Wells Station Elementary PBIS School-Wide Plan
2014-2015
1610 Wells Station Road
Memphis, TN 38108
Terri Arnett, Principal
Keisa Jackson, Assistant Principal
Beverly Griffin, PLC
Anthony C. Conway, PSC
1
Guiding Principles
2


Beliefs
Student learning and achievement is the chief priority and focus of all decisions and policies impacting the
work of the school.

Each student can make academic progress and is expected to strive toward academic excellence.

A safe and physically comfortable environment promotes a high performing learning culture.







A systematic collection and analysis of data drives all decisions for classroom and individual student
instruction.
Each student is a valued individual with unique physical, social, emotional, and intellectual needs and is
expected to strive toward academic excellence.
Instruction is best when students are actively engaged, challenged by expectations and have appropriate
opportunities for success.
Exceptional students (e.g., special education, limited English proficiency, talented and gifted, etc.) require
special services, resources and instruction for a high quality education.
Assessment of student learning provides students with a variety of opportunities to demonstrate their
achievement.
Teachers, administrators, parents, and the community develop relationships where we collaboratively share
the responsibility for decisions which advance the school’s mission.
There is a direct correlation between attendance and student achievement.
Guiding Principles
3






School Character Points
We strive for
Excellence
Lifelong
Learning
Safety
Security
Togetherness
Acceptance
Tolerance
Innovation
Obedience
N (and we) Never give up
Guiding Principles
4

Values
At Wells Station Elementary, our most important values are:

Student Achievement

Respect

Integrity

Responsibility

Results
The Wells Station Character Pledge:
We respect our school, our community, and especially each other.
We use kind words, we will not hurt one another.
It is our duty to be honest and fair. We tell the truth, do our own work,
and show that we care
We are here to learn, our future looks bright, And even when no one is looking,
we still do what’s right!
Vision
5
The Wells Station Elementary School staff, parents, students, and community
are committed to a quest for excellence. We envision a safe, nurturing
educational environment where students, parents, community members, and
teachers grow together in a positive, interactive relationship. It is our desire
to provide a place where all students receive the skills needed to develop
academically, socially, emotionally, physically and aesthetically.
At Wells Station Elementary, students are inspired to excel; teachers are
encouraged to be problem solvers and active leaders in the decisions that
affect student learning; and parents and community members are
encouraged to become active participants in our children’s lives.
Mission
6
Our mission at Wells Station Elementary:
All students: academic achievement –
proficiency and beyond
Philosophy Statement
7
Our goal is to provide a positive place where
each child feels welcome and wanted. We hold
high expectations for honor and achievement.
We teach our students to practice self-discipline
and make good choices. It is our desire that
everyone works cooperatively to have a
productive and safe learning environment.
Goals and Objectives
8
Goals:



Decrease office referrals
by 15%
Increase student attendance
by 1%
Decrease Out-of-School
Suspensions by 10%
Objectives:





To increase communication with
parents about their child’s behavior
as well as keep parents informed of
school behavior policies and rules
To recognize students for good
citizenship, good attendance, and
academic achievement
To promote an environment where
there is respect for each other and
for self, implementing Responsive
Classroom methods including
Morning Meeting
Empower students to make informed
decisions for their actions through
conflict resolution and resiliency.
Incorporate PBIS Incentives
School Wide Goals and Results
9
2012-2013 Goals



Decrease office referrals by 15%
Increase student attendance by 1%
Decrease School Suspensions by
10%
2013-2014 Results

Office referrals increased by 25%

Our attendance increased by .5%

Suspensions increased by 35%
Wells Station Elementary 2014-2015
10
(PBIS) Positive Behavior Intervention Support
PBIS Committee
Is a representation
of the school faculty,
staff, students,
community and
includes an
administrator.
PBIS Committee Members

Principal* - Terri Annett

Assistant Principal -

Professional School Counselor* Anthony Conway

Representative* - Tavarus Ward

Mrs. Keisa Jackson
Elected Teacher(s) (2)* Angela Roberts, & Dr. Zondra
Williams (Intermediate) (Team Leader)

Regular Ed. Teacher – Ms. Kaaz (Primary)

Special Education Teacher(s)* - Nia Faulkner

Related Arts Teacher(s) -Teresa Young

Student – Flora CoLunga (Daughter)

Ed. Assistant(s)/Non-Cert. Staff Ms. Abell

Community Member - Love Turner, PTO Pres.

Parent(s)* -

Custodial Staff - Ms. Macon
Flora CoLunga (Mother)
Meeting Schedule
See Next Slide for Further Instructions on Names of Team Members
11
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
8/29/14
9/ 14
09/23/2014
09/24/2014
2
9/1/14-9/26/14
10/14
10/ 20/2014
10/22/2014
3
9/29/14-10/2 4/14
11/14
11/25/2014
12/03/2014
4
10/27/14-11/21/14
12/14
12/16/2014
12/17/2014
5
11/24/14-12/19/14
1/15
01/20/2014
01/21/2015
6
12/22/14-01/16/15
2/15
02/24/2014
03/04/2015
7
01/19/15-02/13/15
3/15
03/24/2014
04/01/2015
8
02/16/15-03/13/15
4/15
04/21/2014
04/29/2015
9
03/16/15-04/10/15
5/ 15
TBA
Revised 7/10
TBA
11
Designated Roles of Committee
12








A)
Name and title of data entry designee: Kiesa Jackson,
Assistant Principal
(B)
Name and title of person presenting data to Committee:
Teresa Young, Technology Coordinator Data reported by:
location, student, infraction, time of day, number of referrals per
day per month and by teacher.
(C)
Person responsible for sharing data trends for previous
reporting period with the faculty.
Name and title: Dr. Zondra Williams, 4th Grade Teacher
Monitoring Process
13
Monitoring Process
The School Discipline Team reviews PBIS Data every twenty days. We look at
the frequency of behavioral concerns by individual students and teachers.
We also look for trends and locations where behavior problems are
occurring. The conclusions drawn from the data helps us to determine action
and progress toward our goals.
Action Steps
Based upon the Effective Behavior Survey (EBS), the Self Assessment Survey, and the NCLB/Title I
Needs Survey, we have chosen to prioritize the following steps for the 2014-2015 school
year at Wells Station:



.Behavior Plans will be completed on Tier III Behavior Students.
Inform and teach the Shelby Co. Schools and Wells Station Attendance Policy to teachers and
parents. Target students with unexcused and multiple absences to provide interventions for
good attendance through the SART Team.
Reduce office discipline referrals by providing expectations for classroom interventions for
improved behavior. Monitor interventions for success through Goal Cards, FBA cards, BIP, and
PBIS Discipline data.
Celebration
14

Outstanding Classroom Trophy (Each nine-weeks)
Honor Programs each nine-weeks
 Zap the TCAP Week
 All “E” and Most Improved Parties/Dances
 Certificates and prizes for students that make
their daily goals on “Goal Cards” (CICO)
 Principal’s Honor Roll Luncheon

School Rules
15



Keep hands, feet and other objects to yourself.
Obey all adults that are in charge.
Walk at the right pace and talk at the right times.
Behavioral Expectation Matrix
Rules
Classroom
Cafeteria
Hallway
Restroom
Bus
Keep hands, feet
and other objects
to yourself.
• respect each others
personal space
• stay in assigned
lines
• sit at assigned
tables
• stay in single file
lines
• respect each others
personal space
• Keep hands off
walls and displays
• honor privacy of
others
• respect each others
personal space
• respect each others
personal space
Obey all adults that
are in charge.
• follow directions
the first time given
• pay attention
• follow directions
the first time given
• respond to quiet
hand signal
• follow directions
the first time given
• pay attention
• respond to quiet
hand signal
• follow directions
the first time given
• follow directions
the first time given
• respond to quiet
hand signal
• pay attention
Walk at the right
pace and talk at the
right times.
• respect each other
• speak one at a
time
• raise hand for
permission to speak
• Use inside voices
• Respond to quiet
hand signal
• keep hands off
walls and displays
• respect each others
personal space
• walk on the right
side of the hall
• Observe silence
• respect each others
privacy
• enter/exit the bus
single file
• use inside voices
• pay attention to bus
driver
Be prepared
• Come prepared
• Check your work
• Complete
assignments
• Do your very best
• bring lunch or
money with you
• get everything you
need the first time
through line
• raise your hand
when you need
assistance
• follow directions
given
• move quietly
• be respectful of
others
• take care of your
personal business
• get your teacher’s
permission before
using restroom
• Be on time
• move quietly
• pay attention for
directions
16
Staff & Office Managed
Behavior Chart
Minor Problem
Behavior (Staff)
Inappropriate
Language
Physical
Contact/Physical
Aggression
Defiance/
Disrespect/
Insubordination/
Non-Compliance
17
Definition
Minor Examples
Major Problem
Behavior (Office)
Any spoken, written, or
non-verbal
communication that
insults, mocks,
belittles, or slanders
another person.
Comments (profanity)
and gestures that are not
directed at an individual,
harmless rumors. “All
your family is dumb,”
“This sucks,” “Crap,”
“Butthead”, “Stupid”,
“What the!”
Abusive
Language/
Inappropriate
Language/
Profanity
Student engages in
non-serious, but
inappropriate physical
contact.
Silly horseplay, playful
grabbing, pinching, nonaggressive punching or
slapping, chasing,
shoving, inadvertent
physical contact,
stepping on feet
Fighting/
Physical
Aggression
Student engages in
brief or low-intensity
failure to respond to
adult requests.
Talking back, not
following directions,
sleeping, refusal to
complete assignments,
ignoring request of adult
Defiance/
Disrespect/
Insubordination/
Non-Compliance
Definitions
Major Examples
Verbal messages that
include profanity, name
calling or use of words
in an inappropriate
way.
Profanity directed at an
individual, hostile threats
either written, spoken, or
non-verbal
Actions involving
serious physical
contact where injury
may occur (e.g., hitting,
punching, hitting with
an object, kicking, hair
pulling, scratching,
etc.).
Hitting, punching,
kicking, hair pulling,
scratching, choking,
biting
Refusal to follow
directions, talking back
and/or socially rude
interactions.
Refusal to comply with
established rules,
leaving class without
permission, overtly
verbally
defiant/argumentative
17
General Procedure for Dealing with Problem Behaviors
Observe problem
behavior
Find a place to talk with
student(s)
Is
behavior
major?
NO
YES
Ensure safety
Write referral &
Escort student to office
Problem solve
Determine
consequence
Problem solve
Determine
consequence
Follow procedure
documented
Follow
documented
procedure
NO
File necessary
documentation
Does
student
have 3?
YES
Follow
through with
consequences
Send
referral to
office
File necessary
documentation
Follow up
with student
within a
week
18
How we teach the rules and procedures
19



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During the first two weeks of the school year, teachers teach and model procedures
and rules. Students practice through role playing. The school PBIS plan and
behavioral expectations are presented to students.
All teachers are required to submit their classroom discipline plan to the Assistant
Principal during the first week of the school year. The copy is kept in a binder in
the office where administrators or the guidance counselor may refer to them.
Teachers continue to monitor behavior, daily. If the need arises, individual teachers
may ask an administrator or guidance counselor to speak with individual students or
an entire class. All teachers are required to review their class rules and procedures
at the beginning of the second semester.
Rules (with consequences and rewards) and procedures (with student duty charts)
are posted in each classroom. School-wide rules are posted throughout the school
building along with the Shelby Co. Schools Code of Conduct.
All students memorize a school character pledge which is recited each morning
during announcements and at assemblies.
School Procedures
20
Entering the Building
Students arriving before 7:45 a.m. will go to the cafeteria.
 Students proceed to the cafeteria between 7:45 and 8:05 a.m. and are
seated at the tables in the cafeteria. After 8:05 a.m., students proceed to
class. Wells Station is a Breakfast in the Classroom School for grade Pre-K2. Grades 3-5 eat in the cafeteria.
 Students going to the bookstore may go between 8:00 – 8:15 a.m.
 Students arriving between 7:45 -8:05 a.m. must go to their assigned
holding areas: in the Cafeteria (Supervising teacher provides instruction
where students are to be seated.)
While in these areas, students must study, read a book, or sit without talking. At
8:05 a.m. the supervising teacher dismisses the students to go to class.

School Procedures
21
Halls , Stairs and Restrooms



When moving students through the halls and using restrooms, do the following:
When you move through the halls with your class, stand about ¾ of the way back toward the end of the line. You can watch
the whole line.
Limit corrections in the hall or other communal places. Take it up when you return to the classroom. If you must correct in
common areas, correct quickly and in a firm, soft voice. An effective way to correct a student that is misbehaving while in line
is to take the student out of line and have them walk next to you. This can be done without even saying a word to the student.

Practice hall movement with your students.

Teach students to walk on the right side of halls.

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


All students that are out of their classroom without direct teacher supervision must carry a hall pass. (This includes students
going to special education services or ESL.)
Do not allow any student to carry pens, pencils, markers, crayons or sharp instruments in the halls, cafeteria or restrooms.
Special education, ESL teachers, and support teachers will need keep a supply of writing instruments and scissors if your
students to use when they get to your class.
Teach children to use restrooms or get drinks when your entire class is together under your supervision.
If a student must use the restroom, get a drink, or run an errand, send a “buddy” with them. Do not let students go alone. Pick
the “buddy” for the student that is going. Don’t pick students that are best friends or students that you know you cannot trust
when out of your supervision.
All teachers are to have a sign-out sheet. This is vital. When a problem happens in the halls or restrooms, we can catch
the person causing the problem many times by checking the classroom sign-out sheets.
School Procedures
22
Cafeteria

Walk to your assigned serving line door.

After picking up tray and entering lunch code number, proceed to assigned tables.

After being seated, students may not get up unless he/she raises their hand and receives permission from a lunch room supervisor.

Students may talk using their “inside quiet voices.”



If an adult raises their hand (quiet signal), all students must raise their hand and stop talking immediately. Also, if an intercom
announcement occurs during lunch, all students must stop talking immediately to listen to the announcement.
All students are expected to use good manners during lunch. All food is to kept on each student’s own tray. No sharing of food.
At the completion of lunch, cafeteria supervisors will instruct classes to “clean up.” Students place all trash on the lunch trays and slide the
trays toward the end of the table where the trash can is located. The “cleaner” (student designated by the teacher each week) will
dump trash off trays in the trash cans and stack the trays placing silverware on top. The cleaner takes the trays to the tray window and
gets a cleaning rag to wipe the table and benches. All students are required to look under the table to clean up any paper trash on the
floor. If there is a spill on the floor, the cafeteria supervisor will designate a person to mop up the spill.
Cafeteria Rules

Always walk in the cafeteria.

Get everything you need on the first trip.

Talk quietly.

Remain seated.

Keep your hands, feet, and other objects to yourself.

Respect others’ food and drink.

Leave area neat and clean.
School Procedures
23
Assemblies

Enter the room in line with your class

Proceed quietly to assigned area

Stand quietly until told to sit

Sit quietly with feet in front of your and hands to yourself

Listen and participate appropriately

Use good manners

Clap in appropriate places and in appropriate ways

There is no cheering or booing unless you are given specific instructions to do so

At the conclusion of the program, stand and line up as designated by your teacher
Playground

Students will engage in planned activities using appropriate equipment (no footballs or
physical contact games)

Choose the play area based on availability

Students will follow directions and rules as set by the supervising teacher
Classroom Procedures
24
Develop a relationship with your students

Treat all children with compassion and caring.

Get acquainted with your students and their parents.

Never begin the day with a student with negative comments or looks.

Listen to your students. Provide a brief minute or two to show you care and respect their needs.

Do not argue with your students. Make your corrections short and move on.



Keep your voice down and talk calmly, but firmly. Let your voice show that you are professional, serious,
and sincere.
When you move through the halls with your class, stand about ¾ of the way back toward the end of the
line. You can watch the whole line. Limit corrections in the hall or other communal places. Take it up when
you return to the classroom. If you must correct in common areas, correct quickly and in a firm, soft voice.
Practice hall movement with your students.
Do not let your students out of your sight! Most discipline problems occur when students are not being
properly supervised. As long as your students are with you, you are never off duty.
Learning Environment

Help plan the layout of the room to reduce traffic flow problems, keep all areas visible to the teacher and
the teacher visible to the students, make displays, instructions, & clocks visible to all work areas. Plan an
area near the teacher for students who need closer supervision, for materials or samples displays, and for
collecting papers and projects.
Classroom Procedures
25
Teachers are also are required to do the following supervision:



Morning duty, as assigned. When on morning duty, the staff member must be on duty no later than 7:45 a.m. Most duty will
be completed by 8:05 a.m., but the teacher should make necessary arrangements for the arrival of their students if duty is
required beyond 8:05 a.m. No duty shall exceed 8:15 a.m. unless an administrator requests the teacher to do so. In this
event, the administrator shall make the necessary provisions for care of the teacher’s students.
All teachers will be at their classroom doorway assisting in morning hall supervision from 8:15 a.m. until 8:30 a.m. Teachers
located near doorways or restrooms are also required to help provide supervision in those areas. Teachers assigned to
morning duty may not necessarily be at their doorways during their duty week. Teachers adjacent and next door to a
teacher on duty are asked to help supervise the duty teacher’s area.
Afternoon duty, as assigned. Support teachers will receive a weekly assignment Homeroom teachers will also receive an
assignment for the school year.
Setting Up Routines and Procedures


Protect learning time with excellent plans and routines. Make a large investment of time during the first six-week grading
period to set up your classroom management routines. Model and have students practice what you want. This investment will
pay huge dividends. What you do on the first day of school and during the first six-weeks will determine how your
relationships with students and parents will be for the remainder of the school year. Make a point to meet all of your
parents/guardians within the first two weeks of school. Refer constantly to The First Days of School by Harry K. Wong and
Rosemary T. Wong. A copy has been provided for every teacher at Wells Station Elementary.
Provide expectations (in writing) to your students for each set of procedures, routines, rules, and especially student learning.
Begin with the end in mind. Know exactly what you want each student to accomplish and what it takes to achieve mastery.
Convey these expectations in a clear and concise manner making sure that every
Classroom Procedures
26
student understands what you want them to do and what you want them to master. Conveying
expectations to
students has been proven in research to be one of the single most effective ways of raising
student
achievement!
• Rules need to be written, posted, and enforceable by the teacher. A copy of the rules should be
sent home and
signed by parents. Teach the students the rules and routines. Explain your expectations. Teachers
who routinely
refer misbehavior to "the office" can also create the impression that the teacher can't handle
problems. Try to solve
your own problems but ask for specialists or administrator help. Consistency in enforcement is
critical.
Uneven application (random?) decreases impact and is unfair.
School Wide Incentives – All Grades
27

Outstanding Classroom Trophy (Each nine-weeks)

Honor Programs each nine-weeks

Zap the TCAP Week

All “E” and Most Improved Parties/Dances

Certificates and prizes for students that make their daily goals on “Goal
Cards” (CICO)

Principal’s Honor Roll Luncheon

Jeans For (20) Days Perfect Attendance (Every 20 Day Reporting Period)


Fun Day (Popcorn/Movie in Cafeteria) For (9) Week Report Card Periods
for all Citizenship and Perfect Attendance Students
(Free Admission To School Dances for Honor Roll/Principal List Students)
School Wide Consequences – All Grades
28

Five or more unexcused absences/tardiness – Letter to parents or guardians

Excessive absentees/tardiness – Possible withdrawal/Referral to Truancy

Misconduct/Behavior – Oral warning, Call to parent, Disciplinary referrals

Excessive misconduct/behavior – Referral to School Counselor, ISS, and School Suspensions

Students with repeated or multiple infractions:
Meeting with parents
Behavior Plan Written, signed and implemented
Goal Card for Daily Monitoring with Incentive Program (CICO)
Functional Behavior Assessment anecdotal records
Social Worker, administrator, and guidance classroom observations
Teacher Incentives
29

Attendance certificates
 Each

nine weeks
Appreciation luncheons
 Administrative
Days
 National Teacher Recognition Week
Identify Your Resources for Incentives
30




Adopters
Fundraisers
P.T.O.
Churches
Communication with Parents
31








Title I Meetings
School Calendar
Assemblies
Honors Programs
Student Handbook
Flyers
Newsletter
(All Bilingual)
Character Education
32









Character Pledge each morning on announcements
No-Bullying Program
Most-Improved Awards (Each nine-weeks)
All “E” celebrations for “E’s” in conduct and work habits
Guidance Classroom Visits:
Bully Awareness, Healthy Choices, Relationship
Enhancement
Conflict Resolution
Resiliency Program
School Safety Patrol
Classroom Guidance/Character Education Discussions
ATOD Prevention
33
Activity
Dates
Person In-Charge
Healthy Choices Week
Nov.. 17 – Nov 21, 2014
Counselor.
Sports Explosion
Oct. , 2014
P.E.
Lessons in P.E. on healthy
choices and drug
prevention
On-going throughout the
school year
P.E.
Health Curriculum
Aug. 2014- May 2015
Classroom Teachers
Well-Child Physicals
Fall 2014
Spring 2015
Guidance Counselor
Violence Prevention Programs
34
Activity:
Taught by:
Taught to:
Dates
Character Pledge
Classroom Teachers
Students
Daily
No-Bullying Program,
School Safety/Gang
Awareness Training
Casandra Abertha
Security/Safety
Specialist, & Anthony
Conway, PSC
Students/Parents
Sept 12, 2014
Making a Difference
Presentation
, Counselor
Faculty
July 30, 2014
Guidance Classroom
Visits:
Bully Awareness
And Prevention &
Relationship, & Conflict
Resolution
Counselor
Students
Sept. – Nov, 2014
Resiliency Groups
Ms. martin School
Social Worker
Students
Mondays, beginning
Oct 22, 2014 –
May 17, 2015
School Safety Patrol
4th and 5th grade
Classroom Teachers
4th
and 5th Grade
Students
Aug. 18, 2014 – May
23, 2015
Tier 2/Intervention Team
35



School Counselor, administrator, appropriate
instructional staff and behavior related personnel.
Will monitor group and targeted interventions such as
group counseling, Check in Check out, and skill
building.
Evaluate outcomes of interventions and make
adjustments for students
Tier 2 Intervention Plan
36


Describe secondary interventions for students who have been referred to
the office 2-5 times, such as:
Students with repeated or multiple infractions:
Meeting with parents
Behavior Plan Written, signed and implemented
Goal Card for Daily Monitoring with Incentive Program (CICO)
Functional Behavior Assessment anecdotal records
Social Worker, administrator, and guidance classroom observations

Students referred for specific behavioral concerns:
Resiliency Groups
Conflict Management Groups
Individual Counseling
Secondary Intervention Evaluation
37
What are we using to evaluate and what are your indicators of
progress for secondary interventions?
 Monitoring of:
Goal Cards (CICO)
Report Cards
Disciplinary Referrals
PBIS Reports
Teacher Conference Notes
FBA Cards
I.E.P. (Special Education)
Additional Tier 2 Interventions
38
 Self
monitoring programs
 Think sheets
 Increased academic/behavioral supports & practices
 Parent Training & collaboration
 Self management training and support
 Social skills instruction
 Behavioral Contract
 Others
Tertiary Interventions
39

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School Support Team (S-Team) identifies and plans for these
students
Functional Behavior Assessments (FBA) are implemented as
recommended through S-Teams. A comprehensive Behavior
Intervention Plans are written based upon FBA.
Success is monitored through:
Follow-up Meetings
Goal Cards (CICO)
Parent Conferences to review progress on the BIP and
revise as needed
Twenty Day Referrals – All Grades
40
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Wells Station Elementary *(2014-2015 Data)
*Year To Date Results