Berclair Elementary School
School-wide PBIS Plan
(Discipline Plan)
2013-14
810 N. Perkins
Memphis, TN 38122
Revised 9/10
1
Guiding Principles
• Beliefs
– Student learning is the chief priority for our school and is the
primary focus of all decisions and policies impacting our school.
– High expectations are an essential element for student success
and must be held by all stakeholders.
– An immaculate responsive climate that is conducive for teaching
and learning includes both the school and the grounds.
– Interventions, support, and enrichment are important for all
students to achieve.
– Curriculum and instructional practices incorporate a variety of
learning activities to accommodate differences in learning styles.
(continued on next page)
2
Guiding Principles
• Beliefs (cont’d)
– Goal setting and problem solving provide direction and energy
for learning.
– Assessments of student learning provide students with
opportunities to demonstrate achievement and progress and are
essential to monitor progress and effectiveness of instruction.
• School Character Points
– A student’s self esteem is enhanced by positive relationships
and mutual respect among and between students and staff.
– High levels of accountability increase rates of success for all
persons.
(continued on next page)
3
Guiding Principles
• School Character Points (cont’d)
– Establishing a sense of ownership in Berclair ensures a safe and
healthy learning environment where students feel invested in
school and desire to learn and make good decisions.
• Values
– Each student is a valued individual with unique physical, social,
emotional and intellectual needs.
– All students can learn, achieve, and succeed.
– Quality leadership promotes quality students.
• All stakeholders will overcome cultural and language barriers.
4
Vision
• At Berclair Elementary school we envision
a learning community composed of
parents, students, faculty, neighborhood
stakeholders and adopter stakeholders
who support the idea that all students will
reach their full potential academically,
socially and vocationally.
5
Mission
Berclair’s mission is to educate students,
Embrace diversity,
Strive with high expectations, and
Teach students to work together.
6
Philosophy Statement
• A positive school climate supports social and academic
growth for all students. Positive school-wide behavior
management is necessary if learning is to take place.
Positive school-wide behavior management requires a
discipline plan, applying successful interventions, and
training students in procedures.
• We must provide guidance to help children choose
appropriate behavior choices. Our expectations of students’
behavior must be taught to students and reviewed
frequently.
• In handling behavior issues, we must keep in mind the
importance of building strong relationships with students.
How we treat one student can effect our relationship with all
students. Therefore, we must handle all situations in a caring
and professional manner.
7
Previous Results
• Berclair met our 2012-13 goals of maintaining the “red
zone” below 10% and keeping our “green zone” above
90%. Our school-wide attendance rate stayed above 93%,
with a 2012-13 final rate of 94.8%.
8
Goals or Objectives
• Berclair’s goals for 2013-14 are:
– To maintain our “green zone” above 90%.
– To motivate students to strive for personal
excellence through reward and recognition
events each month.
– To decrease cafeteria referrals.
9
MCS School-wide PBIS (Discipline) Team Worksheet 2013-14
Name of School:
Berclair Elementary
PBIS Team is representative
of the school faculty and
includes an administrator.
Principal* Dr. Sam Shaw
Assistant Principal Clint Davis
Professional School Counselor* Nikole Baker
School Psychologist Kathy Caldwell
General Education Teacher(s) Amanda McEltrath, Marita Engel
Elected Teachers (2)* LaTasha Beard, Sandra Zorn
Fill in the names of team
members and designate
counselor who will serve as
Team
Leader (TL) / Internal Coach
Special Education Teacher(s)* Mary Lou Stanton, Jefferic Hibbler
Related Arts Teacher(s) Jennifer Rogan
Students
Educational Assistant(s)/ Non-Certified Staff
Community Member Patricia Gatlin, Nita Holloman
Parents (2)* Tara Hale, Jennifer Smith
ISS Assistant (recommended) N/A
*Indicates members mandated by
MEA contract; others may be
invited as needed
Cafeteria/Custodial Staff
Arrilia Pollian
Bus Driver
N/A
Others:
Revised 8/13
See next slide for further instructions
10
Please insert names of Team members below:
(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: Nancy Neal, 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 SW PBIS Team.
Name and title: Nikole Baker, Professional School Counselor
Determine how you wish to examine your data: by location, by student, by infraction, by
time of day, number of referrals per day per reporting period. Also consider office referral
procedures and data integrity.
(C)
Faculty meeting to discuss behavior should be held within a week of the SW PBIS Team’s
Meeting.
Enter projected dates in this column.
Identify persons responsible for sharing data trends for previous reporting period with the
faculty.
Name and title: Dr. Sam Shaw, Principal
Team may wish to lead faculty in brainstorming intervention strategies based on data.
Share successes and areas of continued efforts.
11
Monitoring Process
• Data is used by the School-wide Discipline
Committee to determine progress toward
goals. The team considers information from
the Self-Assessment Survey, SMS, and the
SCS PBIS data website as well as staff
observations and suggestions. The Action
Plan can then be updated to reflect progress
and new needs. The team meets at the end
of each 20-day period or as needed.
12
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
8/5/13-8/30/13
9/3/13
9/3/13
Following Wednesday
2
9/3/13-10/1/13
10/2/13
10/3/13
Following Wednesday
3
10/2/13-11/5/13
11/5/13
11/5/13
Following Wednesday
4
11/6/13-12/9/13
12/10/13
12/10/13
Following Wednesday
5
12/10/13-1/22/14
1/24/14
1/28/14
Following Wednesday
6
1/23/14-2/20/14
2/24/14
2/25/14
Following Wednesday
7
2/21/14-3/27/14
3/27/14
3/27/14
Following Wednesday
8
3/28/14-4/25/14
4/28/14
4/29/14
Following Wednesday
9
4/28/14-5/23/14
5/23/14
5/23/14
Revised 7/12
In-Service prior to
student first day 13/14 13
Self Assessment Survey Analysis
of School-Wide System
99 96 90 91
91 89 95 92
14
Self Assessment Survey Analysis
of School-Wide System
15
Self Assessment Survey Analysis
of School-Wide System
16
Celebration
• School-wide success is
celebrated/communicated through:
– Morning Announcements
– Bulletin Boards
– Faculty/parent meetings
– Information to SCS publications and media
– Berclair Banner
– Marquee Sign
– Celebration Assemblies
17
School Rules
1. Be respectful and be safe.
2. Use acceptable language.
3. Follow directions the first time given.
4. Keep your hands, feet, objects, and hurtful
comments to yourself.
18
Behavioral Expectation Matrix
Rules
Classroom
Be respectful and •
be safe.
•
Listen to
others
Accept
Consequences
Follow
directions
Complete
assignments
•
•
Clean up
Pay attention
to presenter
•
•
Be quiet
Walk in
straight line
•
•
•
Use inside
voice
Participate
•
Be a good
role model
for others
•
Be prepared
Best effort
•
Line up
quietly
Be ready to
return to the
classroom
Stay in your
seat
•
Move quietly
and promptly
•
Promptly
return to the
classroom
•
Stay in line
•
•
•
Wash hands
Flush toilet
Keep walls
clean
Use acceptable
language.
•
•
Follow directions •
•
the first time
given.
Keep your hands,
feet, objects, and
hurtful comments
to yourself.
•
•
Cafeteria &
Assemblies
•
•
Use kind
words
•
Hallway
Restroom
Use trash ca
Honor
privacy of
others
Be quiet
19
Staff & Office Managed
Behavior Chart
Minor Problem
Behavior (Staff)
Inappropriate
Language
Physical
Contact/Physica
l Aggression
Defiance/
Disrespect/
Insubordination/
NonCompliance
Definition
Minor Examples
Comments (profanity)
and gestures that are
Any spoken, written,
non-threatening, are
or non-verbal
rumors, and/or are
communication that
not reoccurring. “All
insults, mocks,
your family is dumb,”
belittles, or slanders
“This sucks,” “Crap,”
another person.
“Butthead”, “Stupid”,
“What the!”
Major Problem
Behavior
(Office)
Abusive
Language/
Inappropriate
Language/
Profanity
Student engages in
non-serious, but
inappropriate
physical contact.
Horseplay, playful
sports during recess,
pinching, chasing,
shoving, inadvertent
physical contact
(bumping, stepping
on feet), marking on
other’s assignment
Fighting/
Physical
Aggression
Student engages in
brief or low-intensity
failure to respond to
adult requests.
Talking back, not
following directions,
sleeping, out of seat
within classroom,
refusal to complete
assignments, ignoring
request of adult
Defiance/
Disrespect/
Insubordination
/
NonCompliance
Definitions
Major Examples
Verbal and nonverbal (ex. Hand
signals) messages
that include
profanity, name
calling or use of
words in an
inappropriate way.
Any language
directed at or about
a staff member.
Actions where injury
may occur, weapon
use, implying gang
affiliation
Profane language
directed at an
individual, hostile
threats either written,
spoken, or nonverbal
Refusal to follow
directions, talking
back, profanity
directed or about an
adult and/or socially
rude interactions.
leaving class without
permission, running
from adults, overtly
verbally
defiant/argumentativ
e
20
Hitting, punching,
kicking, hair pulling,
scratching, choking,
biting
Pre-referral Flow Chart
Observe problem
behavior
Find a place to talk with
student(s)
Is
behavior
major?
NO
YES
Ensure safety
Write referral &
send 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
21
How we teach the Rules and Procedures
•
•
•
•
Morning meetings
“Hopes and Dreams”
Post procedures and rules
Character Education program (including character
education contained in student planners)
• Teaching procedures from the book: “The First Days
of School”
• Communications to parents through our “Berclair
Banner” newsletter, marquee sign, “easy caller” phone
system, student planners, Wednesday folders,
telephone calls to parents, notes to parents, parent
conferences, and school webpage
• Writing assignments
22
School Procedures
• Entering school
– Students line up at assigned doors at 7:35 a.m.
– Students eating breakfast proceed directly to cafeteria when
doors open and are to sit at assigned tables for the breakfast line
– Restroom use restricted with exceptions for emergencies only
– Teachers assigned specific duties in either the cafeteria, hall, or
outdoors
– Once they have their breakfast trays, students stay seated in
cafeteria until their grade is called to dismiss them to their classes
– Students not eating breakfast line up outside assigned doors,
based on grade, and may enter the building at 7:55 a.m.
– All teachers are to remain at their morning duty assignment or
they are to monitor the halls until 8:00 a.m.
– Support teachers will continue to monitor cafeteria as needed until
breakfast is complete.
23
School Procedures
• Closing of school
– Each grade level is responsible for establishing a rotating
schedule of dismissal supervision for car riders, Strafford walkers,
and Perkins walkers.
– Teachers will escort their students to the grade-level designated
dismissal area and will proceed to his or her dismissal duty post.
– Support teachers will participate in dismissal duty and will
establish a rotating schedule to supervise the areas of car riders,
Strafford walkers, and Perkins walkers.
– A number system will be used for car-rider dismissal.
• All students will receive a car-rider number at registration.
• Car riders will silently stand in grade-level lines in the front of
school while waiting for his or her car-rider number to be
called. (continued on next page)
24
School Procedures
• Closing of school (cont’d)
• Parents will stay in their cars and move up the line along the
sidewalk on Perkins.
• When a number is called out, the grade-level teacher will tell
the student to move to his or her car.
• Teachers will keep the students in line and some significant
space between lines.
– During inclimate weather dismissal, teachers scheduled for car
rider duty will escort children to the cafeteria where regular carrider dismissal procedures will be used with support staff assisting
by escorting students from the cafeteria to his or her car.
25
School Procedures
• Passing Classes
– Classes are to walk on the right side of the hallways in a single
file line.
– Teachers are to follow their classes while they move in line and
not proceed their students.
• Restrooms
– Teachers remain central to both restrooms (boys and girls) as
their students, as a class, are present.
– Student monitors are present in each restroom with his/her class.
– In an emergency, students use a buddy system and a hall pass to
leave their class and go directly to the restroom.
26
School Procedures
• Lunchroom
– Teachers are to take their students to the restroom before lunch.
Restroom use during lunch is restricted unless there is an
emergency.
– Students are not to return additional times to the lunch lines for
snacks, drinks or other food items. Students must get all items
when in line.
– Students are to stay seated during their lunch time and are to
raise their hands if they need assistance.
– Food and drink are to remain in the cafeteria.
– Students are not to leave the cafeteria without supervision.
(continued on next page)
27
School Procedures
• Lunchroom (cont’d)
– Supervising staff and selected students are to clean the table
tops and bring the trash cans to the tables when it is time to
dismiss the class.
– Supervising staff are to assign time-outs, alternative seating,
quiet times, detentions, and send notes to classroom teachers as
necessary.
– Supervising staff will complete office referrals for serious
offenses.
– Cafeteria staff will report any student incidents to the homeroom
teacher when he/she picks the class up from lunch.
– Supervising staff will be assigned specific tables or classes to
monitor.
28
School Procedures
• Assemblies
– Teachers are to escort their classes in an orderly and quiet
manner as they enter and exit the assembly.
– Teachers are to sit with their classes.
– Support teachers are assigned specific areas to monitor.
– Students on stage are not to wear outerwear.
– Students are to be attentive and remain seated on cafeteria
benches or in chairs.
29
School Procedures
Referrals
– Referral forms are to be sent to the office.
– Students being referred are to remain in the classroom until called
for by the office.
– Teachers are to signal the office through the intercom system for
assistance with extremely disruptive student behavior.
– For incidents involving multiple students, each student is to have
his or her own referral form.
– Teachers are not to use phrases like “misconduct” or
“inappropriate behavior,” but rather use specific language relating
the incident , including language used by the student/s.
– Teacher’s are not to include any student’s name on the form other
than the name of the student for whom the referral is being made.
– Teachers are to obtain written statements from every student
involved in an incident, including witnesses.
30
School Procedures
• Hall passes
– Each teacher will provide any student leaving the classroom with
a hall pass identify the student as coming from his/her class.
– All students are to use the “buddy system” when leaving the class
without the teacher.
• Ongoing Orientation for New Students
– As new students are registered at Berclair, the student and parent
will meet the teacher, be provided an opportunity to meet the
principal and be assigned a classmate to assist him/her in
learning classroom and school wide procedures.
– During the first day of school new students will meet the
counselor and be show where the counselor’s office is located.
The counselor will monitor the new student for appropriate
behavior and assist in any transitional difficulties.
31
Classroom Procedures
•
Teachers are to use appropriate verbal and nonverbal ques in
classroom and group management.
•
Hall Passes are to be given to students who have to leave the room
and no more than 3 students are to be out of the classroom.
•
All K-2 classes are to conduct Morning Meetings.
•
Students in all classes sign in a spiral notebook as they enter the
classroom once each morning.
•
Students are to write something to publishing level and the work is to be
posted in or outside classrooms.
•
Students are to journal each day. (continued on next page)
32
Classroom Procedures
(cont’d)
• Teachers are to facilitate picking up the trash on the classroom floor at
the end of each day.
•
Teachers are to use cooperative learning whenever appropriate.
•
Teachers are to create, with their students when developmentally
appropriate, and post their own classroom procedures that cover what
is deemed necessary including the following: interruptions, safety drills,
announcements, transitions, sharpening pencils, turning in homework,
Wednesday folders, cooperative groups, centers, cleaning up, and
dismissal.
33
School Wide Incentives
• For exceptionally good behavior, students may receive recognition
in the classroom or at assemblies. If a staff member observing
exception behavior of a class or student not in her homeroom,
praise will be give orally to the student/class and will be noted by the
classroom teacher and incorporated into her tracking system.
• All staff will participate in a “caught being good” ticket system. Each
staff member will award a ticket every other week to a child in any
class or grade. Each Friday the students who have been “caught
being good” will have their names read over the intercom during
morning announcements and will receive a prize. All tickets will be
saved for drawings for larger prizes at the end of each semester.
The PBIS team will track how often each student receives a ticket by
marking on a classroom roster in the PBIS notebook.
34
Teacher Incentives
• Teachers help plan and execute
classroom celebrations, ensuring the
activity is age-appropriate and also
something he or she will enjoy.
• Administrative recognition
• Recognition during morning
announcements
• Early-bird access to donations from
adopters and community organzations
35
Resources for Incentives
•
•
•
•
•
•
Adopters
Community agencies & businesses
Restaurants
Fundraisers
Churches
Parent organizations
36
Communication with Parents &
Community
• Information and resources about PBIS and
the School-wide Discipline Plan is
available to parents and community
members through the school’s counseling
office.
• Parents are informed during registration,
conferences, and through the Berclair
Banner about Berclair’s rules and
expectations.
37
Communication with Parents &
Community
• Avenues for communication and activities
with parents and community members
regarding PBIS include
– Letters Home (approved by principal or
designee)
– Website
– Parent Newsletter (the Berclair Banner)
– Parent Meetings
– E-mail
– ParentCONNECT
38
Character Education
• Character Education is supported at Berclair
through :
– morning announcements which include the word
of the week, which is then expanded in
classroom curriculum
– Guest speakers
– Age-appropriate programs through the
counseling office
39
ATOD Prevention
• Berclair students participate in Healthy
Choices Week, the D.A.R.E. Program, a
Basketball Team through Second
Presbyterian Church, a soccer team, Health
& P.E. lessons and classroom health
lessons.
• Information regarding community resources
and tips for healthy living are available
through the counseling office.
40
Bullying Prevention
• Training with faculty on bullying prevention includes
defining bullying/intimidation, recognizing early stages,
and providing strategies for addressing is done in a
professional development setting during a faculty
meeting in the fall and is reviewed in the spring.
• Training of students on bullying prevention is to be
implemented by the school counselor with the support
of classroom teachers. Training can be done through
classroom guidance, small group, and individual
counseling as well as through regular classroom
education practices throughout the school year and
special assemblies.
41
Violence Prevention Programs
• Second Step, Responsive Classroom, bullying
prevention programs, Peer Mediation, conflict
resolution, Peaceable Schools, Logical Consequences
and lessons on tolerance are used to address
comprehensive violence prevention.
• The school counselor, school social worker, and
representatives from the community work with
students to recognize, avoid and respond
appropriately to violent situations.
• Safety plans and no-harm contracts are implemented
as needed for students displaying verbally or through
actions any behaviors of concern.
42
Tier 2/Intervention Team
• The school counselor, administrator,
appropriate instructional staff and behavior
related personnel participate in the Tier 2
Intervention Team.
• The team facilitates and monitors
interventions.
• The team evaluates the outcomes of
interventions and make adjustments and
recommendations for teachers and students.
43
Intervention Strategies
• Secondary interventions (Tier 2) for students
who have been referred to the office 2 - 5
times, or those who have been referred
through Behavior Plus, include:
– Group and/or individual counseling (through the
school counselor or school social worker)
– Targeted intervention programs for select
students (i.e., Check In, Check Out),
– Behavior Plus implementation and monitoring
– Behavior plans for repeated minor infractions
and over 5 days out of school suspension
(using BIM and other resources),
– In School Suspension/Alternative classroom 44
Additional Tier 2 Interventions
– Self monitoring programs
– Think sheets
– Increased academic/behavioral supports &
practices
– Parent Training & collaboration
– Self management training and support
– Social skills instruction
– Behavioral Contract
45
Secondary Intervention Evaluation
• The PBIS Team uses the following as
indicators of progress & success for students
who participate in secondary interventions (Tier
2) and tertiary interventions (Tier 3):
– Office referral details
– Observation data
– Student surveys
– Teacher and school counselor input
– Functional Behavior Assessments and
comprehensive Behavior Intervention Plans
– S-Team referrals and recommendations
46
In-School Suspension Plan
(Alternative Placement)
• The principal, or person acting on his behalf, will determine the use
of ISS.
• Berclair’s teaching staff will serve as ISS substitutes for each other.
The principal or designee will determine where a student goes to
serve an ISS consequence.
• A notebook will be kept in the office to document what student from
what homeroom is serving an ISS consequence in what other room
on what day/s.
• Parents will be notified through written communication when a
student is assigned ISS.
• Teachers will send daily assignments for students assigned to ISS.
• Students will be under constant adult supervision while in ISS.
47
Tertiary Interventions (Tier 3)
• Berclair’s School Support Team (S-Team) identifies and
plans for these students through teacher requests, office
referrals and behavior patterns.
• Number of expulsions 2012-13: 7
• Number of suspensions 2012-13: 33
• The success of interventions is monitored through teacher
feedback, office referral data and monitoring by the support
team.
48
Office Referral Comparison
Students with 6 or more office referrals
Students with 2-5 office referrals
Students with 0 or 1 office referrals
49