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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.
Revised 9/14 2
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.
Revised 9/14 3
Guiding PrincipalsSchool Character Points
Self-Confident
Helpful
Achieving
Respectful
Proud
Excellence
4Revised 9/14
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
Revised 9/14 5
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.
Revised 9/14 6
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
Revised 9/14 7
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
Revised 9/14 8
Previous Results
11-12 SCHOOL YEAR
Expulsions
0
Suspensions
13
Referrals 21
Fights 1
Revised 9/14 9
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
Revised 9/14 10
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
Revised 9/14 11
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
Revised 9/14 12
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
Revised 9/14 14
Revised 9/14
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
Revised 9/14 16
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
Revised 9/14 17
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
Revised 9/14 18
Revised 9/14 19
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
Revised 9/14 20
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
Revised 9/14 21
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
Revised 9/14 22
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
Revised 9/14 23
School Rules
Respect SelfRespect PropertyRespect OthersRespect Learning
Revised 9/14 24
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
Revised 9/14 25
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
Revised 9/14 26
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
Revised 9/14 27
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
Revised 9/14 28
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…
Revised 9/14 29
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
Revised 9/14 30
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
Revised 9/14 31
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
Revised 9/14 32
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.
Revised 9/14 33
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
Revised 9/14 34
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
Revised 9/14 35
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.
37Revised 9/12
Revised 9/14 38
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
Revised 9/14 39
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.
Revised 9/14 40
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
Revised 9/14 41
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
Revised 9/14 42
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
Revised 9/14 43
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
Revised 9/14 44
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.
Revised 9/14 45
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
Revised 9/14 46
Brag Box I would like to share that Mr./ Mrs. Miss _________ ,
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Revised 9/14 47
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
Revised 9/14 49
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
Revised 9/14 51
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
Revised 9/14 52
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.
Revised 9/14 53
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.
Revised 9/14 54
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.
Revised 9/14 55
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)
Revised 9/14 56
Revised 9/14 57
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)
Revised 9/14 58
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
Revised 9/14 59
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)
Revised 9/14 60
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
Revised 9/14 61
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
Revised 9/14 62