Reward
School for
the 3rd
straight
year
3431 Sharpe Avenue
Memphis, Tennessee 38111
Gary Zimmerman
Principal
Revised 9/15
Iris Kizer,
Professional School Counselor
PBIS Internal Coach
1
We at Sharpe Elementary School believe:
 School is serious business.
 All stakeholders will treat each other with respect and
dignity.
 Teachers use strategies, data, and research based
information to ensure that each student experiences success
everyday.
 students are responsible to work to the best of their ability
and think creatively.
 Students will have opportunities to use technology to
enhance their learning.
 All stakeholders will collaborate to reinforce student
learning.
Revised 9/15
2
Show students you care.
Promote student self-control.
Have clearly communicated expectations.
De-escalate the situation, calm the student.
Speak with disruptive students privately.
Address the misbehaviors of the child not their
character.
 Help all students feel successful.
 View each student as unique.
 Reinforce good behavior.
 Take responsibility for creating an orderly
learning environment.
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Revised 9/15
3
Self-Confident
Helpful
Achieving
Respectful
Proud
Excellence
Revised 9/15
4
Constructive Relationships
▪ Build positive relationships with students, parents, team
members, and stakeholders
Quality Consistent Instruction
▪ Daily engaging lessons to maximize student performance and
productivity – through the use of CLIP, Common Core
standards and other research based curriculum
Supportive Accommodations
▪ Provide differentiated instructional opportunities to students
both academically and behaviorally allowing for continuous
and immediate feedback
Revised 9/15
5
Sharpe Elementary will continue to be a
professional learning community where all
teachers practice effective research based
strategies to prepare students for success.
Sharpe’s stakeholders will continue to
collaboratively motivate children to become
productive citizens and future leaders of the
community.
Revised 9/15
6
Our mission is that everyone will collaborate by:
S – Showing that success is the key
H – Having common core learning experiences
A – Achieving our goals
R – Respectful at all times
P – Prepared to do our best
E – Evaluate our goals
Revised 9/15
7
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All staff members strive to serve the needs of the whole child
and the child’s development through…
 Physical needs
 Social-Emotional & personal needs
 Intellectual and Academic needs
 College & Career Readiness
Revised 9/15
8
14-15 SCHOOL YEAR
12-13 SCHOOL YEAR
13-14 SCHOOL YEAR
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Expulsions
0
•
Expulsions
0
•
Expulsions
0
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Suspensions
17
•
Suspensions
11
•
Suspensions
13
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Referrals
29
•
Referrals
20
•
Referrals
18
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Fights
2
•
Fights
2
•
Fights
3
Attendance data collected by the SART Team
Revised 9/15
9
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ACTION STEP 1: To increase and/or improve attendance by
1%, require parents to sign in tardy children and provide an
explanation when tardy or absent
PURPOSE: To increase attendance, decrease tardiness, and
improve classroom productivity
TIME LINE: year long
Procedure: Letters sent to parents, conferences, phone calls,
graph daily class attendance, quarterly board, “shout-outs
during daily announcements, monthly SART team meetings,
and classroom discussions/presentations on importance of
regular attendance. Implement district wide programs like
REPRESENT EVERY DAY.
PERSONS RESPONSIBLE: School Staff/SMS- counselor,
FSS
Revised 9/15
10
1. Student
accumulates 5
unexcused
absences
6. Student name
placed on SART
Watch List
7. SART Watch List
monitored by
support team
2. Principal
notification by
e-mail
5. Meeting
documented in
SMS Discipline
Module
8. Re-offenders
reported to
principal
3. Parent
notification of
meeting
4. (Name) holds
SART meeting,
parent signs
PSAP*
9. Principal
contacts parent of
re-offender and
Truancy Officer
Revised 8/15
11
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Sharpe Elementary goals or objectives for
2015-16 are as follows:
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decrease suspensions by 10%,
decrease office referrals by 15%,
To increase effective time on task for greater productivity.
To increase and/or improve attendance by 1%, require parents to sign in
tardy children and provide an explanation when tardy or absent
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Revised 11/15
12
Role in Process Map
Owner of role by name
1
SART Process Owner
Iris Kizer
2
Office of Attendance sends list
Ron Pope
3
(Name) Notify Parent of SART Meeting
Iris Kizer
4
(Name) Convenes SART Meeting
Iris Kizer
5
Bernice King
7
(Name) Meeting documented in SMS
Discipline
(Name) Student name placed on SART Watch
List
(Name) SART Watch List monitoring
8
Re-offenders reported to Principal
9
Principal contacts re-offender parent and
Truancy Officer
6
Revised 11/15
Generated by Powerschool
Iris Kizer, Gary Zimmerman ,
Tableau
Bernice King
Gary Zimmerman
13
Date: 11/02/2015
School Name: Sharpe Elementary School
Attendance Team Members: Indicate which staff serves on the
school’s attendance data team.
What is this team’s meeting schedule?
Refer to Attached Meeting Schedule
☐
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☐
☐
☐
Principal Gary Zimmerman
Family Services Specialist: Stephanie Gatewood
School Counselor: Iris Kizer
PLC Coach , Dawn Sledge
Attendance Secretary, Bernice King
General Office Secretary:
School Psychologist , Dr. Sharp
Ms. Luckett, Sp.Ed. Advisor or designee
Student’s Teacher
Attendance Challenges: Describe your top 3 attendance challenges for your school. Be specific.
1.
2.
Lack of Parental Support in ensuring students are in attendance on a daily basis.
Lack of Student motivation
3.
Revised 11/15
14
ACTION STEP 2: To increase effective time on task for
greater productivity.
 PURPOSE: To increase academic achievement, increase
positive attending behaviors, decrease opportunities for
misbehavior, and improve routine and order.
 TIME LINE: Ongoing
 Procedure: classroom rules and procedures taught, effective
classroom management practices, adherence to daily
instructional schedule, reduction of unnecessary or idle time
for students, structured transitioning
 PERSONS RESPONSIBLE: School Staff – primarily
classroom teachers, hall monitors, administrators, TAs
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Revised 9/15
15
School Data Summary: Sharpe Elementary School
Attendance
Goal
Actual
Chronic Absenteeism
Goal
Actual
Absences due to Suspensions
Goal
Actual
0
Notes:
School Update
Describe your plans for prevention and intervention strategies to address chronic absenteeism.
Prevention Strategies
Intervention Strategies
1. School-wide Attendance Board
1. SART Meetings
2. Attendance Recognition/ Awards Program
2. Parent Conferences
3. Special Incentives Days (Jeans Days, Pink Shirt Days, etc.)
3. Incentive Measures
4. Classroom Incentives (Individual Teachers)
4.
5. School Competitions by Class
5.
Additional Comments:
Revised 11/5
16
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ACTION STEP 3: To increase # of proficient and
advanced students.
PURPOSE: Meet or exceed state requirements for
proficiency. Meet AYP, AMO
TIME LINE: Year long
Procedure: Increase instructional time, follow daily
teaching schedule and curriculum guides utilizing
common core guidelines, CLIP and data analysis teams
to aggregate data and determine action plan,
differentiated instructional opportunities, and Tiered
interventions. Utilize RTI strategies, ie. i-station, iready and research based evaluation tools
PERSON’S RESPONSIBLE: School Staff – data
teams, SRT-teams, support, tutors, mentors.
Revised 9/15
17
Name of School:
_____Sharpe______
Discipline Committee is
representative of the school,
parents, faculty and
includes an administrator.
Principal* Gary Zimmerman
Professional School Counselor/Internal Coach Iris Kizer
Family Services Specialist Stephanie Gatewood
School Psychologist Dr. Sharp
General Education Teacher(s) L. Dandridge, T. Fleming, D. Kelly, T. F. Amos, J.
St. Clair
School Representative* Wendy Withers
Elected Teacher(s) (2)* All teachers were elected by their grade level.
Special Education Teacher(s)* Myrtle Robinson
Support Teacher(s) Coach Harmon
Amyia Jordan, Estefani Sanchez (5th) Tia Smith , Breland Graham (4th)
Educational Assistant(s)/ Lois Greenwood
Community Member
R. Shaw
Parent(s) Ruth Davis, Sylvia Austin
Central Office or Board of Education Member
Cafeteria Staff Mrs. White
PLC D. Sledge
Revised 9/15
District PBIS Coach Constance Weymouth
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Principal: Mr. Gary Zimmerman
School Counselor: Ms. Kizer
School Representative: Ms. Withers
Regular Education Teachers:
Mrs. Dandridge
Ms. Kelly
Mrs. Fleming
Mrs. Amos
Mr. St. Clair
Mrs. M. Robinson, I.R. Teacher
Coach Bethany Harmon
Mrs. Gatewood
Revised 9/15
19
20 Day
Reporting
Period
Approximate
Dates of Reporting
Periods
1
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)
08/10-9/04
09/02
Data will be reported to staff
during faculty meetings
quarterly
2
09/08-10/06
10/15
3
10/07-11/10
11/17
5
12/15-01/27
02/04/2016
6
01/28-02-26
03/03
7
02/28-04/01
04/07
8
04/04-04/29
05/05
9
05/02-05/27
05/26
4
Revised 9/15
Includes year end
documentation & PBIS
celebration
ACTION STEP 1: SRT/Data teams analyze data
that integrates academic performance and behavior
support for each tiered student. Team formulates an
education plan for students at risk academically or
behaviorally.
PURPOSE: To monitor effectiveness of
interventions, to evaluate and/or provide alternative
strategies where necessary
TIME LINE: Entire year
PERSON’S RESPONSIBLE: Teachers, counselor
and other staff members, tutors, mentors, TAs
Revised 9/15
21
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ACTION STEP 2: Analyze office and
counseling referrals to make adjustments to
behavior/discipline plan, safety plan
PURPOSE: To determine effectiveness of
strategies in school’s behavior plan and make
necessary adjustments to rules/procedures
TIME LINE: Each nine weeks
PERSON’S RESPONSIBLE: School staff,
PBIS team, data teams
Revised 9/15
22
Revised 09/15
23
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ACTION STEP 4: a:To celebrate/recognize
students’ academic achievements and outstanding
citizenship b: spotlight students exhibiting
extraordinary efforts to improve school culture
and climate
 TIME LINE: daily, each nine weeks
 PERSON’S RESPONSIBLE: School Staff,
counseling dept, extracurricular activities
provided for students
Revised 9/15
24
How is data used by the School-wide PBIS Team to
determine progress toward goals and Action Plan?
 Team analyzes data, determines strategic planning for
problem areas, times and behaviors
 Helps identify students at risk-allowing for proactive
planning and interventions to improve behavior,
attendance, etc.
 Data helps to keep team aware of what is working
and not working throughout the year – allowing for
updates and modifications to the plan
 Meetings are held on a consistent basis
Revised 9/14
25
ACTION STEP 1: Recognize academic success and good
behavior by honoring students publicly in an awards assembly
 PURPOSE: To recognize and reward academic success,
behavior
 TIME LINE: Each nine weeks
 PROCEDURE: Students will receive recognition for
Principal’s List, Honor Roll, Citizenship, and Perfect
Attendance – certificates provided, names posted in hallway,
parents invited to attend
 PERSONS RESPONSIBLE: School Staff, counselor,
teachers, TAs
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Revised 9/15
26
ACTION STEP 3: Caught Doing Good Program
 PURPOSE: To daily reward good conduct and acts of
kindness, students going the extra mile
 TIME LINE: Entire year on a daily basis
 PROCEDURE: Teachers and other staff will submit the
names of students that display above the norm behavior daily.
The principal will call the student’s names over the intercom
and honored students will receive congratulations, pencils,
and a handshake from the Principal
 PERSON RESPONSIBLE: School Staff
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Revised 9/15
27
ACTION STEP 4: To recognize all students excelling
academically and personally/socially, following the 4 Rs of
Respect.
 PURPOSE: To recognize outstanding academic performance
and citizenship
 TIME LINE: End of each 9 weeks
 PROCEDURE: All students receiving an award will have
their names displayed in strategic locations for entire school to
see as well as parents or visitors – placed on schools web page
 PERSON’S RESPONSIBLE: School Staff/Honors
committee
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Revised 9/15
28
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ACTION STEP 6: Excellent Eagle awards (BATS –Better
Attitude Towards School and BUGS-Bringing Up Grades At
School) will be given to one student in each classroom who is
at risk but is putting forth their best effort
PURPOSE: To honor students who are making strides toward
improving academics and behavior
TIME LINE: Every nine weeks
PERSON’S RESPONSIBLE: Teachers/Honors committee
Revised 9/15
29
Respect Self
Respect Property
Respect Others
Respect Learning
Revised 9/15
30
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ACTION STEP 1: To create student awareness of school
rules and procedures using Sharpe’s Teaching Matrix &
Behavior Matrix
Opening of school
Breakfast
Halls
Lunchroom
Restrooms
Dismissal
Use of playground
PURPOSE: To create a welcoming and safe environment
so that all students can achieve their potential
 TIME LINE: Ongoing
 PERSON’S RESPONSIBLE: School Staff
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Revised 9/15
31
ACTION STEP 2: To enhance student awareness of
classroom rules and school wide rules and procedures
 PURPOSE: To create an environment of student learning and
academic success. Students will become familiar and
compliant to school rules and procedures
 TIME LINE: Entire year
 Procedure: Classroom lesson, opportunities for practice,
reminders and re-teaching before and after breaks, classroom
presentations on rules, code of conduct, goals, expectations,
etc
 PERSON’S RESPONSIBLE: Teachers, counselor, & staff
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Revised 9/15
32
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ACTION STEP 1: To create awareness among faculty,
students, parents, and community of school’s mission, vision,
and school beliefs by distributing school’s handbook as soon
as it is available.
PURPOSE: To make the school and community stakeholders
aware of school’s beliefs and values
TIME LINE: First weeks of school and intermittently
throughout the year through programs & outreach
Procedure: Review plan with staff, discuss plan with parents
during meetings, post all statements in visible areas as well as
schools web page.
PERSON RESPONSIBLE: School Staff
Revised 9/15
33
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Action Step 2: Students will recite school pledge
daily during morning announcements in addition to
rules on Sharpe’s Eagle Matrix. Daily reminders ie.,
caught being good
Respect for Learning - continue to focus on the four
“R”s of respect.
Purpose: To create awareness and ownership of
school’s beliefs – student led pledge
Time line: Daily throughout the year
Person Responsible: School Staff, students
Revised 9/15
34
ACTION STEP 3: To make the school’s mascot an
integral part of the school’s mission and beliefs by
making the eagle more visible throughout the school
and various activities. More discussion about the
attributes of the Eagle…calling ourselves “The
Mighty Eagles”
 PURPOSE: To create a sense of community and
school pride
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TIME LINE: Entire year
PERSON RESPONSIBLE: School Staff
Use words like: Excellent Eagle, Eagle Behavior looks
like _________. Etc….i.e. A soaring eagle, Eagles can
rise above storms…
Revised 9/15
35
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ACTION STEP 1: Utilizing PBIS and discipline team to
target students at risk by monitoring behaviors through team
effort
PURPOSE: To improve desired behaviors, promote healthy
social interactions, and problem solving skills which may
result in a unique plan to serve individual students
TIME LINE: Entire year – screenings quarterly
PROCEDURE: Various interventions, classroom lessons,
small group & individual counseling targeting character
education, conflict resolution skills, empathy, decision
making, managing emotions, etc…
PERSON RESPONSIBLE: Teacher and School Counselor
Revised 9/15
36
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ACTION STEP 2: To teach, model and reinforce appropriate
social skills through classroom instruction, counseling
presentations and speakers, or groups. May include, group
and/or individual counseling
PURPOSE: To improve desired behaviors, healthy social
interactions, and problem solving skills
TIME LINE: Entire year
PROCEDURE: Classroom lessons, public announcements
targeting character education, conflict resolution skills,
empathy, managing emotions, bully awareness, speakers,
etc…
PERSON RESPONSIBLE: School Staff, Counselor, other
presenters
Revised 9/15
37
ACTION STEP 3: To greet students daily
 PURPOSE: To create a positive and welcoming school
environment
 TIME LINE: Entire year
 PROCEDURE: Students will be welcomed by school staff.
Staff will use this time to meet the needs of students having
difficulties. Staff will use daily greetings to build
relationships with students and parents and to set the climate
of the school.
 PERSON RESPONSIBLE: School Staff
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Revised 9/15
38
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ACTION STEP 4: Conduct SRT, Data , PBIS & SART team meetings to
create a systematic behavior plan for individuals needing increased support
to improve chronic inappropriate behavior, and for those who are
repeatedly struggling academically , behaviorally or attendance wise
PURPOSE: To create socially acceptable behaviors, improve grades,
create a sense of pride in accomplishments, promote the importance of
attendance
TIME LINE: Entire year
PROCEDURE: School counselor will coordinate meetings for students
needing critical interventions. Teachers will provide samples of work,
Istation and Iready documentation of interventions, as well as teacher
observation and referral paperwork.
PERSON’S RESPONSIBLE: School staff, parent, psychologist, social
worker, school counselor.
Revised 9/15
39
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ACTION STEP 3: Anti Bullying programs,
Healthy Choices Week and classroom
guidance (perhaps Michigan Model)
PURPOSE: To teach students appropriate
social behavior in a variety of social
situations, and personal responsibility
TIME LINE: Entire year
PERSON’S RESPONSIBLE: School Staff,
P. E & wellness coach & Counselor
Revised 9/15
40
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ACTION STEP 4: Use PLCs to improve instructional
practices
PURPOSE: To utilize the strengths each staff member
possesses and to learn instructional management
practices from one another – helps provide
differentiated instruction. Determine what works and
make adjustments
PROCEDURE: Data teams will work to analyze data,
lead team members, and provide plans for struggling
learners. Grade level meetings geared toward data and
how to interpret that data for learners at every level.
TIME LINE: All year
PERSON’S RESPONSIBLE: School Staff/PLC
Revised 9/15
41
ACTION STEP 4: PBIS team members use data
to improve behavior, school climate and
classroom management techniques
 PURPOSE: To analyze infractions for specific
students and patterns
 PROCEDURE: Continuously looking at school
data to implement strategies for improvements in
student behavior and climate
 TIME LINE: All year
 PERSON’S RESPONSIBLE: PBIS, discipline
Team and school staff
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Revised 9/15
42
Rules
Respect
Yourself
Classroom
Follow Classroom
Rules and
procedures
Uniforms should be
neat and properly
worn
Cafeteria
Hallway
Restroom
Playground
Be polite and
courteous
Mind your
Manners
Use napkins
Stay right not
under the light if
under the light
you’re not right.
Flush the toilet
Wash your hands
Do your business
and leave
Show good
sportsmanship
Respect
Property
Keep your area
clean, take care of
all school supplies,
and personal
belongings
Put trash in trash
cans
Keep your area
neat
Keep back pack on
your back
Keep hands off
walls and
decorations
Quiet doors
Place all trash
in garbage cans
Use only necessary
amount of paper
towels
Take care of
equipment
Put things
away
Respect
Others
Be on time
Use kind words like
“Please, Thank
you, Excuse me,
I’m sorry”
Raise your hand
Use inside voice
Use kind words
Stay in your place
in the line.
Keep your hands
and feet to
yourself
Observe the
personal space
and privacy of
others
Be
cooperative
use
encouraging
words: Good
job, nice
catch, try
again.
Respect
Learning
No bullying
behaviors
Report problems or
concerns to teacher
Walk
Keep voices low
Include others
Quiet movement.
Keep mouths and
feet quiet , so others
Keep It quiet
Close doors
Come into the
building with
uniform in place
43
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
SRT or
discipline team
members will be
involved in
most steps
Determine
consequence
Follow procedure
documented
Problem solve
Determine
consequence
Follow
documented
procedure
NO
Does
student
have 3?
YES
Follow
through with
consequences
Send
referral to
office
File necessary
documentation
File necessary
documentation
Follow up
with student
within a
week
Revised 9/15
44
 School rules and procedures are modeled by adults in the building
 Taught within first month of school and revisited throughout the school year
 Lesson Plans
▪ First 3 weeks multiple times daily
▪ Intensive re-teaching before and after breaks
 Opportunities for practice
▪ Role play scenario
▪ Teach expectation in the area it occurs (ex: hallway)
▪ Model expected behavior
 Active monitoring of rule following behavior
▪ Daily and weekly recognition
▪ Caught Looking Good and Principal’s Book
▪ Correct inappropriate behavior immediately and consistently
 Posting rules prominently in classrooms and school wide
Revised 9/15
45
Teach SCS Code of Conduct
Teach School-wide Rules, Behavior Expectations and
classroom rules and procedures from matrix
 Additional dates for assembly to address Behavior
Expectations during honors activities where great
behavior is highlighted
 Invited speakers/programs to reinforce expected
behaviors i.e. Kids on the Block, McGruff, bullying
programs, etc.
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Revised 9/15
46
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Procedures for entering school
 Students will enter through the main entrance or back
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entrance only
Students will walk on the right side of hallway
All students will be seated at the appropriate grade level
table in the cafeteria until dismissal at 8:15 for breakfast
Students will be dismissed by grade level and walk to their
classrooms led by grade level teacher
Teachers will follow breakfast duty schedule to ensure
adequate monitoring of students
Students in the hallways will be monitored by staff
positioned at designated areas
Revised 9/15
47
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Procedure for Dismissal
 Students will exit the building at the appropriate door
escorted by their assigned teacher
 Teachers are assigned a duty post to supervise students until
3:30
 Teachers submit/and post a list indicating how students are
going home – daycare, car, bus, walkers, etc…
 All students remaining are taken to the cafeteria and
identified to track patterns (same students/families) to offer
strategies/interventions for timely pickup
Revised 9/15
48
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Procedures for lunchroom
 Daily schedule and assigned classroom tables will be
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provided
Students will line-up according to main entrée choices to
expedite serving
Milk, condiments, and utensils are to be secured while in
the line
Students may use quiet conversation – Friday is quiet day
Students are not to leave their seat until cafeteria monitors
instruct them to take their trash and trays to the appropriate
area
Revised 9/15
49
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Assemblies
 Classes will be provided an assigned table
 Principal will call classes to the cafeteria to minimize the
number of students in the hallway
 Respect for the program is expected
 Principal will dismiss classes to reduce traffic flow
problems
 Classes return to their classrooms before going to the
restroom to eliminate congestion in the hallway
Revised 9/15
50
Teachers are responsible for implementing specific
classroom rules and procedures that will promote
classroom community, positive school climate and
healthy relationships between peers and peer to teacher.
 Rules should be taught on expectations, ie: when first
entering classroom, getting up from seat, asking for
help, emergency expectations, group cooperation, and
others as the teacher deems necessary.
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Revised 9/15
51
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Daily – Caught Looking Good
NINE Weeks – Awards: Honors Program, Excellent
Eagle, BATS, BUGS, etc..
Student of the week/month
Dress for Success (Ties for Guys, Pearls for Girls)
Semester Celebrations
Participation in extracurricular activities and clubs
May utilize popcorn popper (purchased with PBIS
funds) as incentive
Scheduled celebrations like “Fall Festival”, Rallies,
carnivals
Revised 9/15
52
Educator Recognition
Teacher
appreciation
Brag Box
I would like to share that Mr./Mrs. Miss _________,
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Revised 9/15
Teacher
recognition during
faculty meetings
53

Parent Meetings through Title One and Family
Engagement presentations, community outreach

conferences
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Website

School Newsletter
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Open House
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Flyers/Letters/Email

PTO meetings
Revised 9/15
54
KIDS ON THE BLOCK – once a year to address Bullying
 CHILD ADVOCACY CENTER SAFETY PROGRAM –
Once a year to promote personal safety
 5TH GRADE DRUG PROGRAM-DARE – 10 weeks
 CLASSROOM GUIDANCE LESSONS – All students
receive guidance lessons during the year addressing character
education on their levels
 HEALTH & WELLNESS CURRICULUM
 Small Focused Groups to enhance/build character
 Individual and group counseling sessions
 Mentoring program (outside speaker)s to support Dress for
Success or other school wide preventions and interventions
 MCGRUFF with stranger danger and personal safety
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Healthy Choices/Michigan Model – PE teachers
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SCS curriculum – classroom teachers
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DARE – fifth grade
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Classroom Guidance Lessons
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Red Ribbon Week
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Outside speakers – presentations on specific and appropriate
topics related to drugs, alcohol & tobacco use
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All students will have access to Bullying lessons
from the school counselor and other mental health
personnel
 Preventing Bullying at School – Various No-Bullying Programs
 Other age appropriate books/literature
 Recognize Bullying Awareness programs when available (directly & web based)
 Small group and one-to-one counseling will be provided to victims and
perpetrators as needed
 Empowering Bystanders/onlookers
 Teachers will reinforce steps for handling bullying situations daily as needed
 Guidance presentations on Bully Awareness and prevention, appreciating
differences, etc. - Lessons provided in collaboration with SCS Mental Health
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Teachers will be provided with a brochure outlining
characteristics of bullying behavior, facts and myths,
and prevention/intervention
 Annual Bullying/harassment training is done with
faculty during September faculty meeting (MAD &
suicide prevention training). Additional
presentations on harassment or other bullying
behaviors as needed throughout the year
 SCS policy on harassment shared/discussed
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Implement 10 Best Practices
 Focus on social environment of the school, improve culture and
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climate
Assess bullying at you school through surveys, feedback.
Obtain staff and parent buy-in and support for bullying
prevention.
Form a group to coordinate the school’s bullying prevention
activities. PBIS –group
Train school staff on what to look for
Enforce school rules and policies related to bullying.
Increase adult supervision in hot spots.
Intervene consistently and appropriately when you see bullying.
Devote some class time to bullying awareness and prevention.
Continue efforts on the 4 rs of respect.
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Conflict Resolution Skills taught during
classroom guidance lessons
 Books/Literature – ie Solving Thorny Behavior
available for teachers (others available in
counselors office)
 Bully Prevention Lessons with internal/external
resources
 Empathy Training – I statement training
 Anger Management Skills taught in small group
as well as individual sessions
 Teaching parents what to look for during parent
meetings
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SRT/Data/PBIS – team ** identifies students based on referral
forms, conduct, classroom teacher documentation, counselor
observations, input from parent – team conducts developmental
history, FBA, and creates/modifies a behavior plan – school
counselor follows plan at school level and reports to team
members
Look at number of Functional Behavior Assessments and Behavior
Intervention Plans initiated by Social Worker
Conduct small groups for social skills, behavior modification,
conflict resolution conducted by Counselor, social worker or
psychologist
Teachers provided feedback concerning the effectiveness of the
plans. Plans modified/revisited for effectiveness.
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 SRT Team – implement plan for targeted students
 Group counseling – anger management, social skills, conflict
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resolution –school counselor
Individual counseling sessions
Check In, Check Out – Principal, school counselor, other adults
Mentoring – fifth graders mentor students in PK – 2nd.
Behavior plans for repeated minor infractions – sticker charts,
daily graphs, etc…
In class shadowing – for younger students struggling with
classroom conformity
Consequences Group, behavior modification groups to help
students with conformity to rules –school counselor.
Student leadership group serve as role models (BETA CLUB)
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
What are you using to evaluate your secondary interventions (Tier 2)?
SRT - Team
Decreased number of office referrals
Parent and teacher feedback to counselor
Self reports from student
Student surveys/feedback
Increased number of students receiving honors & recognition
Number of students “Caught being Good”
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What are your indicators of progress for your secondary interventions (Tier 2)?
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Improved conduct
Decreased displays of targeted behavior
Increased number of students receiving awards for citizenship, caught looking
good, Principals book, etc.
Decreased numbers of students in Tier 2 moving to Tier 1
Improvement in school climate – based on surveys & observations
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Student Review Team identifies students based on referral
forms, conduct, classroom teacher documentation, counselor
observations, parental input – team conducts developmental
history, FBA, creates/modifies behavior plan
Team monitors plan at school level and make modifications
FBAs and BIPs initiated by counselor and social worker
Small groups for social skills, behavior modification, conflict
resolution conducted by school counselor, social worker or
psychologist
Teachers provide feedback concerning effectiveness of plans.
Collaborate with outside agencies, make referrals, check in
with representatives/case workers
Check in – check out, mentor pairing (external and internal)
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CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
.5%
1.5%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary
Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
98% of Students
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Please indicate the date your plan was submitted
09/09/2015
Dates for all drills – provided during in-service
Dates for training: Published
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August – general training
September– faculty refresher (all drills) general
August – Code Red refresher/training for all staff
Training is on-going during faculty meetings or in-service
dates
 Student training conducted by classroom teachers and
school-wide announcements – on going.
Dates for plan review (admin day during December 2015)
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Drill schedule – Fire drill, Tornado drill, earthquake
drill and Lockdown procedures
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August 18th
August 24th
September 14th
October 13th
November 4th
December 3rd
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January 12th
February 8th
March 7th
April 13th
May 3rd
Dates may be changed or added according to district’s initiatives
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Center for Safe & Drug Free Schools
416-4240, fax:416-4221
SE Region External Coach
Constance Weymouth
PBIS Internal Coach for Sharpe Elem.
I. Kizer 416-0769
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