Oak Forest
Elementary
School-wide
PYP-PBIS Plan
(Discipline Plan)
2014-2015
7440 Nonconnah View Cove
Memphis, TN 38119
Phone 901-416-2257
Fax 901-416-2264
Revised 7/12
1
Oak Forest’s Guiding Principles
Our Beliefs…
1.
All students deserve to be challenged by a high quality, rigorous curriculum.
2.
Setting high expectations motivates all students to do their best.
3.
Individual learning styles and needs require the use of multiple forms of
assessment.
4.
Highly qualified teachers utilize research-based strategies so that students have
opportunities to experience learning in different ways.
5.
Data driven decisions ensure that time, money, personnel, and resources are being
used effectively.
6.
Schools are responsible for teaching students academic, thinking, and social skills.
7.
Meaningful and ongoing communication between all stakeholders is an essential
component of a high quality educational program.
8.
Schools improve the quality of education when all stakeholders collaborate to
develop and achieve school improvement goals.
9.
All members of the learning community are treated with dignity and respect.
10. Schools are safe places for students to learn.
Revised 9/14
2
Oak Forest’s Shared Vision
In collaboration with our stakeholders,
Oak Forest strives to be a community of
internationally-minded, tolerant,
knowledgeable, and productive citizens.
Revised 9/14
3
Oak Forest’s Mission
Oak Forest’s mission is to develop active,
lifelong learners who solve real world
problems, collaborate with peers, respect
diversity, and inspire others.
Revised 9/14
4
Oak Forest’s Character Points and Values
Primary Years Program
International Baccalaureate Candidate School
Revised 9/13
5
IB Learner Profile
Knowledgeable
I know it
Caring
be kind
Risk-Takers
try new things
Balanced
Reflective
care for myself
how to be better
Principled
Thinkers
use my mind
do what’s right
Inquirers
Open-Minded
ask questions
listen to others
Communicators
Share ideas
Revised 9/14
6
Appreciation:
IB/PYP Attitudes
appreciating the wonder and beauty of the world and its people
Commitment:
being committed to learning, preserving, and showing self-discipline and responsibility
Confidence:
feeling confident as learners, having the courage to take risks, applying what is learned,
and making appropriate decisions
Cooperation:
cooperating, collaborating, and leading or following as the situation demands
Creativity:
being creative and imaginative thinkers and problem solvers
Curiosity:
being curious about the nature of learning and the world, its people, and cultures
Empathy:
imaginatively projecting into another's situation, in order to understand his/her
thoughts, reasoning and emotions
Enthusiasm:
enjoying learning
Independence:
thinking and acting independently, making their own judgments based on reasoned principles ,and
being able to defend judgments
Integrity:
having integrity and a firm sense of fairness and honesty
Respect:
respecting self, others, and the world
Tolerance:
feeling sensitivity towards differences and diversity in the world and being responsive to the
7
Revised 9/14
needs of others
IB Action Cycle
How do we want students to act?
8
Revised 9/14
Oak Forest’s PBIS Team Philosophy
Statement and Essential Agreements
Combining what we know to be essential to the PBIS and IB
philosophies, We agree that…
Educators are responsible for teaching students a way of thinking and
behaving that will lead them to overall school success. Students are
responsible for embracing and practicing a way of thinking and
behaving that supports a safe place for all to learn and co-exist.
Revised 9/14
9
Goals 2013-14
1. Maintain or reduce overall discipline referrals by
5%.
2. Reduce expulsions by 5%.
3. Maintain or reduce overall suspensions by 5%.
4. Maintain or reduce fights by 5%.
5. Maintain or reduce number of male discipline
referrals by 5%.
6. Maintain or increase attendance rate by 5%.
7. PBIS Behavior Continuum Goals:
Green 93%
Yellow 6%
Red 1%
Revised 9/14
10
Results 2013-14
1.
Maintain or reduce overall discipline referrals by 5%. Met Goal,
1109 reduced to 49 equaling a reduction of 95.6%
2. Reduce expulsions by 5%. Met Goal
9 reduced to 0 equaling a reduction of 100%
3. Maintain or reduce overall suspensions by 5%. Met Goal
158 reduced to 33 equaling a reduction of 79.2%
4. Maintain or reduce fights by 5%. Met Goal
106 reduced to 12 equaling a reduction of 88.8%
5. Maintain or reduce number of male discipline referrals by 5%. Met Goal
858 to 32 equaling a reduction of 96.2%
6. Maintain or increase attendance rate by 5%. Met Goal
7.
PBIS Behavior Continuum Goals:
Green 93% Yellow 6%
Red 1%
Met Goal
98%
2%
0%
Note: Enrollment dropped from 964 in 2012-13 to 600 in 2013-14 SY
Data sources include: SMS, and Tableau
10/14
11
Historical PBIS Behavior Continuum Pyramid Data
100%
50%
0%
Red Zone
Yellow Zone
Green Zone
10/14
12
Historical Analysis of Data Dashboard
1200
1000
800
2011-2012
600
2012-2013
400
2013-2014
200
0
Referrals
Expulsions
Suspensions
Revised 10/14
Fights
13
Goals 2014-15
1.
2.
3.
4.
5.
Maintain or reduce overall discipline referrals by 5%.
Maintain or reduce expulsions by 5%.
Reduce overall suspensions by 5%.
Reduce fights by 5%.
Maintain or reduce number of male discipline referrals
by 5%.
6. Maintain or increase attendance rate by 5%.
8. PBIS Behavior Continuum Goals: Green 98%
Yellow 2%
Red 0%
Revised 9/14
14
Expected Outcomes Based on Goals
1.
2.
3.
4.
5.
6.
7.
•
•
•
Maintain overall discipline referrals at 49 or reduce by 5% to 47 or less.
Maintain number of expulsions at 0.
Maintain number of suspensions at 33 or reduce by 5% to 31 or less.
Reduce overall number of fights by 5% to 17 or less.
Maintain number of male discipline referrals received at 34 or reduce by
5% to 32 or less.
Maintain attendance rate at 96% or increase attendance rate by 1% to
97%.
PBIS Behavior Continuum Goals: Enrollment equaling 555 students
Maintain the Green Zone at 98% or improve by 1%= 549 students
Maintain the Yellow Zone at 2% or improve by 1%= 6 students
Maintain the Red Zone at 0%= 0 students
10/14
15
Oak Forest Elementary School-wide PBIS (Discipline) Team
Principal*: Kathy Joyner
Professional School Counselor*/PBIS Internal Coach and Team Leader: Kim Jessee
General Education Teacher(s): (Kindergarten) Sharon Troxel (1st) Cheryl Hall-Wilson, (2nd) Tammy Woods, (3rd) Lesia
Moore, (4th) Erica Thorne, (5th) Michael Rawlings
MEA Representative*: (5th) Tressa Jones
Elected Teachers (2)*: (P.E. Teacher) Carnell McCoy, (Chinese Teacher) Pun Ding Lau
Special Education Teacher(s)*: (Sp.Ed. Primary IR) Kathleen Strandberg
Related Arts Teacher(s): Cheryl Hughes, ESL
Students: N/A
Educational Assistant(s)/ Non-Certified Staff: Lori Latham, Ruthie Parrott
Community Member: N/A
Parents (2)*: Carter Rosenthal, PTO President/Sandra Porter PTO
Cafeteria Coordinator- Ruthie Parrot
Bus Coordinator- Michael Rawlings
External PBIS Coach: Carolyn Fuller
Revised 9/14
16
Meeting Schedule
20 Day
Reporting
Period
Approximate Dates of
Reporting Periods
All data for
period entered
into SMS
system (A)
SW PBIS Team
meeting dates (B)
at Oak Forest
Faculty meeting dates to
report interpretation of 20
day data (C)
Note: if no faculty mtg.held/
report emailed
1
8/4/14-8/29/19
9/5/14
9/3/14 @ 3:30 p.m.
9/10/14
2
9/2/14-9/30/14
10/3/14
10/1/14 @ 3:30 p.m.
10/15/14
3
10/1/14-11/4/14
11/7/14
11/5/14 @ 3:30 p.m.
11/12/14
4
11/5/14-12/8/14
12/12/14
12/3/14 @ 3:30 p.m.
12/10/14
5
12/9/14-1/21/15
1/23/15
1/7/15 @ 3:30 p.m.
1/28/15
6
1/22/15-2/19/15
2/20/15
2/5/15 @ 3:30 p.m.
2/25/15
7
2/20/15-3/26/15
3/27/15
3/4/15@ 3:30 p.m.
4/1/15
8
3/27/15-4/24/15
4/27/15
4/1/15 @ 3:30 p.m.
4/29/15
9
4/27/15-5/22/15
5/22/14
5/6/14@ 3:30 p.m.
5/22/15
Revised 9/14
17
Team members listed below are responsible for following
PBIS defined duties:
(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: Lisa Nance, Records 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: Kathy Joyner, 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 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: Kim Jessee, School Counselor
Team may wish to lead faculty in brainstorming intervention strategies based on data. Share
successes and areas of continued efforts.
Revised 9/14
18
Monitoring Process
1. Data is used by the SWPBIS Team to set goals based on discipline referrals
received during the previous year.
2. Goals progress are measured by current data reviewed by the SWPBIS
Team in team meetings occurring every 20 day report period and monitored
by Kathy Joyner, Principal using PowerSchoolSMS reports and Tableau
Results are shared with Kim Jessee, School Counselor.
3. Data is then monitored by Mrs. Jessee, School Counselor and to measure
progress of goals and determine if objectives set in the SWPBIS Plan are
being met.
4. The following additional methods of monitoring activities, lessons and/or
interventions will be used:
•
•
•
•
Project the numbers of students that may be affected by the activity/intervention
(Process Data)
Collect survey results from students/parents/faculty (Perception Data)
Pre/Post Tests of Student Code of Conduct(Results Data)
Monitor how students changed as a result of the activity/lesson/intervention
based on report card conduct data (Results Data)
Revised 9/14
19
Monitoring Process
On October 31, 2014 the PBIS (Discipline) Plan will be electronically
sent to District Coach, Carolyn Fuller, via email. She will receive a hard copy at the
November 5, 2014 PBIS team meeting.
The plan will include:
 Team Members and Team Leader
 Meeting Schedule for year
 Action Plan
 Ratification-acceptance form
 Ongoing training for Team Leaders and others will
be provided throughout the school year
Revised 10/14
20
Oak Forest Elementary Action Steps 2014-2015
Action Plan for School-Wide PBIS
Action Number
Action
( Who Does What?)
By When?
(Date)
Establish &
Confirm
Commitment
1. Kim Jessee ( Internal Coach) will set an agenda prior to each
monthly meeting based on recommendations of the team at closer of
previous meeting.
At least 1 day before
each monthly
meeting
Meeting agenda and sign in
sheet will be created by Mrs.
Jessee
2. Faculty/Staff support is an on-going process. Ms. Thorne will
summarize minutes at each monthly PBIS and faculty meeting and
copies of the minutes will be emailed to all faculty/staff. Mrs. Joyner
will present data to faculty/staff according to schedule. If there is no
faculty meeting, information via email.
Follow PBIS Team
meeting calendar
Faculty mtg. Agenda/sign-in
July 28, 2014-Nov.
5, 2014
Mrs. Jesse will type final revision
by 10-31-14 and e-mail copy to
faculty/staff, faculty review and
ratified same date. Ratification
complete by 11-5-14.
1. Ms. Joyner will confirm team by August 6. 2014 faculty meeting.
August 6, 2014
Names submitted to Ms. Jessee
2. Regular meeting schedule and effective operating procedures will
be established by team
September 3, 2014
September agenda and meeting
minutes
Monthly meetings
Meeting agenda, sign in sheet,
and task sheet, and Action Plan
3. Team will provide feedback to Mrs. Jessee and she will make
revisions to this year’s PBIS (Discipline) Plan.
Establish
SWPBiS Team
3. Committee/Workgroup review will be an ongoing process
Conduct SelfAssessment
How will we know it is
done? (Data Source)
1. When Self-Assessment is provided by district, it will be conducted
and results reviewed by PBIS team. Goals will be written at that
time.
Provided by District
2. Mrs. Jessee will summarize past school year and present to team.
Mrs. Joyner will present/summarize current discipline data at PBIS
Team meetings.
Follow PBIS Team
meeting calendar
3. Review of task and needs assessments. Team members
according to assignment.
Completed and copied into
Discipline Plan when available
by district
Data from 203-14 and current
school year.
Team meeting agendas/sign in
sheets and needs assessment
results when available by district
21
10/14
Oak Forest Elementary Action Steps 2014-15
Action Plan for School-Wide PBIS
Action Numbers
Teach Behavioral
Expectations
Associated with
School Rules
Action
( Who Does What?)
By When?
(Date)
1. Classroom teachers will teach SCS Code of Conduct using resources
provided by SCS and administer their own Code of Conduct Post Test to
all students to ensure their understanding.
2. Mrs. Jessee will conduct in-service session to review faculty on
teaching procedures, universal hand signals, school rules and behavioral
matrix.
Develop &
Implement Schoolwide System for
Rewarding Rule
Following
Develop and
Implement Array
of Procedures for
Addressing Rule
Violations
Aug. 4-29, 2014
Aug. 6, 2014
How will we know it is done?
(Data Source)
Code of Conduct Taught to all students by August 29,
2014 and Post Tested with at least a score of 80%.
Faculty mtg. Agenda/15 minute presentation
3. Grade Level “Back to School Success” Assemblies conducted by Mrs.
Jessee and Ms. Joyner. For Pre-K through 5th grade including Functional
Skills classes.
August 11, 2014
Listed on the school-wide calendar, and teachers
notified via morning announcement and email Teacher
follow-up in classroom, cafeteria, hallway and restroom
with practicing procedures, Teacher follow up with
Code of Conduct and Post-test of own students.
Teacher report to principal when completed.
5. Ms. Jessee will post school rules and behavior matrix posters in highly
visible, high traffic areas in the building. Each will be recited daily during
the morning message by all Oak Forest students.
August 4, 2014
On-going
School Rules/Behavior Matrix posters are highly visible
in all areas of the building. Students are able to recite
from memory when asked.
1. Ideas will be submitted to PBIS Team for consideration. Team will
review and choose “best practices” based on school data. Other systems
will be dropped for this school year.
Sept. 3, 2014
October 1, 2014
Ms. Joyner will give approve reward system
and it will be published.
2. Committee will plan for incentive/reward in advance of the event. A
team member will volunteer to oversee it through to production.
Incentive will be discussed at next meeting to analyze what is working
and not working. Monitor and adjust.
Incentive Schedule
for 2014-15
3. Timeline of events followed through with by team members
responsible for event in a timely manner.
Incentive Schedule
for 2014-15
1. Ms. Joyner will clarify and communicate faculty/staff managed and
office managed problems to faculty and staff. PBIS Team will review 20
day data presented by Ms. Joyner and additional data presented by Mrs.
Jessee and consider new interventions and/or reject current
interventions to address rule violations that may be universal, secondary,
or tertiary in nature. (Pre-referral Behavior Chart)
10/14
discipline data per
20 day report
Published Schedule of Events and email to
teachers. Teachers to inform
students/parents. Announced on morning
message to promote event.
Events announced the first day of the new
20 day reporting period or 9 weeks.
Followed by reminder announcements and
Pre-referral
behavior
chart given to teachers by Ms.
teacher classroom
promotion.
Joyner. 20 day discipline data analysis of discipline
trends, PBIS monthly reports
Tableau available
data
22
Oak Forest Elementary Action Steps 2014-15
Action Plan for School-Wide PBIS
Action Number
Discipline data are
gathered,
summarized and
reported to staff
to make decisions
Action
( Who Does What?)
By When?
(Date)
1. Data is entered into PowerSchoolSMS by Lisa Nance, Records
Secretary weekly.
2. A data summary sheet is kept by Ms. Joyner on discipline referrals.
Mrs. Jessee will assist her in data collection and interpretation at
committee and faculty meetings to identify trends in behavior and
provide intervention support.
4. Faculty will have an opportunity to ask questions and make
suggestions after faculty presentation. Data will be sent to faculty
electronically if there is no faculty meeting. Any further discussion can
be held in grade level meetings and collected by grade level PBIS team
member for discussion at next PBIS meeting.
Build capacity for
function based
support
1. Duties disbursed to all PBIS team members to accomplish action plan
tasks and responsibilities of improvement in systems areas: schoolwide, non-classroom, classroom, and individual student systems.
10/14
Following 20 Day Period set
by the board calendar and the
PBIS meeting schedule.
Joyner/Jessee at each team
meeting
Grade Level Team members
will present at the next PBIS
meeting the identifying grade
level or school-wide need
Walk-throughs/Joyner
IB club/Jessee
E club/Jessee and PTO
Café Compliment/Parrott
Bus Behavior/Rawlings
Movie Day/Woods
Sock Hop/Hall
Talent Show fundraiser/Latham
Karioki/Ding.Latham,McCoy
Bounce Fun Field Day/Coach
McCoy,Watson
Spotlights/Hughes
How will we know it is done?
(Data Source)
Monitoring of SMS and Tableau by Mrs.
Joyner.
A paper copy of the data summary sheet will
be available to all team members in the PBIS
meeting and submitted to faculty
electronically if not presented orally.
PBIS team meeting minutes.
All action plan tasks and responsibilities will
be on the Agenda for PBIS meetings and
status reported to team until completion.
Process/Results data on file for each.
23
Celebration
Oak Forest communicates successes schoolwide, at the building level, staff level, and at
the student level:
 Spotlight announcements during “Morning Message” recognizes
individual/group/community success of staff and student
accomplishments
 PBIS Impressive Behavior Club Bulletin Board and weekly
announcements of students receiving tickets. Prizes based on 100’s
chart/10 in a row. Impressive Behavior in line with IB-PYP.
 Faculty/parent meetings and recognition/appreciation events
 Submit information to SCS publications and media
 Random school-wide events to recognize accomplishments towards
meeting school-wide goals to remain fight-free such as spirit shirt
and blue jeans days
Revised 9/14
24
PYP Academic and Behavior Assembly
Grades K-2
Grades 3-5
Our goals are:
•To generate talking points that develop inquiring, knowledgeable and
caring young people who help to create a better and more peaceful
world through intercultural understanding and respect
•To discuss and promote the education of the whole child, emphasizing
intellectual, personal, emotional and social growth through all
domains of knowledge (Who we are, Sharing the planet, etc.)
•To build an Internationally-minded community utilizing the Learner
Profile to engage students in meaningful action and interactions
•To Celebrate the PYP – PBIS Essential Agreements in the classrooms
and in all common areas
•To develop and promote a PYP culture that demonstrates action
throughout the school and community
Revised 9/14
25
OAK FOREST SCHOOL
PYP – PBIS
Code of Behavior
Essential Agreements
•
•
•
•
•
I am INTERNATIONALLY MINDED
I can BE SAFE
I can BE RESPECTFUL
I can BE RESPONSIBLE
I can BE POSITIVE
Revised 9/14
26
OAK FOREST ELEMENTARY SCHOOL
PYP – PBIS
Self-Management Skills
Essential Agreements
Anytime, anywhere, at school, I am expect to:
1. Follow directions the first time they are given.
2. Walk on the right side of the hallway using 3-2-1-0.
3. Always use a soft inside voice while in the building.
4. Keep my hands, feet, and other objects to myself at
all times
5. Respect myself, others, and my school.
Revised 9/14
27
IB Action Cycle
How do we want students to act?
Revised 9/14
28
PYP – PBIS Essential Agreements
School-Wide
Agreements
Internationally
Minded
Be Safe
Be Respectful
Be Responsible
Be Positive
Hallway
Classroom
Cafeteria
Restroom
Greet others politely
and show manners.
Respect myself,
others, and my
school
Do what is culturally
appropriate in all the
languages I speak.
Be aware of what
you put in your
body. Eat right, stay
healthy and keep
an open mind
about food.
Do your part to stay
clean and keep
everyone healthy.
Always wash your
hands.
Think of others, be
respectful and be
safe.
Be a respectful
participant at all
assemblies.
Keep an open mind
during all
cultural events.
Keep my hands, feet,
and other objects to
myself at all times.
Adhere to the
procedures and
behavioral
expectations of all
teachers.
Walk in the cafeteria
at all times. Pay
attention to who is
walking near you
with a tray and stay
seated.
The restroom is not a
place to play.
Stay in your seat
while the bus is in
motion. Keep feet,
hands, and other
objects to yourself at
all times .
Enter and exit in an
orderly manner.
Listen to directions
the first time they
are given.
Walk on the right
side of the hallway
using the 3-2-1-0
rule.
Always do your best
and to turn in your
best work.
Use good manners
while eating. Be
respectful and eat
only your own food.
Remain silent.
Respect others’
personal space.
Use the restroom in
a timely manner.
Listen to the bus
driver’s directions
the first time they
are given. Have
respect and keep
the bus clean.
Listen attentively,
be silent and keep
your eyes on the
speaker.
Always use a soft
voice while in the
building.
Be prepared with
work and supplies.
Keep your eating
area clean by picking
up your personal
trash.
Flush the toilet or
urinal after use. Pick
up tissue and paper
towels you may have
dropped on the
floor.
Keep your books,
papers, and trash in
your book bag while
on the bus.
Sit quietly and stay
in your seat.
Follow directions the
first time they are
given.
Follow N.E.D. (Never
give up, Encourage
each other, Do your
own best.)
Use kind words
during lunch and
speak quietly.
Keep comments
about “bathroom
business” to
yourself.
Speak to others as
you would like to be
spoken to. Never use
profanity.
Be ready and
willing to
participate.
Revised 9/14
Bus
Multi
Purpose
Room
29
PYP – PBIS Essential Agreements
School-Wide Hall Agreements
Learner Profile
1. Greet others politely and show
manners. Respect myself, others, and
my school
Inquirers, Open-mined,
Thinkers, Communicators,
Reflective, Respect,
Balanced
Appreciation, Respect,
Cooperation, Creative,
Curiosity, Enthusiasm,
Empathy, Tolerance
2. Keep my hands, feet, and other
objects to myself at all times.
Caring, Principled
Commitment,
Empathy,
Independence
3. Walk on the right side of the hallway
using the 3-2-1-0 rule.
Knowledgeable, Principled,
Caring
Commitment,
Empathy, Respect
4. Always use a soft voice while in the
building.
Balanced, Principled,
Caring, Communicators
Commitment, Cooperation,
Integrity, Respect
Knowledgeable, Principled
5. Follow directions the first time they
are given.
Revised 9/14
Attitudes
Commitment,
Respect
30
PYP – PBIS Essential Agreements
School-Wide Classroom
Agreements
Learner Profile
Attitudes
1. Do what is culturally appropriate in
all the languages I speak.
Inquirers, Open-mined,
Thinkers, Communicators,
Reflective, Knowledgeable,
Risk-takers
Appreciation, Respect,
Cooperation, Creative,
Curiosity, Enthusiasm
2. Adhere to the procedures and
behavioral expectations of all
teachers.
Inquirers, Caring,
Principled
Commitment,
Empathy,
Independence
3. Always do your best and to turn in
your best work.
Inquirers, Knowledgeable,
Principled, Reflective
Commitment,
Independence, Empathy,
Respect
4. Be prepared with work and supplies.
Principled, Caring
Commitment,
Independence
Inquirers, Knowledgeable,
5. Follow N.E.D. (Never give up,
Principled
Encourage each other, Do your own
Revised 9/14
best.)
Commitment,
Respect
31
PYP – PBIS Essential Agreements
School-Wide Cafeteria
Agreements
Learner Profile
Attitudes
1. Be aware of what you put in your
body. Eat right, stay healthy and keep
an open mind about food.
Inquirers, Open-mined,
Thinkers, Reflective
Respect, Creative,
Curiosity, Enthusiasm
2. Walk in the cafeteria at all times. Pay
attention to who is walking near you
with a tray and stay seated.
Caring, Principled
Commitment,
Empathy,
Independence
3. Use good manners while eating. Be
respectful and eat only your own
food.
Inquirers, Knowledgeable,
Principled, Reflective
Commitment,
Independence,
Empathy, Respect
4. Keep your eating area clean by
picking up your personal trash.
Principled, Caring
Commitment,
Independence,, Caring
5. Use kind words during lunch and
speak quietly.
Communicators,
Knowledgeable, Principled
Commitment,
Respect
Revised 9/13
32
PYP – PBIS Essential Agreements
School-Wide Restroom
Agreements
Learner Profile
Attitudes
1. Do your part to stay clean and keep
everyone healthy. Always wash your
hands.
Principled, Caring,
Reflective
Appreciation, Respect,
Cooperation, Creative,
Curiosity, Enthusiasm
2. The restroom is not a place to play.
Caring, Principled
Commitment, Empathy,
Independence
3. Remain silent. Respect others’
personal space. Use the restroom in a
timely manner.
Inquirers, Knowledgeable,
Principled, Reflective
Commitment,
Independence
Empathy, Respect
4. Flush the toilet or urinal after use.
Pick up tissue and paper towels you
may have dropped on the floor.
Principled, Caring
Commitment,
Independence, Caring
5. Keep comments about “bathroom
business” to yourself.
Communicators,
Knowledgeable, Principled
Commitment,
Respect
33
Revised 9/14
PYP – PBIS Essential Agreements
School-Wide Bus
Agreements
Learner Profile
1. Think of others, be respectful and be
safe.
Principled, Caring,
Knowledgeable, Reflective
Respect, Commitment
2. Stay in your seat while the bus is in
motion. Keep feet, hands, and other
objects to yourself at all times.
Caring, Principled
Commitment, Empathy,
Independence
3. Listen to the bus driver’s directions
the first time they are given. Have
respect and keep the bus clean.
Knowledgeable,
Principled, Reflective
Commitment,
Independence
Empathy, Respect
4. Keep your books, papers, and trash in
your book bag while on the bus.
Knowledgeable ,
Principled, Caring
Commitment,
Independence
5. Speak to others as you would like to
be spoken to. Never use profanity.
Communicators,
Knowledgeable, Principled
Commitment, Respect
Revised 9/13
Attitudes
34
PYP – PBIS Essential Agreements
School-Wide Multi-purpose Room
Agreements
Learner Profile
Attitudes
1. Be a respectful participant at all
assemblies. Keep an open mind
during all events.
Inquirers, Open-mined,
Thinkers, Communicators,
Reflective
Appreciation, Respect,
Cooperation, Creative,
Curiosity, Enthusiasm
2. Enter and exit in an orderly manner.
Listen to directions the first time they
are given.
Caring, Principled
Commitment, Empathy,
Independence
3. Listen attentively, be silent and keep
your eyes on the speaker.
Inquirers, Knowledgeable,
Principled, Reflective
Commitment,
Independence
Empathy, Respect
4. Sit quietly and stay in your seat.
Knowledgeable ,
Principled, Caring
Commitment,
Independence,, Caring
5. Be ready and willing to participate.
Communicators,
Knowledgeable, Principled
Commitment, Enthusiasm,
Respect
Revised 9/14
35
Staff & Office Managed
Behavior Chart
Minor Problem Behavior (Staff)
Major Problem Behavior (Office)
Violation of school uniform dress code
Excessive talking
Vandalism/graffiti
Bus Misconduct
Disruptive behavior
Disruptive behavior (continued)
Insubordination
Insubordination (continued)
Misconduct
Misconduct (continued)
Defiance
Serious threat against another student or
against school personnel
Possession of a weapon, drugs, alcohol or use
Inappropriate use of electronic media
Sexual harassment/sexual battery
Shoving/Hitting (1st offense)
Fighting
Habitual/excessive tardiness
Assault and/or battery
Advising others to engage in misconduct
Gang related activities
Refusal to do classwork/homework
Bullying
Profanity/Inappropriate language
Revised 9/14
36
Discipline Procedures Flow Chart for Dealing with Problem Behaviors
Observe problem
behavior
Follow school-wide classroom
management system
NO
Is
behavior
major?
YES
Contact an administrator
to determine if student
should be escorted to the
office immediately
Verbal Warning
The teacher will ensure safety
Phone call to parent
The administrator will interview and
gather witnesses’ statements as needed
Letter of redirection
The teacher will write referral
The teacher will send
referral to office
School Conference with parents and
behavior contract
Administrator will send for student
Refer to counselor
The Administrator will determine consequences
Refer to office with completed Discipline Tracker
The Administrator will make parent contact
The Administrator will file necessary documentation
Revised 9/14
37
Teach the Rules, Expectations,
and Procedures
Oak Forest utilizes the following methods to
teach and promote school rules and procedures:
 Classroom teacher plans and conducts classroom lessons
 Assembly each semester to promote positive behavior and safe school
climate
 Monitoring of student behavior by 20 day period
 Posting PYP-PBIS Essential Agreements throughout the building and in the
classrooms
 Modeling behaviors and expectations
 Daily recitation of code of behavior essential agreements during “Kid’s
Talk” morning announcements
 Recognizing/Celebrating positive behaviors every quarter
Revised 9/14
38
Teaching Code of Behavior Essential Agreements
Sample Lesson Plan
Define Code of Behavior and Essential Agreements: Students will learn the rules, expectations, and procedures through daily
implementation of the school-wide code of behavior and essential agreements.
Provide a Rationale: Students need to know how to succeed in the school setting, both inside and outside the classroom in
order to fully benefit from the academic and social experiences provided at school. The foundation is established through the
IB PYP Code of Behavior.
Teach the Critical Discrimination:
Demonstrate Appropriate Behavior
Through teacher modeling, discussion, and multiple practice, students demonstrate appropriate behavior by sitting in their chairs
properly; treating others the way they want to be treated; following the “3-2-1-0” policy for hallway behavior; following directions the
first time they are given; always using a soft, inside voice while in the building; keeping hands, feet, and other objects to themselves at
all times; and by respecting themselves, others, and school property.
Demonstrate Unacceptable Behavior
Students demonstrate unacceptable behavior when they are breaking any of the classroom and/or school rules as well as violating the
MCS Student Code of Conduct (signed by the student and parent at the beginning of the school year).
Practice telling the difference with multiple examples
Students are able to role play acceptable and unacceptable behaviors and take part in the Second Step character education program
throughout the year.
If there is a “signal” teach the signal (when should the appropriate behavior occur?)
The school-wide signal is “Give Me Five”. When an adult holds up one hand, all students immediately hold up one hand and
demonstrates the five actions of: eyes looking, ears listening, feet still, hands still, and mouth closed. When all students have
demonstrated thee five actions, the adult puts his/her hand down. This signal is taught and reinforced throughout the school year in the
classroom, cafeteria, general assemblies, etc.
Teach for fluency?
Fluency is taught in morning meeting, teachable moments, and through daily implementation and review.
How will this skill be maintained?
This skill will be maintained/reinforced through daily implementation and redirecting as needed.
Revised 9/14
39
Code of Conduct Test
Information
•
•
•
•
•
•
•
•
•
School: Oak Forest Elementary
Principal: Kathy Joyner
School Enrollment: 555
Number of Post-test administered: each teacher assessed his/her own
students using their own methods
% of students scoring 80% or above: unavailable
Date make up/retest scheduled (for absentees and students scoring
below 80%): unavailable
Name of Person Submitting Form: Kim H.C. Jessee
Title: Professional School Counselor
Phone: 416-1656
Document not submitted/ Post-tests for K-3, 4-5 and Teacher Resource Guide not
available on Policy Website as stated in template no other resource provided by the district
10/14
40
Annual PBIS Kick-off
1.
2.
3.
2014-2015 SY SWPBIS Overview held 7-28-14 with Faculty conducted by Principal
to inform faculty/staff of new district SCS behavioral expectations and discipline
protocol. She shared new Code of Conduct to be given to parents at registration
and asked that the teachers teach it in their classrooms the first week of school
along with our essential agreements and school-wide procedures following our
annual “Back to School Success” Assemblies. Schedule of assemblies shared.
Back to School Success Assemblies were held at Oak Forest Elementary School on
8-11-14 at 11:45 a.m. for K-1,FS-P students, at 12:15 p.m. for 2&3, and 12:45 p.m.
for 4-5, FS-I. The assemblies included an interactive power point with examples and
role-plays to teach school rules, behavior expectations, and SCS Code of Conduct.
The presentations were conducted by the Principal, and School Counselor.
The classroom teachers reinforced the teaching of the school rules, behavior
expectations, and SCS Code of Conduct through teacher-created lessons and
assessment. Teachers were asked to keep documentation.
Revised 10/14
41
School Procedures
Entering school
 Enter building single file.
 Keep lips quiet. Oak Forest is a “No Yell” zone.
 Walk on the right side of the hallway using “3-2-1-0”.
 Go directly to your classroom.
 Get a tardy slip from the office with your
parent if you are late.
Revised 9/14
42
Classroom Procedures
• All teachers have procedures for the following:












Beginning of the Day
Sharpening Pencils
Lining Up
Collecting/Distributing Papers
Lunch Money
Hall Passes
Getting Up From Seat
Uniform check
Asking for Help
Cooperative Groups
Turning in Homework
Weekly Communication with parents via the blue
school issued “Communicator Folder” sent Wednesdays
 Daily conduct/work habits
Revised 9/14
43
Playground Procedures
 Stay in sight of your teacher.
 Keep hands, feet, and objects to yourself.
 Follow all directions.
 Be a good sport!
Revised 9/14
44
Cafeteria Procedures
 Wait outside cafeteria with quiet lips.
 Listen for directions to go to your assigned line and
table.
 Keep quiet lips in the lunch line.
 Remember to get napkins, forks, and “extra things”
before you leave the lunch line area.
 Clean your space as you get ready to leave.
 Wait to be picked up by your teacher with quiet lips.
Revised 9/14
45
Assembly Etiquette
All students are taught to follow
“Give Me Five”:
 Feet still on the floor.
 Hands still in your lap.
 Eyes on the speaker.
 Ears listening to the speaker
 Mouths are closed.
Revised 9/14
46
PBIS Universal Hand Signals
1. The “Thumbs-Up”
“Thumbs-Up” is used as a positive,
informal signal, generally indicating a job
well done.
Revised 9/14
47
PBIS Universal Hand Signals
2. Five Fingers Up
Five Fingers Up: In this signal, the teacher holds up a hand and counts to
five. When the teacher reaches five, all the students should be quiet and
paying attention.
• Jingles: Many teachers use a jingle to get attention. Some teachers say,
“One, two, three, four, five, eyes on me!” The students respond, “One, two,
eyes on you!”
Revised 9/14
48
PBIS Universal Hand Signals
3. The Time – Out Signal
The following are examples of statements that may be used in the
place of “Time - Out”: “Stop”, “Enough”, “Quit-it”, “Overboard”,
“Too Far”, and “Un-Cool”
Revised 9/14
49
School Wide Incentives
Students will be rewarded for following school rules and exhibiting positive behavior. School-wide incentives will
be awarded every 9 weeks. Students may earn the opportunity to participate in school-wide incentives by earning
E,S or G conduct during that grading period in the classroom, support classes, café, bus, entry/dismissal. No
student receiving a disciplinary referral may attend an event for that grading period. The Principal will announce
the quarterly school-wide incentive at the beginning of the new grading period during morning message and give
“booster” messages until the event. The school-wide incentives include:
•Every 9 week marking period students may participate in the following school-wide
incentives:
Friday, October 17, 2014
Movie Day
Friday, January 16, 2014
Sock-Hop
Friday, March 27, 2014
Karaoke Event
Friday, May 15, 2014
Bounce 'N Fun/Field Day
•International Baccalaureate Impressive Behavior Club> IB Ticket Program
Daily August-May, uses a 100’s chart and awards at 10 in a row
E Club> recognition for perfect conduct grade each nine weeks and an E Club Event
Sponsored by the PTO months established/days TBA 10/14,1/15,3/15,5/15
•Fight Free Friday- Every Friday we remain fight free is spirit t-shirt day. If we surpass old
goal there will be a treat provided for the whole school from our PTO (old goal 57 days).
•Café‘Compliment- When all letters are earned students can eat in the multi-purpose with
the principal on a rotating schedule per grade over the week it is earned.
•Best Bus Behavior Program- Recognition for best bus outstanding behavior every 20 days.
Students will also have the opportunity to redeem themselves the next nine weeks if the turn
their behavior around. They could be chosen as the PBIS Code of Conduct Most Improved
Award at the Awards Program. Each teacher may select two students for recognition.
Revised 9/13
50
Impressive Behavior Club Ticket Example
Name___________________
G/S_________
COOPERATION
When he/she…
_____________________
_____________________
Teacher______________________
Revised 9/14
Date________________
51
IB in Action
Impressive Behavior Club Celebrity Book
Date
Student
Faculty #
IB
Action that earned ticket
9-10-14 John Doe
Taylor
20
honesty
turned in money found in hall
10-1-14 Mara Lite
Wilson
2
principled
Reported bullying in the restroom
Date Read:________
Book Reader: ________________
Revised 9/14
52
IB Club Letter
Dear Parent,
Your child, ______________________________, was awarded a good behavior ticket
today by
_________________________________ for___________________________________
_______________________________________________________________________
We are so very proud of our well-behaved students and wanted you to know that your
child is working to make our school a great place to grow and learn. Thank you so much
for your support and guidance at home.
With sincere appreciation,
Kathy Joyner
Principal
Kim Jessee
School Counselor
9/14
53
Oak Forest Elementary
2014-2015
Code of Behavior
Most Improved Award
9/14
54
Classroom Incentives
Classroom and specialty class teachers have developed classroom incentives to provide
students individual and whole class recognition for following classroom and school Code of
Behavior Essential Agreements. Classroom incentives will be awarded according to individual
teacher.
Classroom incentives may include:
•Stickers
•Treats
•Verbal praise
•Extra computer time
•Prizes from the treasure box
•Homework passes
•Eat with the teacher
•Extra recess time
•Compliment Chart/class earning of letters to spell word “compliment
•Compliment chain link (to add toward a classroom chain)
•Compliment marbles (to add to a classroom “compliment jar”)
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55
Teacher Incentives
The Principal and Assistant Principal will recognize and encourage
positive teacher behavior in a variety of ways. During daily morning and
afternoon announcements, the Principal may “Spotlight” teachers to
highlight positive teacher behavior and/or for special achievements.
“Spotlight” reporting sheets will be made available to faculty, staff, and
students to make the Principal aware of deserving teachers. Additional
incentives to be rewarded may include:
– “Early Leave” passes (get to leave 10 minutes early)
– “Eat off-campus” lunch pass (get to leave campus for lunch)
– Drawing for prizes (teacher names placed in drawings for prizes
every according to Impressive Behavior School-wide System)
– “Duty Free” pass (an administrator takes the teacher’s duty for
the day)
– Extra planning period
Revised 9/13
56
Person/Group Name______________ Date_____
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Spotlights can go out to teachers, students,
classrooms, community etc… to be shared during
morning announcements by the Principal.
Revised 9/14
57
Teacher Incentives
– IB Club 10 in a row drawing/teacher reward
– PTO snacks/gifts
– Principal’s Recognition “Ducky Award”
9/14
58
Resources for Funding Incentives
 Adopters: Kroger (Hacks Cross Rd.), Chick-fil-A
(Winchester at Riverdale), Costco (Winchester at
Hacks Cross)
 Community: Federal Express
 PTO
 Kappa Alpha Psi Fraternity Germantown
Alumni's Chapter
 PBIS Discretionary Fund created through fundraising efforts by the PBIS Team
9/14
59
Communication with Parents &
Community
School-wide successes are communicated to
teachers, staff, students, parents, and the
community in the following ways:
–
–
–
–
–
–
–
Morning/afternoon announcements
Bulletin Boards
Faculty/PTO meetings
Annual Title I meetings
Falcon Flier newsletter
SCS publications and media
Awards ceremonies
Revised 9/14
60
Character Education
•
•
•
•
International Baccalaureate PYP Program
“Kid’s Talk” Student Lead Morning Message
Daily Classroom Morning Meetings
SCS Character Traits through Comprehensive
School Counseling Program
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61
Character Education(cont’d)
•
•
•
•
•
•
•
The school’s character education program is rooted in our International Baccalaureate
PYP World School curriculum encompassing the IB Learner Profile: Knowledgeable,
Caring, Balanced, Principled, Communicators, Inquirers, Risk-takers, Reflective,
Thinkers, Open-minded. And the IB Attitudes: Appreciation, Commitment, Confidence,
Cooperation, Creativity, Curiosity, Empathy, Enthusiasm, Independence, Integrity,
Respect, Tolerance.
The School Counselor’s classroom guidance sessions promote the SCS 9 Character
Traits: Honesty, Respect, Responsibility, Perseverance, Caring, Self-Discipline,
Citizenship, Honesty, Courage, and Fairness. In addition, she supports the IB Learner
Profile and IB Attitudes to promote International-mindedness.
School Counselor and School Social Worker conduct small group sessions via teacher
referral for identified students in targeted areas as needed to develop positive character
traits and social skills.
A character education kit provides additional resources available to teachers via check
out through the School Counselor.
The School Librarian has a variety of resources and children’s books for teachers to
check out using literature to teach character education lessons in the classroom.
The School Librarian creates displays of children’s books that have character and IB
Learner Profile messages/themes for student check out during library.
LesPasees “Kids on the Block” Puppet series first semester.
9/14
62
ATOD Prevention
•
•
•
•
•
•
•
•
Health and P.E lessons are conducted by physical education specialists
throughout the school year.
Participation in National Red Ribbon Week sponsored by “Guys in Ties” Club.
Participation in SCS Healthy Choices Week TBA Lead by P.E. teachers.
Special guest speakers invited to deliver a positive, drug-free message in an
assembly format to all students during first semester and again during second
semester which may include any of the following but not limited to: Memphis
Police Department, Metro-Gang Unit, or Shelby County Sheriff's Department.
The School Counselor provides classroom guidance sessions using Skills for
Life Curriculum ATOD unit at all grade levels.
Oak Forest Healthy School Team lead by our P.E. specialist will write an action
plan to address needs of school. Including components of the Michigan Model.
Alcohol, Tobacco and Other Drugs Prevention materials and resources are
available via check out from the School Counselor.
Alcohol, Tobacco and Other Drugs Prevention books are available via check out
from the School Librarian.
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Bully Prevention/Students
•
Activities available on-line at www.bullyingawarenessweek.org. Revisit again during
SCS Healthy Choices Week in December. Revisit again in January during National No
Name Calling Week with activities available on-line at www.nonamecallingweek.org .
•
Teachers may use the PBS Elementary Curriculum to teach Bullying Prevention skills
and strategies and supplemental materials available for check out including The Bully
Free Classroom.
•
Bullying Policy and shared with parents at Title 1 parent meeting 8-28/29-14.
•
Parents received information regarding Bullying board policy in the NCLB Parent
Handbook created by the PDSCC. All parents received a copy of the handbook.
•
LesPasses “Kid’s on the Block” Puppet Show “ No Bullying/Receive and Report” and
“Self-Esteem/Baby Bully” scripts for all students PK-5th in September 2014. Bullying
Prevention Classroom sessions in all PK-5th and Functional Skills classrooms with
School Counselor in September.
•
Bullying Prevention for students during the Observance of National Bullying Prevention
Week during November 11-15, 2013. Tool Kit for Elementary Classrooms available online at www.pacer.org/bullying/bpaw/toolkit.asp Students will be invited to complete a
promise certificate “I’m A Kid Against Bullying”.
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Bullying Prevention/Faculty
•
Faculty/Staff M.A.D. Training including Bullying Prevention was conducted by
the School Counselor on 8/30/14 using the power point provided by SCS.
•
Bully Prevention Kit available via check out from the School Counselor. Kit
contains books and activities at all levels to use in the classroom. Teachers are
provided with a list of resources available through the Counseling office.
Books are also available in the School Library.
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65
Violence Prevention Programs
•
•
•
•
Fight-Free Schools is the foundation for creating a safe learning environment for students.
The number of fight free days is shared daily during morning announcements by the
Principal. A fight-free flag hangs in the foyer of the building each day that is fight-free. The
number of days we are fight-free is also posted beside the flag. If a fight occurs, the
students involved must take down the fight-free flag and it will remain down while those
students are suspended from school. We then start back at zero. We then work to pass
our last goal. Our top goal is to pass 59 days which is the highest number of days we
have achieved over the five years this program has been in place.
Responsive Classrooms philosophy is integrated into our school environment in which
teachers are encouraged to set up their classrooms following this model. All classrooms
include “Hopes and Dreams” and “Morning Meeting” components which are highly
visible if you are walking through our building. Other training our teachers have received
include using The Power of Our Words: Teacher Language that Helps Children Learn by
Paula Denton and Teaching Children to Care: Classroom Management fro Ethical and
Academic Growth, k-8, by Ruth Sidney Charney, and Rules in School by Kathryn Brady,
Mary Beth Forton, Debrorah Porter, and Chip Wood and Creating a Safe & Friendly
School: Lunchroom, Hallways, Playground, and more… produced by Responsive
Classroom Northeast Foundation for Children.
Healthy Choices Week , December 1-5, 2014 is a week of activities, strategies, and
programs to promote nonviolence and celebrate peaceful healthy schools and
communities.
Following the IN-PYP Framework/IB Learner Profile: Caring, Thinker, Risk-Taker,
Knowledgeable, Balanced, Inquirer, Open-minded, Communicator, Reflective, Principled
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Sexual Harassment Prevention
• Sexual Harassment training required by the district for all
employees. Notification via Principal and district email.
• Sexual harassment prevention and board policy covered in the
NCLB Parent Handbook created by the PDSCC. All parents
received a copy of the handbook.
• School Counselor will conduct age appropriate class classroom
sessions on personal safety in November. Individual, small group,
and classroom guidance sessions will be available through the
referral process for student/class needing additional support using
the Talk About Touching: A Personal Safety Curriculum 3rd Edition
produced by Committee for Children and any free approved
curriculum provided through the district under requirements now
known s Erin’s Law.
• Referral to community agencies/services on an individual case
basis.
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67
•
Intervention Team/Strategies
Students that have received 2-5 disciplinary referrals to the Principal in which
the data has been tracked in SMS/Tableau will be referred to the School
Counselor for tier 2 intervention. Students with 6+ disciplinary referrals will be
referred to the Social Worker for tier 3 intervention. School Counselor will be
notified automatically regarding students receiving suspensions or expulsions
so that interventions are in place for those students upon return to school.
•
Secondary and Tertiary Interventions will be provided by the School Counselor,
and School Social Worker based on available data . Interventions are to
include, but not limited to group counseling targeted intervention programs for
select students, mentoring, and brief/simple behavior plans for repeated minor
infractions and over 5 days out of school suspension (using BIM and other
resources), that collaboration with the regular classroom teacher will take place.
Additionally, observations and recommendations as needed or requested by the
teacher to assist in process
•
Interventions provided will include addressing behavior that violated school
code of conduct and an action plan to change behavior in the future. In addition,
follow-up will be made with that student in the regular classroom regarding that
behavior and mentoring will be provided to that student to encourage positive
behavior change.
•
Behaviors warranting a referral to counselor and/or social worker on students
not in the tier2/3 level must come through formal SRT.
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Intervention Strategies (cont’d)
• Interventions provided by the School Counselor for identified students
will include small group counseling, individual counseling, behavior
consultations, mentoring, check-in check-out, parent consultations,
teacher/staff consultations, Student Support Team, Behavior
Intervention Plans, collaboration with faculty/staff in working behavior
plans, collaboration with School Social Worker and School
Psychologist, collaboration with community resources to provide
various services to parents/students. Other data given to the School
Counselor to formulate an intervention to meet that particular behavior
need/s may or may not involve other faculty/staff/stakeholders.
• The School Counselor will inform the School Social Worker of students
that would be appropriate for her services. Interventions provided by the
School Social Worker for those identified students will include small
group counseling, and individual counseling. Student Support Team for
Functional Behavior Assessment/Behavior Intervention Plans,
ADD/ADHD assessment consultation and observations requested
through the Mental Health referral, parent consultation, teacher/staff
consultation, Collaboration with the School Counselor and School
Psychologist, and collaboration with community resources to provide
services for parents/students.
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Intervention Strategies (cont’d.)
Additional strategies will be implemented based on individual student need
• Self monitoring programs/Check-in Check-out
• Goal sheets
• Behavioral Contract
• Individual Student Planning Form
Additional strategies will be implemented this year in providing teacher /parent
training in the collaboration process in order to increase
academic/behavioral supports/practices in the classroom and at home.
• Individual Student Planning for Academic/Behavioral Support
• Parent Workshops/Teacher Workshops
Additional strategies available for students seeking to receive training and
instruction in areas to support academic achievement. Such as…
• School Success Skills training
• Self Management Skills training
• Social skills instruction
9/14
• Others self-help options
70
Secondary Intervention (Tier 2) Evaluation
Our Tier 2 Team uses the following documents as indicators of
progress & success for students who participate in secondary
interventions (Tier 2):
•
•
•
•
•
•
•
•
•
Number of office referrals
Observation data
Anecdotal reports from classroom teachers
Student surveys/Student interviews
Student Weekly Progress Report completed by the classroom
teacher
Report Cards
SRT/S-team Referral Documentation
SMS Data/Tableau
other
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Secondary Intervention (Tier 2) Evaluation
•
Students may need secondary interventions that have not been referred to the student
support team. The School Counselor would need to be aware of students falling into this
category in order to provide the intervention needed for behavior improvement so the
student doesn't move behavior occurrences that would progress behavior to 4+discipline
referrals to the office and more extreme interventions needed. Evaluation of these
interventions would be made by the School Counselor or School Social Worker providing
intervention to this target group.
•
Secondary interventions of students with 2 office referrals are provided by the classroom
teacher with or without consultation with the School Counselor based on goals set in the
behavior intervention plan written between the teacher and student in the regular
classroom. If interventions are not successful then the teacher would complete a formal
referral submitted to the School Counselor. When the referral is received, the School
Counselor will set an S-team meeting and invite parent participation. Progress is reported
in the follow-up team meetings and tracked through SMS/Tableau data.
•
Periodic review of the SWPBIS goals and objectives will be needed according to data
provided from SMS or other SCS available data is reviewed and evaluation methods will
be adjusted to meet demand/need.
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Secondary Intervention (Tier 2) Evaluation
•
The School Counselor and School Social Worker do not disclose individual
student participation and/or information regarding individual and small group is
considered confidential and privileged between provider and student/s.
•
Types of groups/topics covered might include: Anger Management, Stress
Management, Coping Skills, Conflict Resolution Skills, Social Skills, Friendship
Skills, Problem-solving Skills, Goal Setting, Self-Esteem, Managing Feelings
and Emotions, Attitude, Motivation, etc… Groups conducted by the School
Counselor will be customized based on identified needs. Some groups will
have a start/stop date. Groups conducted by the School Social Worker will be
customized based on identified needs on-going and therapy-based. Students
will work out of group. Needs Assessments drive groups/topics. Assessments
completed by teachers, parents, and students end of August/September.
•
Individual counseling with the School Counselor will focus on individual student
planning including identifying wants and needs, examining strengths and
weaknesses, setting goals, writing an action plan for improvement, establishing
a support group and setting a timeline for achieving goals. Individual
counseling with the School Social Worker will be therapy-based.
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Tertiary Interventions (Tier 3)
Our SRT/School Support Team (S-Team) identifies
and plans for these students in the following ways:
•
•
•
•
•
•
Number of SRT/S-teams
Log of students receiving interventions
Number of Functional Behavior Assessments/Behavior Intervention Plans
Number of Threat Assessments
Number of expulsions/suspensions
Monitoring of interventions written into the FBA/BIP according to decisions
made by team.
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Tertiary Interventions (Tier 3)
•
•
•
•
Periodic review of the SWPBIS goals and objectives will be needed according to
data provided from SMS or other SCS available data is reviewed and evaluation
methods will be adjusted to meet demand/need.
The School Counselor and School Social Worker do not disclose individual student
participation and/or information regarding individual and small group is considered
confidential and privileged between provider and student/s.
Types of groups/topics covered might include: Anger Management, Stress
Management, Coping Skills, Conflict Resolution Skills, Social Skills, Friendship
Skills, Problem-solving Skills, Goal Setting, Self-Esteem, Managing Feelings and
Emotions, Attitude, Motivation, etc… Groups conducted by the School Counselor
will be customized based on identified needs at tier 3. Some groups will have a
start/stop date. Groups conducted by the School Social Worker will be customized
based on identified needs on-going and therapy-based. Students will work out of
group.
Individual counseling with the School Counselor will focus on individual student
planning including identifying wants and needs, examining strengths and
weaknesses, setting goals, writing an action plan for improvement, establishing a
support group and setting a timeline for achieving goals. Individual counseling with
the School Social Worker will be therapy-based.
75
9/14
Tertiary Interventions (Tier 3)
•
•
•
The School Counselor and School Social Worker do not disclose individual
student participation and/or information regarding individual and small group
is considered confidential and privileged between provider and student/s.
Types of groups/topics covered might include: Anger Management, Stress
Management, Coping Skills, Conflict Resolution Skills, Social Skills,
Friendship Skills, Problem-solving Skills, Goal Setting, Self-Esteem,
Managing Feelings and Emotions, Attitude, Motivation, etc… Groups
conducted by the School Counselor will be customized based on identified
needs. Some groups will have a start/stop date. Groups conducted by the
School Social Worker will be customized based on identified needs on-going
and therapy-based. Students will work out of group.
Individual counseling with the School Counselor will focus on individual
student planning including identifying wants and needs, examining strengths
and weaknesses, setting goals, writing an action plan for improvement,
establishing a support group and setting a timeline for achieving goals.
Individual counseling with the School Social Worker will be therapy-based.
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Tertiary Interventions
•
SRT/School Support Team identifies and plans for students in the tertiary intervention
continuum through the discipline committee monitoring of current discipline data and the
discipline tracker created by the assistant principal. Teachers and administrators make
formal referrals to the SRT/school support team for students identified as needing behavior
intervention plans. Other data is given to the school counselor to formulate an intervention
to meet that particular behavior need/s which may or may not involve other
faculty/staff/stakeholders. School Counselor/Social Worker/School Psychologist/Principal
triage needs and plan accordingly.
•
SRT/Student Support Teams meet once a week on students identified as needing
individual intervention. Interventions are designed within the team to address particular
needs of the student. Team meeting day established for BIP meetings are Thursdays. The
coordinator is the school counselor and the team will include the school social worker,
assistant principal, teacher/s, and parent/guardian of student. Team meeting day
established for academic/behavior meetings are Wednesdays. The coordinator is the
school counselor and the team will include the school psychologist, principal, teacher(s),
and parent/guardian. Additional support team members may be needed from time to time.
This will be determined on a case by case basis.
•
The number of Functional Behavior Assessments and Comprehensive Behavior
Intervention Plans needed this school year at this time cannot be specifically targeted. An
estimate based on our data, supports there will be ten or less. Data will be collected
throughout the year and presented annually to all stakeholders.
•
Success of interventions will be monitored through the Support Process through follow-up
meetings. Interventions will be maintained, adjusted or terminated at that time.
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PBIS Green zone 0 – 1, yellow zone 2 – 5, red zone 6+
Office Referrals
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
5%
15%
Tier 1
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Tier 3
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Tier 2
Secondary
Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
80% of Students
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Oak Forest 13-14 Triangle
Green
Yellow
Red
600
500
400
300
200
100
0
98%
2%
Revised 10/14
0%
79
Resources
• TN PBIS links http://www.edprodevelopment.com &
http://riseprojectmemphis.org
• Maryland PBIS http://www.pbismaryland.org
• PBIS
http://www.pbis.org
• Michigan http://miblsi.cenmi.org/
Revised 8/14
80
PBIS Staff Assigned to Oak Forest
Carolyn Fuller
416-5884
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Manager
Behavior & Student Leadership
Randy McPherson, EdD, LPC, NCSC, NBCT
416-6344, fax:416-1148
Revised 8/14
83
Documentation & Monitoring
Student Code of Conduct Sept. 5 Keep in PBIS Folder
SWDP
Sept. 26 Post to School Website
Provide hard copy to
your PBIS counselor
Staff SWDP Ratification Sept. 26 Keep in PBIS Folder/Notebook
Bullying (suicide/abuse) Oct. 10 MAD Training was provided to counselors
take back to school
SWDP(1)
Sept. 5 Keep Minutes in your PBIS Folder/Notebook
SWDP (2)
Oct. 10 Keep Minutes in your PBIS Folder/Notebook
SWDP(3)
Jan. 9
Keep Minutes in your PBIS Folder/Notebook
SWDP (4)
Mar 13 Keep Minutes in your PBIS Folder/Notebook
SWDP(5)
May 15 Keep Minutes in your PBIS Folder/Notebook
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Resources
• TN PBIS Links
– http://www.edprodevelopment.com
– http://riseprojectmemphis.org
• Maryland PBIS
– http://www.pbismaryland.org
• PBIS
– http://www.pbis.org
Revised 9/13
85