to reinforce student learning.

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Guiding Principals

Show students you care. Promote student self-control. Have clearly communicated expectations. Use humor to diffuse disruptions. Speak with disruptive students privately. Address the misbehaviors of the child not their character. Help all students feel successful. View each student as unique. Reinforce good behavior. Take responsibility for creating an orderly learning

environment.

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Guiding PrincipalsSchool Character Points

Self-Confident 

Helpful 

Achieving 

Respectful 

Proud 

Excellence

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Guiding PrinciplesValues

Constructive Relationships▪ Build positive relationships with students, parents, team

members, and stakeholders

Quality Consistent Instruction▪ Daily engaging lessons to maximize student performance and

productivity – through the use of Common Core standards and other research based curriculum

Supportive Accommodations▪ Provide differentiated instructional opportunities to students

both academically and behaviorally allowing for continuous feedback

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Vision

Sharpe Elementary will continue to be a professional learning community where all teachers practice effective research based strategies to prepare students for success. Sharpe’s stakeholders will continue to collaboratively motivate children to become productive citizens and future leaders of the community.

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Mission

Our mission is that everyone will collaborate by:

S – Showing that success is the key

H – Having common core learning experiences

A – Achieving our goals

R – Respectful at all times

P – Prepared to do our best

E – Evaluate our goals

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Philosophy Statement

All staff members strive to serve the needs of the whole child and the child’s development through…

Physical needsSocial-Emotional needs Intellectual and Academic needsCollege & Career Readiness

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Previous Results

11-12 SCHOOL YEAR

Expulsions

0

Suspensions

13

Referrals 21

Fights 1

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12-13 SCHOOL YEAR

• Expulsions

0

• Suspensions

11

• Referrals 20

• Fights 2

13-14 SCHOOL YEAR

• Expulsions 0

• Suspensions

13

• Referrals 18

• Fights 3

Attendance data collected by the SART Team

Goals or Objectives

ACTION STEP 1: To increase and/or improve attendance by 1%, require parents to sign in tardy children and send an explanation of tardy or absence

PURPOSE: To increase attendance, decrease tardiness, and increase classroom productivity

TIME LINE: Ongoing Procedure: Letters sent to parents, conferences, phone calls,

graph daily class attendance, quarterly board, “shout-outs during daily announcements, monthly SART team meetings, and classroom discussions/presentations.

PERSON’S RESPONSIBLE: School Staff/SMS- counselor, FSS

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Goals or Objectives

ACTION STEP 2: To increase effective time on task. PURPOSE: To increase academic achievement, increase

positive attending behaviors, decrease opportunities for misbehavior, and improve routine and order.

TIME LINE: Ongoing Procedure: classroom rules and procedures taught, effective

classroom management practices, adherence to daily instructional schedule, reduction of unnecessary or idle time for students, structured trasitioning

PERSON’S RESPONSIBLE: School Staff – primarily classroom teachers

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Goals or Objectives

ACTION STEP 3: To increase # of proficient and advanced students.

PURPOSE: Meet or exceed state requirements for proficiency. Meet AMO

TIME LINE: Ongoing Procedure: Increase instructional time, follow daily

teaching schedule and curriculum guides utilizing common core guidelines, data analysis teams aggregate data and determine action plan, differentiated instructional opportunities, and Tier II and III interventions. Utilize RTI strategies

PERSON’S RESPONSIBLE: School Staff – data teams, SRT-teams

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SCS Discipline Committee Worksheet 2014-2015

Name of School:_____Sharpe______Discipline Committee is

representative of the school faculty and

includes an administrator.

Principal* Gary Zimmerman

Family Services Specialist Stephanie Gatewood

Professional School Counselor/Internal Coach Iris Kizer

School Psychologist Jane Pfitzenmaier

General Education Teacher(s) L. Dandridge, T. Fleming, D. Kelly, T. Bernadini, J. St. Clair

School Representative* Wendy Withers

Elected Teacher(s) (2)* All teachers were elected by their grade level.

Special Education Teacher(s)* Myrtle Robinson

Support Teacher(s) Coach Harmon

Students 4th Kemberlyn Lee, Tydre McKenzie, 5th Michael Mason, Dennis Higgs

Educational Assistant(s)/ Lois Greenwood

Community Member R. Shaw

Parent(s)* Patricia Davis, Mr. Ashmore

Central Office or Board of Education Member

Cafeteria Staff Shenna Gilliam-Lyons

PIT Crew Member Stephanie McClain

District PBIS Coach Constance WeymouthRevised 9/14

Discipline Committee

Principal: Mr. Gary Zimmerman School Counselor: Ms. Kizer School Representative: Ms. Withers Regular Education Teachers: Mrs. Dandridge Ms. Kelly Mrs. Fleming Mrs. Bernadini Mr. St. Clair Mrs. M. Robinson, I.R. Teacher Coach Bethany Harmon

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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 Data will be reported to staff during faculty meetings quarterly

2 10/10/14

3

4

5 01/09/15

6

7 03/13/15

8

9 05/15/14 Includes year end documentation

Monitoring

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ACTION STEP 1: SRT analyzes data that integrates academic performance and behavior support for each tiered student. Team formulates an education plan for students at risk academically or behaviorally.PURPOSE: To monitor effectiveness of interventions, alter when necessary, or provide alternative strategies where necessary TIME LINE: Entire yearPERSON’S RESPONSIBLE: Teachers, counselor and other staff members

Monitoring

ACTION STEP 3: Analyze office referrals to make adjustments to behavior/discipline plan

PURPOSE: To determine effectiveness of strategies in school’s behavior plan and make necessary adjustments

TIME LINE: Each nine weeks PERSON’S RESPONSIBLE: School staff

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Monitoring

ACTION STEP 4: a:To celebrate students’ academic achievements and outstanding citizenship b: spotlight students exhibiting extraordinary efforts to improve school climate

PURPOSE: To create pride and ownership in the school community

TIME LINE: Each nine weeks PERSON’S RESPONSIBLE: School Staff &

students

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Monitoring Process

How is data used by the School-wide PBIS Team to determine progress toward goals and Action Plan?

Team analyzes data, determines strategic planning for problem areas, times and behaviors

Helps identify students at risk-allowing for interventions to improve behavior, attendance, etc.

Data helps to keep team aware of what is working and not working throughout the year – allowing for updates and modifications to the plan

Celebrations and Recognitions ACTION STEP 1: Recognize academic success and good

behavior by honoring students publicly in an awards assembly PURPOSE: To recognize and reward academic success TIME LINE: Each nine weeks PROCEDURE: Students will receive recognition for

Principal’s List, Honor Roll, Citizenship, and Perfect Attendance – certificates provided, names posted in hallway, parents invited to attend

PERSON RESPONSIBLE: School Staff

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Celebrations and Recognitions ACTION STEP 3: Caught Doing Good Program  PURPOSE: To intermittently reward good conduct TIME LINE: Entire year on a daily basis PROCEDURE: Teachers and other staff will submit the

names of students that display above the norm behavior daily. The principal will call the student’s names over the intercom and honored students will receive congratulations, pencils, and a handshake from the Principal

PERSON RESPONSIBLE: School Staff

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Celebrations and Recognitions ACTION STEP 4: To recognize all students excelling

academically and personally/socially, following the 4 Rs of Respect.

PURPOSE: To recognize outstanding academic performance and citizenship

TIME LINE: End of each 9 weeks PROCEDURE: All students receiving an award will have

their names displayed in strategic locations for entire school to see as well as parents or visitors – placed on schools web page

PERSON’S RESPONSIBLE: School Staff/Honors committee

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Celebrations and Recognitions ACTION STEP 6: Excellent Eagle awards (BATS –Better

Attitude Towards School and BUGS-Bringing Up Grades At School) will be given to one student in each classroom who is at risk but is putting forth their best effort

PURPOSE: To honor students who are making strides toward improving academics and behavior

TIME LINE: Every nine weeks PERSON’S RESPONSIBLE: Teachers/Honors committee

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School Rules

Respect SelfRespect PropertyRespect OthersRespect Learning

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Expectations

ACTION STEP 1: To create student awareness of school rules and procedures using Sharpe’s Teaching Matrix

Opening of school Breakfast Halls Lunchroom Restrooms Dismissal Use of playground

PURPOSE: To create a welcoming and safe environment so that all students can achieve their potential

TIME LINE: Ongoing PERSON’S RESPONSIBLE: School Staff

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Expectations

ACTION STEP 2: To enhance student awareness of classroom rules and procedures

PURPOSE: To create an environment of student learning and academic success. Students will become familiar and compliant to school rules and procedures

TIME LINE: Entire year Procedure: Classroom lesson, opportunities for practice,

reminders and re-teaching before and after breaks, classroom presentations on goals, expectations, etc

PERSON’S RESPONSIBLE: Teachers, counselor, & staff

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Teaching the Expectations ACTION STEP 1: To create awareness among faculty,

students, parents, and community of school’s mission, vision, and school beliefs by distributing school’s handbook as soon as it is available.

PURPOSE: To make the community aware of school’s beliefs

TIME LINE: First weeks of school and intermittently throughout the year

Procedure: Review plan with staff, discuss plan with parents during meetings, post all statements in visible areas as well as schools web page

PERSON RESPONSIBLE: School Staff

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Teach the Expectations

Action Step 2: Students will recite school pledge daily during morning announcements in addition to rules on Sharpe’s Eagle Matrix.

Respect for Learning - continue to focus on the four “R”s of respect.

Purpose: To create awareness and ownership of school’s beliefs – student led pledge

Time line: Daily throughout the year Person Responsible: School Staff

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Teach the Expectations

ACTION STEP 3: To make the school’s mascot an integral part of the school’s mission and beliefs by making the eagle more visible throughout the school and various activities. More discussion about the attributes of the Eagle.

PURPOSE: To create a sense of community and school pride

TIME LINE: Entire year PERSON RESPONSIBLE: School Staff Use words like: Excellent Eagle, Eagle Behavior looks

like _________. Etc….i.e. A soaring eagle, Eagles can rise above storms…

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Responding

ACTION STEP 1: Utilizing SRT to target students at risk by monitoring behaviors through team effort

PURPOSE: To improve desired behaviors, healthy social interactions, and problem solving skills which may result in a unique plan to serve individual students

TIME LINE: Entire year – screenings quarterly PROCEDURE: Various interventions, classroom lessons

targeting character education, conflict resolution skills, empathy, managing emotions, etc…

PERSON RESPONSIBLE: Teacher and School Counselor

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Responding

ACTION STEP 2: To teach, model and reinforce appropriate social skills through classroom guidance, group counseling sessions, and individual counseling

PURPOSE: To improve desired behaviors, healthy social interactions, and problem solving skills

TIME LINE: Entire year PROCEDURE: Classroom lessons targeting character

education, conflict resolution skills, empathy, managing emotions, bully awareness, etc…

PERSON RESPONSIBLE: School Counselor

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Responding

ACTION STEP 3: To greet students daily PURPOSE: To create a positive and welcoming school

environment TIME LINE: Entire year PROCEDURE: Students will be welcomed by school staff.

Staff will use this time to meet the needs of students having difficulties. Staff will use daily greetings to build relationships with students and parents and to set the climate of the school.

PERSON RESPONSIBLE: School Staff

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Responding

ACTION STEP 4: Conduct SRT meetings, Data meetings, & SART meeting to create a systematic behavior plan for individuals needing increased support to improve chronic inappropriate behavior and for those who are repeatedly struggling academically , behaviorally or attendance wise

PURPOSE: To create socially acceptable behaviors, improve grades, create a sense of pride in accomplishments

TIME LINE: Entire year PROCEDURE: School counselor will coordinate meetings for students

needing critical interventions. Teachers will provide samples of work, Istation data, documentation of interventions, and referral paperwork.

PERSON’S RESPONSIBLE: School staff, parent, psychologist, social worker, school counselor.

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Management

ACTION STEP 3: Use Healthy Choices Week and Michigan Model  

PURPOSE: To teach students appropriate social behavior in a variety of social situations, and personal responsibility

TIME LINE: Entire year PERSON’S RESPONSIBLE: School Staff,

P. E & wellness coach & Counselor

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Management

ACTION STEP 4: Use PLCs to improve instructional practices

PURPOSE: To utilize the strengths each staff member possesses and to learn instructional management practices from one another

PROCEDURE: Data teams will work to analyze data, lead team members, and provide plans for struggling learners. Grade level meetings geared toward data and how to interpret that data for learners at every level.

TIME LINE: All year PERSON’S RESPONSIBLE: School Staff/PLC

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Management

ACTION STEP 4: PBIS team members use data to improve behavior, school climate and classroom management techniques

PURPOSE: To analyze infractions for specific students and patterns

PROCEDURE: Continuously looking at school data to implement strategies for improvements in student behavior and climate

TIME LINE: All year PERSON’S RESPONSIBLE: PBIS Team and school

staffRevised 9/14 36

Behavioral Expectation MatrixRules Classroom Cafeteria Hallway Restroom Playground

RespectYourself

Follow Classroom Rules and proceduresUniforms should be neat and properly worn

Be polite and courteousMind your MannersUse napkins

Stay right not under the light if under the light you’re not right.

Flush the toilet Wash your hands Do your business and leave

Show good sportsmanship

Respect Property

Keep your area clean, take care of all school supplies, and personal belongings

Put trash in trash cansKeep your area neat

Keep back pack on your backKeep hands off walls and decorations

Quiet doorsPlace all trashin garbage cansUse only necessary amount of papertowels

Take care of equipmentPut things away

RespectOthers

Be on timeUse kind words like “Please, Thank you, Excuse me, I’m sorry”Raise your hand

Use inside voiceUse kind wordsStay in your place in the line.

Keep your hands and feet to yourself

Observe the personal space and privacy of others

Be cooperative use encouraging words: Good job, nice catch, try again.

Respect Learning

No bullying behaviorsReport problems or concerns to teacher immediately

Walk Keep voices lowInclude others being left out.

Quiet movement.Keep mouths and feet quiet , so others can learn.

Keep It quiet Close doors gently

Come into the building with uniform in place and quiet sounds.

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General Procedure for Dealing with Problem Behaviors

Observe problem behavior

Problem solve

Determineconsequence

Follow proceduredocumented

File necessarydocumentation

Send referral to

office

File necessary documentation

Determine consequence

Followthrough withconsequences

Problem solve

Follow documented

procedure

Write referral &Escort student to office

Follow upwith student

within aweek

Is behavior major?

Does student have 3?

NO YES

NO YES

Find a place to talk with student(s) Ensure safety

SRT members will be involved in most steps

How we teach the rules and procedures

School rules and procedures Taught within first month of school and revisited throughout the school year Lesson Plans

▪ First 3 weeks multiple times daily▪ Intensive re-teaching before and after breaks

Opportunities for practice▪ Role play scenario▪ Teach expectation in the area it occurs (ex: hallway)▪ Model expected behavior

Active monitoring of rule following behavior▪ Daily and weekly recognition ▪ Caught Looking Good and Principal’s Book▪ Correct inappropriate behavior immediately and consistently

Posting rules prominently in building

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Annual PBIS Kick-off

Teach SCS Code of Conduct . Teach School-wide Rules, Behavior Expectations and

classroom rules and procedures from matrix Additional dates for assembly to address Behavior

Expectations during honors activities Invited speakers/programs to reinforce expected

behaviors i.e. Kids on the Block, McGruff, etc.

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School Procedures

Procedures for entering school Students will enter through the main entrance or back

entrance only Students will walk on the right side of hallway All students will be seated at the appropriate grade level

table in the cafeteria until dismissal at 8:15 for breakfast Students will be dismissed by grade level and walk to their

classrooms led by grade level teacher Teachers will follow breakfast duty schedule to ensure

adequate monitoring of students Students in the hallways will be monitored by staff

positioned at designated areas

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School Procedures

Procedure for Dismissal Students will exit the building at the appropriate door

escorted by their assigned teacher Teachers are assigned a duty post to supervise students until

3:30 Teachers submit/and post a list indicating how students are

going home – daycare, car, bus, walkers, etc… All students remaining are taken to the cafeteria and

identified to track patterns (same students/families) to offer strategies/interventions for timely pickup

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School Procedures

Procedures for lunchroom Daily schedule and assigned classroom tables will be

provided Students will line-up according to main entrée choices to

expedite serving Milk, condiments, and utensils are to be secured while in

the line Students may use quiet conversation – Friday is quiet day Students are not to leave their seat until cafeteria monitor

instructs them to take their trash and trays to the appropriate area

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School Procedures

Assemblies Classes will be provided an assigned table Principal will call classes to the cafeteria to minimize the

number of students in the hallway Respect for the program is expected Principal will dismiss classes to reduce traffic flow

problems Classes return to their classrooms before going to the

restroom to eliminate congestion in the hallway

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Classroom Procedures

Teachers are responsible for implementing specific classroom rules and procedures that will promote classroom community, positive school climate and healthy relationships between peers and peer to teacher.

Rules should be taught on expectations, ie: when first entering classroom, getting up from seat, asking for help, emergency expectations, group cooperation, and others as the teacher deems necessary.

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School Wide Incentives

Daily – Caught Looking Good NINE Weeks – Awards: Honors Program, Excellent

Eagle, BATS, BUGS, etc.. Student of the week/month Dress for Success Semester Celebrations Participation in extracurricular activities and clubs May utilize popcorn popper (purchased with PBIS

funds) as incentive Scheduled celebrations like “Fall Festival”, Rallies

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Brag Box I would like to share that Mr./ Mrs. Miss _________ ,

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

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Educator Recognition

SHARPE NOTES

Teacher recognition

during faculty meetings

Monthly

Kudos

PostedTeacher appreciation

Communication with Parents & Community Parent Meetings through Title One and Family

Engagement presentations

conferences

Website

School Newsletter

Open House

Flyers/Letters/Email

PTO meetingsRevised 9/14 48

Character Education

KIDS ON THE BLOCK – once a year to address Bullying CHILD ADVOCACY CENTER SAFETY PROGRAM –

Once a year to promote personal safety 5TH GRADE DRUG PROGRAM-DARE – 10 weeks CLASSROOM GUIDANCE LESSONS – All students

receive guidance lessons during the year addressing character education on their levels

HEALTH & WELLNESS CURRICULUM Small Focused Groups to enhance/build character Individual and group counseling sessions Mentoring program (outside speaker)s to support Dress for

Success or other school wide preventions and interventions MCGRUFF with stranger danger and personal safety

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ATOD Prevention

Healthy Choices/Michigan Model – PE teachers

SCS curriculum – classroom teachers

DARE – fifth grade

Classroom Guidance Lessons

Red Ribbon Week

Outside speakers – presentations on specific and

appropriate topics Revised 9/14 50

Bullying Prevention

All students will have access to Bullying lessons from the school counselor and other mental health or personnel Preventing Bullying at School – Various No-Bullying Programs Other age appropriate books/literature Recognize Bullying Awareness programs when available (directly & web based) Small group and one-to-one counseling will be provided to victims and

perpetrators as needed Empowering Bystanders/onlookers Teachers will reinforce steps for handling bullying situations daily as needed Guidance presentations on Bully Awareness and prevention, appreciating

differences, etc. - Lessons provided in collaboration with SCS Mental Health

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Bullying Prevention

Teachers will be provided with a brochure outlining characteristics of bullying behavior, facts and myths, and prevention/intervention

Annual Bullying/harassment training is done with faculty during September faculty meeting (MAD & suicide prevention training). Additional presentations on harassment or other bullying behaviors as needed throughout the year

SCS policy on harassment shared/discussed

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Bullying Prevention

Implement 10 Best Practices Focus on social environment of the school. Assess bullying at you school through surveys, feedback. Obtain staff and parent buy-in and support for bullying prevention. Form a group to coordinate the school’s bullying prevention

activities. PBIS –group Train school staff on what to look for Enforce school rules and policies related to bullying. Increase adult supervision in hot spots. Intervene consistently and appropriately when you see bullying. Devote some class time to bullying prevention. Continue efforts on the 4 rs of respect.

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Violence Prevention Programs Conflict Resolution Skills taught during

classroom guidance lessons Books/Literature – ie Solving Thorny

Behavior available for teachers (others available in counselors office)

Bully Prevention Lessons Empathy Training – I statement training Anger Management Skills taught in small

group as well as individual sessions Peer Mediation when warranted.

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Student Support Teams SRT – team ** identifies students based on referral forms,

conduct, classroom teacher documentation, counselor observations, input from parent – team conducts developmental history, FBA, and creates/modifies a behavior plan – school counselor follow plan at school level and reports to team members

Number of Functional Behavior Assessments and Behavior Intervention Plans initiated by Social Worker

Number of small groups for social skills, behavior modification, conflict resolution conducted by Counselor, social worker or psychologist

Teachers provided feedback concerning the effectiveness of the plans. Plans modified/revisited for effectiveness.

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Intervention Plan

SRT Team – implement plan for targeted students Group counseling – anger management, social skills, conflict

resolution –school counselor Individual counseling sessions Check In, Check Out – Principal, school counselor, other adults Mentoring – fifth graders mentor students in PK – 2nd. Behavior plans for repeated minor infractions – sticker charts,

daily graphs, etc… In class shadowing – for younger students struggling with

classroom conformity Consequences Group, behavior modification groups to help

students with conformity to rules –school counselor. Student leadership group serve as role models (BETA CLUB)

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Secondary Intervention (Tier 2)

What are you using to evaluate your secondary interventions (Tier 2)? SRT - Team Decreased number of office referrals Parent and teacher feedback to counselor Self reports from student Student surveys/feedback Increased number of students receiving honors & recognition Number of students “Caught being Good” What are your indicators of progress for your secondary interventions (Tier 2)? Improved conduct Decreased displays of targeted behavior Increased number of students receiving awards for citizenship, caught

looking good, Principals book, etc. Decreased numbers of students in Tier 2 moving to Tier 1 Improvement in school climate – based on surveys & observations

Tertiary Interventions (Tier 3)

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Student Review Team identifies students based on referral forms, conduct, classroom teacher documentation, counselor observations, parental input – team conducts developmental history, FBA, creates/modifies behavior plan

Team monitors plan at school level and make modifications FBAs and BIPs initiated by counselor and social worker Small groups for social skills, behavior modification, conflict

resolution conducted by school counselor, social worker or psychologist

Teachers provide feedback concerning effectiveness of plans. Collaborate with outside agencies, make referrals, check in with

representatives/case workers Check in – check out, mentor pairing (external and internal)

Green zone 0 – 1, yellow zone 2 – 5, red zone 6+ office referrals

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Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:

Specialized GroupSystems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

99% of Students

0%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

1%

Multihazard Emergency School Plan

Please indicate the date your plan was submitted 10/1/2014 Dates for all drills – provided during in-service Dates for training: Published

August – general training September– faculty refresher (all drills) general September – Code Red refresher/training for all staff Training is on-going during faculty meetings or in-service dates Student training conducted by classroom teachers and school-wide

announcements – on going. Dates for plan review (admin day during December 2014)

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Multiazard Emergency School Plan

August 13th August 27th September 10th October 16th November 7th December 4th

January 14th February 11th March 6th April 9th May 6th

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Drill schedule – Fire drill, Tornado drill, earthquake drill and Lockdown procedures

Dates may be changed or added according to district’s initiatives

Southeast Region PBIS Staff

Center for Safe & Drug Free Schools416-4240, fax:416-4221

SE Region External CoachConstance Weymouth

PBIS Internal Coach for Sharpe Elem.I. Kizer 416-0769

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