Booker T. Washington High School

School-wide Discipline Plan 2008-09

715 S. Lauderdale

Memphis, Tennessee 38126

Alisha Kiner, Principal

Dr. Tracy Brittmon, Assistant Principal

Cassandra Spearman, Assistant Principal

Guiding Principles Beliefs

Student learning is our CHIEF priority.

ALL students can achieve higher levels of academic success.

A safe, supportive, and challenging environment will allow students to share responsibility for their own academic achievement.

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Guiding Principles

School Character PointsA safe, supportive environment promotes self-

disciple,motivation, and excellence.

Intellectual, technological, and social skills will produce responsible citizens and life-long learners in a diverse society.

ValuesThe entire school community, including faculty,

staff, parents, community members, and students, are responsible for academic success.

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Vision

Booker T. Washington High School will provide each student with an education in a safe, supportive environment that promotes self-discipline, motivation and excellence. The entire school community will be fully committed to utilizing the academic, technological, and social resources necessary to develop self-sufficient life-long learners.

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Mission

Booker T. Washington High School graduates will be equipped with the intellectual, technological and social skills that will enable them to be responsible citizens and life-long learners in a diverse society.

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Philosophy Statement

A challenging and engaging learning environment results in higher levels of achievement for all students. We – parents, students, faculty, and staff – must create within the total school community a sense of ownership of the school’s beliefs and policies that relate to student behavior and self-discipline.

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Goals or Objectives

• Increase student attendance by 5%

• Decrease office referrals to office by 10%

• Decrease suspensions by 10%

• Decrease ISS repeat offenders by 2% each six weeks

MCS Discipline Committee Worksheet 2008-09

Name of School: Booker T. Washington

Discipline Committee is representative of the school faculty and includes an administrator.

*Indicates members mandated by MEA contract

Principal* Alisha Kiner

Assistant Principal Dr. Tracy Brittmon (TL)

Professional School Counselor* Marilyn Gibbs

School Psychologist Mrs. Dorsey

General Education Teacher(s) Temu Rutherford, Latarra Rallings

MEA Representative* Deryll Johnson

Elected Teacher(s) (2)* Steven McKinney, Adrian Hampton

Special Education Teacher(s)* Sarah Speed

Related Arts Teacher(s) Deborah Davis

Students Marlisha Gray, Arnold Reed

Educational Assistant(s)/ Non-Certified Staff Marcia Jones

Community Member June Fleming

Parent(s)* Darnell Haywood

Central Office or Board of Education Member Tomeka Hart

Cafeteria Staff M. Crockett

District PBIS Coach Brady Henderson

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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 8/11/08-9/8/08 9/12/08 09/04/08 09/10/08

2 9/9/08-10/6/08 10/9/08 10/09/08 10/05/08

3 10/7/08-11/5/08 11/7/08 11/06/08 11/12/08

4 11/6/08-12/8/08 12/12/08 12/11/08 12/17/08

5 12/9/08-1/21/09 1/23/09 01/22/09 01/28/09

6 1/22/09-2/19/09 2/20/09 02/19/09 02/25/09

7 2/20/09-3/26/09 3/27/09 03/26/09 04/01/09

8 3/27/09-4/24/09 5/1/09 04/23/09 04/29/09

9 4/25/09-5/22/09 5/27/09 05/21/09 05/27/09

(A)Data should be entered promptly to enable review of accurate data. Deadline for data entry is the Friday following the end of the reporting period.Principal should identify person responsible for entering behavior data. Name and title of data entry designee: Allacy Pickett, Secretary(B)Committee should meet within one week of final data entry for reporting period. Enter projected meeting dates in this column.Identify team member responsible for data summary to report to Discipline Committee.Name and title: Dr. Tracy Brittmon, Assistant Principal

Determine how you wish to examine your data: by location, by student, by infraction, by time of day, number of referrals per day per month. Also consider office referral procedures and data integrity. (C)Faculty meeting to discuss behavior should be held within a week of the Discipline Committee meeting. Enter projected dates in this column. Identify persons responsible for sharing data trends for previous reporting period with the faculty.Name and title: Steven McKinney, Temu, Rutherford, Latarra Rallings, Adrian Hampton

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Monitoring Process

• The Discipline Committee will meet once a month throughout the school year.

• The Committee will present data findings to the faculty and staff monthly, during Faculty Meetings.

• Steven McKinney and Tracy Brittmonwill gather data from the Blue Ribbon Data Website.

Action Steps

1. Define a measurement system linked to school improvement goal for problem behavior patterns.

2. Develop implementation plan for reward system for students meeting behavior expectations.

3. Develop implementation plan to provide teachers with regular opportunities to assist and recommend procedures in classroom settings.

4. Maintain team & communication cycle with other school teams for assessments conducted regularly to identify students with chronic problem behaviors.

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Celebration

• Awards Day for Honor Roll students• O-Day – Out of uniform day for honor roll

students• Field Day • Principal’s Lunch – Principal catered lunch

for students on the Principal’s List• Grizzlies tickets for improved behavior or

academics• Warrior Bucks Incentive Program

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School Rules

• Students will follow directions the first time given.

• Students will always arrive on time and be prepared.

• Students will be courteous. They will keep their hands, feet, and negative comments to themselves.

• Students will eat and drink in the cafeteria only.• Students will respect themselves, others and

school property.

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Behavioral Expectation Matrix

RULES Classroom Cafeteria Hallway Restroom

Follow Directions the First Time Given

Follow rules

Monitor noise level

High expectations

Keep area clean

Put trash in trash can

Stay to the right

Keep common area clean

Put trash in can

Flush toilet

Wash hands

Arrive on time and prepared

Attend regularly

Positive attitudeStay until bell rings

Move with a purpose

Allow others to pass

Use restrooms during passing time

Courteous and respectful

High expectations

Monitor noise level

Avoid confrontation

Monitor noise levelBe courteous

Monitor noise level

Respect others

Be courteous

Eat and drink in cafeteria only

Be consistent

No food or drink in classroom

No grooming

Be flexibleNo open food in the hallways

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How we teach the rules and procedures

• Brainstorming rules and procedures

• Thinking Maps - Circle and Flow Maps for definitions and steps

• Write the rules and consequences

• Explain the rules and consequences to a partner

• Write a paragraph giving the benefits of following the rules

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Title: School Procedures and Rules

Grade level: 9-12

Subject: English I

Guiding questions: Why are rules important in the school? What are the current procedures? What are the Board’s policies as they relate to our school rules?

Duration: One week

Motivation/Lesson Opening: BTW Alma Mater and Fight Song

Practice: Do’s and Don’ts, Fill in the blank, and Role play

Interventions / Accommodations:Power Point, Handouts, and Role play

Assessment Type: Use common assessment as pretest and posttest

Teacher Materials / Procedures:Handouts and Teacher Work Station

Student Material / Procedures: Writing Utensils

Instructional Strategies /Activity Type:Anticipation Guide, T-Chart, Pictures, and Role Play

Technology / Calculators: PC

Closure: Write what you think the classroom/school would be like without procedures and rules.

Extend and Refine Knowledge:Daily Review

2008-2009 School Procedures Sample Lesson Plan

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School Procedures

General• Students have five (5) minutes to change classes.• Students must eat on their assigned lunch schedule,

unless otherwise directed by the Administration.• Students must use the restroom during the five (5)

minutes between classes.• Students must retrieve their textbooks and supplies from

lockers before second period, during their lunch period, or after school.

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School ProceduresEntering the Building• Students may enter the building beginning at 7:30 am• Students may enter the school building through the front doors (Lauderdale

Street) entrance only• Students may only go to the cafeteria or the atrium area before the bell rings

at 8 am• Students must enter the building dressed appropriately and come through

the metal detectors• Students are expected to be in their 2nd period class by 8:10 am. • Students who parents’ check them in must obtain admits between 8:10 am

– 8:25 am and classroom consequences will be implemented during this time period.

• Any student who is not in class at 8:10 am MUST report to the Tardy Room.• The student must make arrangements to make up any missed assignment with the 2nd period teacher

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School Procedures

Cafeteria• Students will respect the authority of supervising

monitors.• Students will talk using quiet voices.• Students will remain seated, if not in the serving line.• Students will keep their area clean and dispose of all

trash in the appropriate places.• Students will display appropriate behavior in the serving

lines/areas.

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School Procedures

Assemblies• Students will enter assembly area with the classroom

teacher.• Students will not talk upon entering, during, or leaving

the assembly.• Students will sit up straight and be attentive.• Teachers are to remain with classes in auditorium.

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School ProceduresClosing of School• Students must exit the building at 3:00 p.m. unless they are

participating in an afternoon school program, tutoring, or activity. There is NO re-entry into the building once the students are dismissed.

• SPED student bus riders are dismissed at 2:55 p.m. • Teachers are to monitor the halls as students are leaving to

ensure that students are safe and exiting the building.• If teachers have after school activities, they are to remind students

where they are to be located. Support teachers remain on grounds on duty in assigned areas until 3:15 p.m.

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Classroom ProceduresHall Passes• Take care of personal business between classes. Teachers

should not let students out of the room except in true emergencies.

• If a student leaves class without permission, it warrants an immediate office referral.

• Students should remain seated until the bell rings at the end of class. The teacher will dismiss the class – not the bell!

• Students should not be allowed to leave AT ALL, for any reason, during the first 15 minutes and the last 15 minutes of each class period.

• Students MUST have a hall pass at all times – NO EXCEPTIONS! (this includes taking attendance scanners).

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Classroom Procedures

Class Materials• Students are expected to come prepared daily with text,

workbook, folder, homework, paper, and writing utensils.• Students are expected to take notes daily.• Student notes will be graded.• The teacher will demonstrate the special format for taking notes –

Cornell Notes.• If student is not prepared he or she will lose participation points.

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Classroom Procedures

Bellwork

• Everyday there will be a brief warm-up activity designed for review or introduction to new material.

• IMMEDIATELY upon students’ arrival, they must check the board and follow the instructions.

• Once students have completed the bellwork, they are to review the material covered from the previous class period.

• Students will have approximately 7-10 minutes from the time the bell rings to complete bellwork assignments.

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Classroom Procedures

Tardiness• If a student is not in the classroom and IN THEIR seat

when the bell rings, he or she will be marked tardy.• Tardy students should enter the classroom without

talking or disrupting the class in any way.• Students should sign the Tardy Log.• If the student has a pass, it should be placed in the

pocket of the Tardy Log binder. If the student does not have a pass, he or she will be marked tardy.

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Classroom ProceduresAttendance• AT NO TIME, should a student remain in another

teacher’s class unless prior arrangements have been made.

• In the event of a pre-planned or school related absence, assignments including those given during the absence, are to be submitted on time, at the beginning of class.

• The STUDENT is responsible for getting student assignments.

• Assignments given during absence, are due two class periods after the student returns to class.

• When a quiz or test is given on the day of absence, the students are to be prepared to take a REVISED version.

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Pre-referral Flow Chart

Booker T. Washington High School

CLASSROOM DISCIPLINE PLAN

2008 – 2009

 

Verbal Warning

Conference with student

One Behavior Intervention Manual Strategy

Parent Conference

Office Referral

Student Management SystemObserve Problem BehaviorObserve Problem Behavior

1. The “Look”

2. Verbal Warning

3. Conference with Student

1. The “Look”

2. Verbal Warning

3. Conference with Student

Should the behavior be

office managed?

Should the behavior be

office managed?

NONO

YES

YES

Require immediate office referral

1. Weapons2. Fighting3. Serious Threats4. Sexual Harassment5. Vandalism6. Alcohol/Drugs7. Inappropriate Language Towards a

Teacher

Require immediate office referral

1. Weapons2. Fighting3. Serious Threats4. Sexual Harassment5. Vandalism6. Alcohol/Drugs7. Inappropriate Language Towards a

Teacher

Use Classroom Consequences

Examples: Think About It Sheet Phone call to Parent Meet Teacher After School Request Parent Conference

Use Classroom Consequences

Examples: Think About It Sheet Phone call to Parent Meet Teacher After School Request Parent Conference

Minor Incident Report (MIR)

Complete (MIR) be sure to include intervention used.

Minor Incident Report (MIR)

Complete (MIR) be sure to include intervention used.

Referral to an Administrator

ONLY IF:Student has 3 completed MIR sheets which include 3 different interventions.

Referral to an Administrator

ONLY IF:Student has 3 completed MIR sheets which include 3 different interventions.

Feedback

Administrator provides feedback to teacher.

Feedback

Administrator provides feedback to teacher.

Write referral to the office

9th grade – see Mrs. Turner10th - 12th grade – see Mrs. Brittmon

Write referral to the office

9th grade – see Mrs. Turner10th - 12th grade – see Mrs. Brittmon

IMPORTANT NOTE:

Any student sent to the office without a referral or for a behavior that should be classroom managed will be sent back to the classroom.

IMPORTANT NOTE:

Any student sent to the office without a referral or for a behavior that should be classroom managed will be sent back to the classroom.

Consequence

Length and severity will be determined by Administrator and Board Policy.

Consequence

Length and severity will be determined by Administrator and Board Policy.

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School Wide Incentives

Students who follow the rules would be rewarded by:

1. Receiving an “out of uniform pass”

2. Receiving a pass to the front of the lunch line

3. Having an administrator serve lunch

4. Receiving free school game or Grizzlies tickets

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Warrior Traits in the B.T.W. Community

Student Name __________________________________

Displayed the Warrior trait of:Respect Self

Respect PropertyRespect Others

(Circle the trait you observed)

Signature _____________________________________________

If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.

Sample Incentive Ticket

Teacher Incentives

• Teachers will be recognized for perfect attendance during morning and afternoon announcements.

• V.I.P. reserved parking spaces for outstanding service beyond the call of duty

• Coupons (Chick-Fil-A, McDonald’s, Denny’s, etc.) for being “caught doing something good”.

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

_ _______________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

Sample Teacher Recognition

Resources for Incentives

• Federal Express

• Memphis Grizzlies

• McDonald’s

• Pizza Hut

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Character Education• Morning announcements include a quotation, proverb,

etc.• Lifetime Wellness classes include a character education

component taught by the wellness teacher.• Guidance counselor and social worker conduct small

group sessions that focus on positive behavior and social skills.

• Announcements are made twice daily by administrators and/or student leaders.

• Small group sessions are conducted weekly by mental health personnel.

• The Ninth Grade Academy of Excellence holds weekly sessions to build positive character traits.

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ATOD Prevention

• Lifetime Wellness classes include an alcohol, tobacco, and drug prevention components taught by the wellness teacher.

• Midtown Mental Health allocates two staff members on Tuesdays and Thursdays of each week to provide support for students involved in alcohol, tobacco, or drug abuse, personally or within their families.

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Sexual Harassment

• Annual harassment training was provided on during 2008-2009 Teacher In-Service.

• Training with faculty regarding prevention including defining bullying/intimidation, recognizing early stages, and providing strategies for addressing bullying/intimidation is on-going throughout the school year.

• Annual harassment training done with students occurred the first week of school, August 11 – 15, 2008, for the entire student body.

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Bullying Preventionfor Students

Grade-level assemblies were held for each class during the week of August 11-15, 2008. These assemblies were conducted by school administration with assistance from faculty and staff. The training included defining bullying, recognizing early stages, and providing students with resolution strategies.

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Bullying Preventionfor Teachers

During the 2008-2009Teacher In-Service, teachers were presented with training regarding bullying and intimidation. This training teachers with definitions for bullying, as well as, ways to identify and address bullying in the classroom.

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School Safety Plan

Booker T. Washington’s safety plan will be submitted for approval in October 2008.

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School Safety PlanTraining Schedule 2008-2009

AugustIncident Response; Job Description and Alternate Personnel assignments

OctoberAttend district staff development

DecemberReview of selected emergency procedures

FebruaryAttend district staff development

AprilReview of selected emergency procedures

SeptemberIncident Commander Pre-Incident Planning Guidelines & Scheduling for emergency drills

NovemberReview of selected emergency procedures

JanuaryReview of selected emergency procedures

MarchReview of selected emergency procedures

MayEvaluation of procedures and plan for upcoming school year

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School Safety PlanFire Drill Schedule 2008-2009

• August 29, 2008• September 26, 2008• October 30, 2008• November 2008• December 2008

• January 2009• February 2009• March 2009• April 2009• May 2009

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School Safety PlanDrill Schedule 2008-2009

Earthquake Drill

• October 2008• March 2009

Severe Weather

Safe Area

• October 13, 2007• February 2009

Other Drills (Lockdown, Intruder, Bomb Threat, etc.)

• August 29, 2007• October 15, 2007• October 22, 2007

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Monitoring Process

In order to fully implement the School Wide Discipline plan, monitoring will be on-going. The SWDC team will meet monthly, along with provide the faculty and staff with monthly reports. During monthly meetings, current trends, procedures, action steps, modifications, and district updates are discussed.

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Action Steps

1. Define a measurement system linked to school improvement goal for problem behavior patterns.

2. Develop implementation plan for reward system for students meeting behavior expectations.

3. Develop implementation plan to provide teachers with regular opportunities to assist and recommend procedures in classroom settings.

4. Maintain team & communication cycle with other school teams for assessments conducted regularly to identify students with chronic problem behaviors.

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Prevention Programs

• Currently, the following violence prevention programs are being implemented:

Summer Bridges, a four week program facilitated by ninth grade academy faculty to assist students in their transition from 8th grade to 9th grade.

Young Men, Social Responsibility, a mentoring program created and managed by Coach Fred Horton. This program encourages young men to make

responsible decisions in school and out of school.

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Prevention Programs

WIN, an after school program designed to provide students with life skills to improve their quality of life. This program, managed by Ms. Veda Turner and facilitated by several faculty members, gives students real life opportunities to make decisions that will impact their entire lives.

STREETS Ministries, a mentoring program created, organized and managed by Mr. Delvin Lane. This program creates a social outlet for students in their

community. Mr. Lane also implements STREETS Ministries strategies within the school daily. These strategies include conflict resolution, anger management, and bullying prevention.

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Intervention Plan

Interventions for inappropriate behavior will progress in the following manner:

• Verbal Warning• Student – Teacher Conference• Parent – Teacher Conference• Student Behavior Contract• Detention• In-School Suspension• Out of School Suspension

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Memphis City SchoolsIN-SCHOOL SUSPENSION PROGRAM

Student Intervention and Behavior416-4240

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.

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Selection of StudentsStudents 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. ConditionsAdministrators 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 15-20 students per day.

ConclusionsThe 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.

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Procedure for UseProcedure for Use

• Administration determines ISS referrals.• Teachers will send daily assignments.• ISS Assistant monitors and evaluates student

progress• ISS Assistant 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 Assistants

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• ISS Assistants 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 Assistants should be evaluated at mid-year and end-of-year intervals.

• Administrators should communicate with ISS Coordinator regarding program implementation as necessary.

In-School Suspension Plan

• Description:

Students are referred to In-School Suspension as a result of inappropriate behavior. Administrators issue In-School Suspension as an alternative to home suspension.

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In-School Suspension PlanISS PROGRAM SCHEDULE

• 9:45-10:00 Report to ISS• 10:00-10:30 Restroom Break and prepare for lunch• 10:30-11:00 Lunch• 11:00-12:00 Guidance Counselor has Social Skills

Training Service Learning(ISS Teacher takes lunch)

• 12:00-2:20 Academic Studies• 2:20-2:55 Reconnection Component & Preparing Exit

Forms• 3:00 Dismissal

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Secondary Intervention Evaluation

Throughout the school year, the following resources will be used to evaluate progress of secondary interventions:

• Booker T. Washington Discipline Committee Meeting (monthly)

• 20-day Attendance Reports• Bi-monthly Discipline Reports• Teacher Surveys• Blue Ribbon Data Website

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Tertiary Interventions:Identification and Plan

Students who have not responded well to teacher-initiated interventions will be referred to the school S-Team. The referring teacher will be responsible for completing the S-Team Referral Form. Upon completion of this form, the referring teacher or team will begin the following process:

1. observe behavior problems;2. complete checklist of concerns;3. select 1-3 priority concerns;4. review intervention ideas in Behavior Intervention

Manual (BIM) for priority concerns;5. develop intervention plans; then6. document response to interventions.

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Tertiary Interventions:Monitoring Plan

Once intervention plan is complete, the referring teacher or team will maintain a file on student to monitor his or her progress. Each file will include the student’s BIM goal, BIM objective, and measurable goal for corrective behavior. These components will be managed in chart form and monitored for a period of 3-4 weeks.

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Tertiary Interventions:Evaluation

Upon the close of the 3-4 week monitoring period, the referring teacher and team will evaluate the student’s progress in the following steps:

1. Review chart of data2. Ask questions:

1. Is the student progressing?2. Is the student meeting goals at a satisfactory rate?

3. Goals met? Success4. Goals unmet? Begin 2nd BIM intervention

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Results

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Results

Although the number of students being expelled remained the same (39), our overall discipline plan still has areas that need improvement. There has been an increase in office referrals, in-school suspension, and home suspensions. The need for improvement in the effectiveness of our discipline strategies is our major focus for this school year.

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Plan for Support & Monitoring

• Middle of September submit Discipline Plan electronically to District Coach and Academic Superintendent for your area. Includes:– Team Members and Team Leader– Meeting Schedule for year– EBS Summary– Action Plan (based on EBS results)– TIC (also submitted to Coach Oct., Jan., Apr.)– Ratification-acceptance form faxed 416-4221Ongoing training for Team Leaders and others will be

provided throughout the school year

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Additional CSDFS Staff• Kenneth Pinkney, Director, Student Intervention & Behavior• Linda Delaney, Emergency Management• Janice Johnson, Student Leadership, Peer Mediation• Leticia Sanders, ISS Assistants & Behavior Specialists• Adrian Stitt, Special Project Assistant for ISS• Robert Williams, Technology Project Administrator• Ruth Watson, Program Project Specialist• Brenda Harper, Brenda Harper, Program Project Specialist• Shanddeikka Beecham, Clerical• Dorinita Clark, Clerical• District Behavior Specialists: Morrice Apprey, Willa Broom,

Ptorey Crutchfield, Dana Gaston, Angeletta GilesCenter for Safe & Drug Free Schools, Loc. SS146, Rt. 2

220 N. Montgomery, Memphis, TN 38104

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Resources• MCS Data Website

– mcsprodweb.mcsk12.net/blueribbon– 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 calling 416-2700 (Enter Password with

capital P first and see if it will let you set your own)

• MCS Website– Forms will be under PBIS site (Go to Student Support, then

Student Behavior and Intervention, then PBIS)• TN PBIS links http://web.utk.edu/~swpbs• Maryland PBIS http://www.pbismaryland.org• PBIS http://www.pbis.org