Alcy Elementary School School-wide Discipline Plan

2007-2008

1750 Alcy Road

Memphis, Tennessee

38114

The Responsive Classroom Approach

Social Skills Behavior

Academics

Child

Guiding Principles

Beliefs Effective instruction takes place in an environment that is conducive to learning. Establishing and maintaining a learning community is vital to the success of all students. All members of the school community must be treated with dignity and respect. Promotion of social standards that demonstrate positive relationships, responsibility, results,

and respect is fundamental to the students’ learning success. Opportunities for all stakeholders to experience personal and professional growth should be

evident.

School Character Points Community building Encouraging strong collaborative relationships Incorporation of research-based practices to enhance student learning Teaching children to care

Values A safe, challenging, and joyful learning environment is necessary for student achievement. Parents and community members help create building blocks that support the learning

process for all students.

VisionAlcy Elementary is a place where students, parents, teachers,and stakeholders are an integral part of the advancement of school goals. Our school provides every child with the opportunity to be successful

and pursue life-long aspirations.

Our students are actively engaged in meaningful activities in order to enrich and cultivate their academic growth and development. Students learn to work cooperatively and develop a sense of

pride in their work.

Our teachers serve as role models and work diligently to provide students with opportunities to be successful. They engage in meaningful activities, encourage strong collaborative relationships

with parents, and establish collegial relationships with other teachers.

Our principal and professional development school compliance coach continually assess, analyze, and evaluate student data outcomes in order to make data-driven decisions. They are

open, supportive, and seek to involve teachers, parents, and stakeholders in the process of change.

Our parents are knowledgeable about decisions made at Alcy and share in the decision-making process. They seek to find solutions to problems and are supportive in this process.

Mission

Our mission is to foster a safe, stimulating environment in which everyone is encouraged to think

critically while developing the necessary skills and attitudes to become caring, responsible, and productive citizens in the twenty-

first century.

Philosophy Statement

We believe: Students, faculty, and staff should be given

opportunities and encouraged to perform at optimal levels.

Effective instruction takes place when students are engaged in meaningful learning opportunities.

All stakeholders must work collaboratively to build community and keep the environment safe and orderly.

Goals and Objectives

To increase the percentage of positive student behaviors. To decrease the number of office referrals by 15% - Goal 115

2004-2005 – 189 2005-2006 – 129 2006-2007 - 135

To decrease the number of suspensions by 15% - Goal 48 2004-2005 – 54 2005-2006 – 57

In-School Suspensions – 47 Overnight Suspensions - 10

2006-2007 – 56 In-School Suspensions – 31 Overnight Suspensions - 26

MCS Discipline Committee 2007- 08

Name of School:

Alcy Elementary School

Discipline Committee is

representative of the school

faculty and includes an

administrator.

Fill in the names of committee

members and designate a Team

Leader (TL)

*Indicates members mandated by MEA contract

Principal* Dr. Murphysteen Counts

Professional Development School Compliance Coach Catherine Garrett

Professional School Counselor* Beatrice Williams

General Education Teacher(s)Team Leaders – Lorie Taylor, Tammy Lipscomb, Dianne Hill, Cedric

Anderson

MEA Representative*Tammy Lipscomb

Elected Teacher(s) (2)* Audrey Rhodes, Katrina Washington

Special Education Teacher(s)*Rhonda Mitchell

In-School Suspension Staff MemberAndrew Owens

Related Arts Teacher(s)Karen Chipman (TL)

Parent(s)*Delcinia Newberry

Meeting Schedule20 Day Reporting Period

Approximate Dates of Reporting Periods

All data for period entered into system (A)

Discipline Committee meeting dates (B)

Faculty meeting dates to report interpretation of 20 day data (C)

1 8/13/07-9/10/07 9/14/07 9/17 9/19

2 911/07-10/10/07 10/12/07 10/15 10/17

3 10/11/07-11/7/07 11/9/07 11/12 11/13

4 11/8/07-12/10/07 12/14/07 12/17 1/9

5 12/11/07-1/23/08 1/25/08 1/28 1/30

6 1/24/08-2/21/08 2/22/08 2/25 2/27

7 2/22/08-3/28/08 4/4/08 3/31 4/2

8 3/31/08-4/25/08 5/2/08 5/5 5/7

9 4/28/08-5/23/08 5/30/08 5/23 5/27

Data Entry Designee: Carolyn Owens, Attendance Secretary

Team member responsible for data summary: Karen Chipman, Team Leader

Person responsible for sharing data: Karen Chipman, Team Leader

School-Wide Rules

E – Expect excellence everyday.

A – Accept responsibility for all actions.

G – Get along with others.

L – Listen and follow directions.

E – Envision daily success.

S – Show respect at all times.

Behavioral Expectation MatrixSchool-Wide Rules Classroom Cafeteria Hallway Restroom Homework

Expect Excellence Everyday

Students will work hard and follow school-wide and classroom rules.

Enter and exit the cafeteria quietly.

Clean up after themselves.

Walk quietly on the right side of the hallway at all times.

Use restroom facilities in an appropriate manner.

Observe the restroom areas as Quiet Zones.

Display quality effort when completing homework assignments.

Accept Responsibility for all actions

Admit mistakes and use logical consequences or an Apology of Action.

Be responsible for the cleanliness of their areas.

Admit mistakes and/or use an Apology of Action.

Be responsible for the cleanliness of their areas.

Inform the teacher of problems in the restrooms.

Recognize and follow established homework rules.

Get along with others Use cooperative learning activities to develop social skills.

Speak in an appropriate manner to the teacher and classmates.

Speak in a quiet voice during lunch and observe Silent Wednesday each week.

Stay in a single file line without skipping, pushing, hitting, or kicking.

Take turns in an orderly fashion while using the restroom facilities.

Give encouragement and support each other’s efforts.

Listen and follow directions

Pay attention to the person or persons speaking or giving instructions.

Pay attention to the educational assistants and cafeteria staff as they give directions during lunch.

Observe the Quiet Zone signs and remain silent in all hallways.

Pay attention to the teacher and/or custodial staff as they give directions.

Pay attention to the teacher for instructions for completing the homework assignment.

Envision daily success Work to learn the skills, concepts, and content in each subject area.

Use good table manners while eating lunch.

Remain quiet and walk on the right side of the hallways.

Use the facilities in an appropriate manner while keeping the restrooms clean.

Develop independent work ethics consistent with being successful.

Show respect at all times

Speak with teachers and classmates in an appropriate manner.

Abide by established classroom rules.

Speak with educational assistants and cafeteria staff in an appropriate manner.

Look at work displayed in the hallways without touching or defacing the work.

Flush the toilet, turn the water off, and keep the floor dry and free of towels.

Refrain from writing on the walls in the restrooms.

Will support other students’ homework efforts.

Respect themselves by making sure they do their own homework.

Teaching the Rules and Procedures

Teachers discuss, model, and provide opportunities for practice expected behaviors to reinforce the rules and procedures.

School-wide assemblies are held throughout the school year to reinforce school-wide rules and procedures.

Rules are posted throughout the school. Rules and procedures are reinforced during Morning Meetings Newsletters and parent meetings provide access to the

school-wide rules and procedures for all parents and stakeholders .

Rules and procedures are consistently reinforced by all staff members.

Teaching Behavioral Expectations at the Beginning of the School Year

School-Wide Lesson Plan – Used with Each School-wide and Classroom Rule Name the behavior being taught: Expect Excellence Everyday Rationale for this expectation: In order to maintain a safe, challenging, and joyful classroom environment, everyone must put forth their best effort in both academics and behavior. Teaching Process:

1. Model the behavior as an appropriate example 2. Students describe what the behavior looked and sounded like 3. Model the behavior as an inappropriate example 4. Students describe what the behavior looked and sounded like as well as why it

was inappropriate 5. Have a student model the behavior in an appropriate manner followed by a

description of the students’ observations of the behavior 6. More than one student models the behavior in an appropriate manner followed by

a description of the students’ observations of the behavior 7. All students model the behavior in an appropriate manner followed by a

description of the students’ observations of the behavior 8. If needed, repeat steps 5 – 7 as modeling the behavior in an inappropriate manner 9. Practice the appropriate behavior in the classroom, hallway, restrooms, and

cafeteria Maintaining the skill: Teachers will reinforce, remind, and redirect students during times when behavior should be demonstrated.

School Procedures

Entering School Students enter the building quietly and sit in the cafeteria. All support teachers and staff will report specified posts in the hallway or classroom door.

Morning Routines Announcements at 7:30 a.m. Morning Meeting – 7:45-8:05 a.m. Teachers follow individual teaching schedules.

Passing Classes Students walk on the right side of the hall quietly.

Lunchroom Students enter quietly in a line and sit at assigned table(s) alternating seats. Students clean up after themselves and wait quietly in line before exiting.

Assemblies Students enter the cafeteria quietly in a line and sit where the teacher indicates. Students sit quietly before, during, and after an assembly. Students exit the cafeteria quietly in a line when dismissed as a grade level.

Office Referrals Teachers follow classroom discipline plans using office referrals as an intervention measure.

Dismissal All support teachers and staff will report to specified posts in the cafeteria or hallway. 2:05 – Kindergarten classes exit with teacher. 2:05 – Day Care bus riders dismissed to the cafeteria quietly. 2:13 – All homeroom teachers escort their students down the side walk and monitor their departure.

School-Wide Interventions Soaring Eagles Zero noise signal Quiet Zone signs in hallways

Classroom Procedures

Each teacher will incorporate researched-based strategies for implementing basic classroom procedures such as: Entering the classroom Turning in homework Asking for help Cooperative groups Moving around the room Workstations Writing Assignment Protocols Restroom Privileges

Teachers will turn in an individual classroom procedures form to the office.

School Wide Incentives Six Weeks Awards Ceremony

Honors students who have earned Perfect Attendance, Honor Roll, Principal’s List, and good Citizenship.

Fun Friday A school-wide celebration each six weeks for students who meet the following criteria:

Perfect Attendance, excellent behavior, exhibits character traits, adheres to the uniform policy daily, academic excellence/significant academic or behavioral improvement

Soaring Eagles A school-wide program for maintaining appropriate behavior and a clean table during the lunch

period.

Dr. Counts’ Cool Kids Each six weeks, educational assistants submit one student from each grade level will eat a

catered lunch with the principal on the stage during lunch period.

Good Character Kid Given by classroom teacher and presented during the morning announcements.

Great Wall of Character Students who exhibit good character traits are placed on the Great Wall of Character.

Student of the Month One student from each grade level is honored each month on the Student of the Month board .

Good Character Kid

Date_____________________

Student’s Name ______________ Homeroom ______

Character Trait ____________________

Brief Description __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Teacher ___________________________

Please write the description exactly how you want it to be read during the morning announcements.

Teacher Incentives Perfect Attendance each six weeks Educational accomplishments

National Board Certification Master’s and Doctoral Degrees

Outstanding service and participation Achieving school-wide academic and discipline goals

TCAP scores Writing Assessment (Grade 5)

Who’s Who At Alcy? Spotlight on teachers and staff for outstanding contributions in the

school newsletter Teacher Superlatives (end-of-the-year)

Dream Team Award Quality Work Team Award Various achievement awards

Who’s Who at Alcy

Teacher Recommended: _________________________Date: _______________Who Recommended this Teacher: _________________Reason for Recommendation:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Would you like this information published in the Alcy Newsletter? _________

Please write the description exactly how you want it to be published in the newsletter.

Celebrations

Student Recognition Good Character Kid Great Wall of Character Student of the Month Soaring Eagles Dr. Counts’ Cool Kids Fun Friday Awards Ceremonies

Faculty Recognition Newsletter Publications End-of-the-Year Awards Faculty and Staff Luncheon

Resources for Incentives

AdoptersCommunity & business donationsP. T. O. fundraisersSite-Based BudgetTitle I Parental Involvement FundMemphis Athletics Ministry

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

Character Education

MCS Family Life Education and Health & Wellness Curricula is taught in Physical Education as well as in the classrooms.

Character traits are introduced during the morning announcements and reinforced during Morning Meetings and class meetings.

Character Education is taught through classroom guidance sessions using the Character Counts program.

Character traits are included as part of the school newsletter.

Charmettes is a program designed to teach fifth grade girls about self-confidence and grace.

ATOD Prevention

MCS Family Life Education and Health & Wellness Curricula is taught in Physical Education as well as in the classrooms.

Alcohol, Tobacco, and Other Drug prevention is introduced, discussed, and reinforced during Morning Meetings and class meetings.

Red-Ribbon Week is observed school-wide during the week of October 23-26, 2007.

Alcohol, Tobacco, and Other Drug prevention is also taught during individual, small group, and classroom guidance sessions.

Sexual Harassment

• Our Annual Harassment Training was conducted on Wednesday, October 24, 2007 during faculty meeting.

• Our students receive training during individual, small group, and class guidance sessions throughout the school year using a Personal Safety Plan program.

Bullying Prevention

Annual Faculty Review of Bullying PolicyBoard Policy #6.304August 10, 2007

Student training takes place during individual, small group, and class guidance sessions throughout the school year.Bully Buster ProgramThe Berenstain Bears and the BullyConflict Resolution trainingPersonal Safety PlanCharmettes – for fifth grade girls

School Safety Plan

Our School Safety Plan was submitted on October 30, 2007.

Our School Safety Plan was reviewed and agreed upon on Wednesday, October 24, 2007.

School Safety Plan Dates for drills

Primary Fire Drills Rain dates Times

August 15 August 17 9:30

August 29 August 31 9:30September 14 September 17 12:30October 12 October 15 12:15November 15 November 16 1:00December 14 December 17 9:30January 15 January 17 12:30February 15 February 19 9:30March 12 March 14 12:30April 21 April 23 1:00May 15 May 16 9:30

Severe Weather DrillsOctober 29 12:30

March 26 12:30

Emergency Evacuation DrillsApril 24 (Bomb Threat) TBA

Earthquake DrillsNovember 22 TBAFebruary 20 TBA

Lock Down DrillsDecember 5 TBA

Monitoring Process

School, classroom, and individual discipline data is analyzed following each 20 day period by the school discipline committee and then reported to the staff during faculty meetings.

Adjustments are made to the school-wide discipline plan as needed.

Teacher mentors are provided for new teachers as well as support from staff members for all teachers.

The S-Team process is used to develop or modify intervention plans for students with at-risk behaviors.

Intervention Plan

School rules are consistently enforced using the Reinforce, Remind, and Redirect strategy followed by logical consequences, Apology of Action, or a loss of privileges.

Parents are regularly contacted by teachers to discuss academic and behavior progress.

The Student-Code-of-Conduct is regularly reviewed with parents and students.

For students who present serious problem behaviors, group counseling is offered from the guidance counselor and school social worker.

Behavior Intervention Plans are developed and monitored for students who present serious problem behaviors.

Secondary Intervention Evaluation

A variety of strategies will be used to promote positive behaviors for select students. Use the Behavior Intervention Manual to find specific strategies based

on the problem behavior. Team conferences will be held for support and additional ideas for

students who present problem behaviors. Phone calls and letters are sent to parents informing them of their

child’s infractions. ISS is used with an entrance and exit interview with a member of the

Discipline Committee or ISS staff.

Classroom teachers, the guidance counselor, and ISS staff will monitor student progress. Information from observations will be recorded and used to revise behavior intervention plans.

Tertiary Interventions

The guidance counselor accepts referrals from classroom teachers.

Student and parent conferences are generally held before an S-Team meeting is scheduled.

The school support team works closely with classroom teachers and parents to provide resource information and intervention strategies.

Group counseling sessions are conducted and individual behavior plans are written for students who continually experience difficulty.

Out of School Suspension is given when strategies have been exhausted with a required entrance interview with the parent.

In-School Suspension Plan In-School Suspension begins the second six weeks. Students will be given ISS after the classroom teacher has implemented

a variety of intervention steps and completed an office referral form. ISS hours will be determined according to the level of offensive

behavior as outlined in the Student Code of Conduct. Teachers must provide students with assignments to complete while in

ISS. Each student must complete a Behavior Reflection Form before

returning to the classroom to be given to the classroom teacher. The ISS staff is responsible for maintaining up-to-date records of

student information. The behavior log will be monitored monthly for patterns in behaviors and

referrals. Exit interviews will be held with a Discipline Committee member or ISS

staff.

Prevention ProgramsProgram Person Responsible Audience Timeline

Responsive Classroom

All teachers All faculty and staff

Students

Parents

Daily

Character Education All teachers

B. Williams

M. Morrow

Students Weekly

Charmettes Mrs. Williams 5th Grade girls Monthly

Memphis Athletic Ministries

Memphis Athletics Ministries staff

1st – 5th Grade students

Daily from September - May

Student Council C. Garrett

B. Williams

T. Lipscomb

4th –5th Grade students

Daily from October -May

Soaring Eagles C. Garrett

Educational assistants

Students Daily

Results

Frequency Table

Fighting Insubordination Immoral/Disreputable Conduct

Misconduct

2004-2005 38 26 82 37

2005-2006 26 42 42 1

2006-2007 17 44 20 31

2004-2005 Total – 189

2005-2006 Total – 129

2006-2007 Total – 135

Action StepsAreas of Perception Areas of Strength Areas Needing Improvement Action Plan

School-Wide System Rules and procedures are clearly defined and few in number

Emergency and dangerous situation protocols are in place

A list with specific interventions has not been developed for specific problem behaviors.

The difference between office managed and classroom managed behaviors is not clear.

Develop a tip sheet with suggested strategies for handling specific problem behaviors based on the Behavior Intervention Manual.

Tip sheet will be placed in the teacher handbook.

Non-classroom System School-wide rules and procedures apply to all settings

School-wide behavior expectations are taught directly in classroom settings

Congestion in some hallways at specific times during the school day has been observed.

Each floor will develop a schedule for restroom breaks in order to maintain an appropriate number of students in the hallways at all times.

Classroom System Rules and procedures are well established and stated positively

Teachers are skilled in matching curriculum and instructional material to student abilities

Behavior management systems are not always consistently enforced.

Transition times within the classroom is not always orderly.

Use the tip sheet with suggested strategies for handling specific problem behaviors to develop a plan for providing consistent consequences.

Provide assistance in developing orderly transitions through teacher mentoring program and peer observations.

Individual Student System S-Team is skilled in assessing students and monitoring Behavior Intervention Plans

Assessment of students is completed in a timely manner

A simple referral process for requesting assistance from discipline team is needed.

Look into creating an easier referral process when assistance is required for students who present serious problem behaviors.

PBIS Triangle Comparisons

80

15

5

81

17

2

78

16

6

50%

55%

60%

65%

70%

75%

80%

85%

90%

95%

100%

PBIS Alcy 06-07 MCS 06-07

Red 6+

Yellow 2-5

Green 0-1

Plan for Support & Monitoring

Our School-Wide Discipline Plan was submitted on October 30, 2007. The plan includes: Team Members and Team Leader Meeting Schedule for year TIC (also submitted to Coach Oct., Jan., Apr.) Action Plan (based on EBS results) Ongoing training for Team Leaders and others will be provided

throughout the school year

Conclusion

What We Have Learned: The majority of office referrals for the 2006-2007 school year were for insolence or

insubordination (44), disruptive behavior or continual misconduct (31) and immoral or disreputable conduct (20).

Out of 135 office referrals, 103 occurred in the classroom. Additional training for teachers may be needed in classroom management and

implementation of behavior intervention strategies using the Behavior Intervention Manual.

How We Will Use What We Learned: Peer mentoring and professional development opportunities will be provided for

teachers needing assistance with classroom management and implementation of behavior intervention strategies through the Teaching and Learning Academy.

The guidance counselor will provide individual and small group counseling sessions for students who present serious problem behaviors.

Responsive Classroom will continue to be implemented within each classroom in order to stress the importance of developing appropriate social skills.

District PBIS Coaches

• Elementary Area 1, Academic Supt. Kevin McCarthy– Charlotte Baucom, baucomc@mcsk12.net

• Elementary Area 2, Academic Supt. Virginia McNeil– Ashley Faulk, faulka@mcsk12.net

• Elementary Area 3, Academic Supt. Judy Jackson– Brady Henderson, hendersonb@mcsk12.net

• Middle School, Academic Supt. William Rhodes– Ann Sharp, sharpa@mcsk12.net

• High School, Academic Supt. Elsie Lewis Bailey– Carolyn Matthews, matthewscarolynt@mcsk12.net

North Area Office416-4240