Wells Station Elementary
PBIS School-wide Plan
2012-2013
1610 Wells Station Road
Memphis, TN 38108
Dr. Bobbie J. Williams, Principal
Dr. Shirley Jenkins, Assistant Principal
Guiding Principles
• Beliefs
•
•
•
•
•
•
•
•
•
•
Student learning and achievement is the chief priority and focus of all decisions and policies impacting the work of
the school.
Each student can make academic progress and is expected to strive toward academic excellence.
A safe and physically comfortable environment promotes a high performing learning culture.
A systematic collection and analysis of data drives all decisions for classroom and individual student instruction.
Each student is a valued individual with unique physical, social, emotional, and intellectual needs and is expected
to strive toward academic excellence.
Instruction is best when students are actively engaged, challenged by expectations and have appropriate
opportunities for success.
Exceptional students (e.g., special education, limited English proficiency, talented and gifted, etc.) require special
services, resources and instruction for a high quality education.
Assessment of student learning provides students with a variety of opportunities to demonstrate their
achievement.
Teachers, administrators, parents, and the community develop relationships where we collaboratively share the
responsibility for decisions which advance the school’s mission.
There is a direct correlation between attendance and student achievement.
Guiding Principles
• School Character Points
•
•
•
•
•
We strive for
Excellence
Lifelong
Learning
Safety
Security
Togetherness
Acceptance
Tolerance
Innovation
Obedience
N (and we) Never give up
Guiding Principles
• Values
At Wells Station Elementary, our most important values are:
•
Student Achievement
•
Respect
•
Integrity
•
Responsibility
•
Results
The Wells Station Character Pledge:
We respect our school, our community, and especially each other.
We use kind words, we will not hurt one another.
It is our duty to be honest and fair. We tell the truth, do our own work,
and show that we care
We are here to learn, our future looks bright, And even when no one is looking,
we still do what’s right!
Vision
The Wells Station Elementary School staff, parents, students, and community are committed to a
quest for excellence. We envision a safe, nurturing educational environment where students,
parents, community members, and teachers grow together in a positive, interactive relationship. It
is our desire to provide a place where all students receive the skills needed to develop
academically, socially, emotionally, physically and aesthetically.
At Wells Station Elementary, students are inspired to excel; teachers are encouraged to be problem
solvers and active leaders in the decisions that affect student learning; and parents and
community members are encouraged to become active participants in our children’s lives.
Mission
Our mission at Wells Station Elementary:
All students: academic achievement –
proficiency and beyond
Philosophy Statement
Our goal is to provide a positive place where each child feels welcome and wanted. We
hold high expectations for honor and achievement. We teach our students to practice
self-discipline and make good choices. It is our desire that everyone works
cooperatively to have a productive and safe learning environment.
Goals and/or Objectives
Goals:
• Decrease office referrals by 15%
• Increase student attendance by 1%
• Decrease Out-of-School Suspensions by 10%
Objectives:
• To increase communication with parents about their child’s behavior as well
as keep parents informed of school behavior policies and rules
• To recognize students for good citizenship, good attendance, and academic
achievement
• To promote an environment where there is respect for each other and for
self, implementing Responsive Classroom methods including Morning
Meeting
• Empower students to make informed decisions for their actions through
conflict resolution and resiliency.
• Incorporate PBIS Incentives
Results
•
•
Decrease office referrals by 15%
Office referrals increased by 1 referral.
•
•
Increase student attendance by 1%
Our attendance increased by .5%
•
•
Decrease Out of School Suspensions by 10%
Suspensions increased by 8 suspensions.
•
Strategies will be to continue Attendance incentives, to fully implement
Responsive Classroom, and to increase Secondary Interventions.
Revised 7/10
9
MCS PBIS Committee 2011- 12
Name of School:
Wells Station Elementary
PBIS Committee is
representative of the
school faculty and
includes an administrator.
Principal* -
Dr. Bobbie J. Williams
Assistant Principal
-
Dr. Shirley Jenkins
Professional School Counselor* -
Judy Delasho
MEA Representative* - Ms. Okwousah
Elected Teacher(s) (2)* Angela Roberts (Intermediate),
(Primary), Zondra Williams (Team Leader)
Regular Ed. Teacher – Ms. Kaaz
Special Education Teacher(s)* - Ms. Jewell
Related Arts Teacher(s) -Teresa Young
Student – Jesus Flores
*Indicates members mandated by
MEA contract
Educational Assistant(s)/ Non-Certified Staff - Ms. Abell, Mr. Ward
Community Member - Ms. Stringer
Parent(s)* -
Eliana Conn
Custodial Staff -
Ms. Banks
Meeting Schedule
See Next Slide for Further Instructions on Names of Team Members
20 Day
Reporting
Period
Approximate
Dates of Reporting
Periods
All data for
period entered
into system (A)
SW PBIS Team
meeting dates (B)
Faculty meeting dates to
report interpretation of
20 day data (C)
1
8/6/12-9/31/12
9/20/12
9/6/12
9/28/12
2
9/4/12-10/2/12
10/8/12
10/4/12
10/10/12
3
10/3/12-11/1/12
11/5/12
11/3/12
11/13/12
4
11/2/12-12/5/12
12/10/12
11/29/12
12/13/12
5
12/6/12-1/19/12
1/18/12
12/17/12
1/25/13
6
1/20/12-2/16/12
2/18/13
1/09/13
2/15/13
7
2/17/13-3/24/13
3/25/13
2/20/13
3/7/13
8
3/25/13-4/21/13
4/22/13
3/19/13
4/21/13
9
4/25/13-5/20/13
5/20/1
4/30/1
5/16/13
Revised 7/10
11
(A)
Name and title of data entry designee: Shirley Jenkins Assistant Principal
(B)
Name and title of person presenting data to Committee:
Teresa Young, Technology Coordinator Data reported by: location, student,
infraction, time of day, number of referrals per day per month and by teacher.
(C)
Person responsible for sharing data trends for previous reporting period with the
faculty.
Name and title: Dr. Zondra Williams, 2nd Grade Teacher
Monitoring Process
Monitoring Process
The School Discipline Team reviews PBIS Data every twenty days. We look at the frequency of
behavioral concerns by individual students and teachers. We also look for trends and locations
where behavior problems are occurring. The conclusions drawn from the data helps us to
determine action and progress toward our goals.
Action Steps
Based upon the Effective Behavior Survey (EBS), the Self Assessment Survey, and the NCLB/Title I
Needs Survey, we have chosen to prioritize the following steps for the 2011-12 school year at
Wells Station:
•
.Behavior Plans will be completed on Tier III Behavior Students.
•
Inform and teach the MCS and Wells Station Attendance Policy to teachers and parents. Target
students with unexcused and multiple absences to provide interventions for good attendance
through the SART Team.
•
Reduce office discipline referrals by providing expectations for classroom interventions for
improved behavior. Monitor interventions for success through Goal Cards, FBA cards, BIP, and
PBIS Discipline data.
Revised 7/10
14
Celebration
•
•
•
•
•
•
Outstanding Classroom Trophy (Each nine-weeks)
Honor Programs each nine-weeks
Zap the TCAP Week
All “E” and Most Improved Parties/Dances
Certificates and prizes for students that make their daily goals on “Goal Cards” (CICO)
Principal’s Honor Roll Luncheon
School Rules
• Keep hands, feet and other objects to
yourself.
• Obey all adults that are in charge.
• Walk at the right pace and talk at the
right times.
Behavioral Expectation Matrix
Rules
Classroom
Cafeteria
Hallway
Restroom
Bus
Keep hands, feet
and other objects
to yourself.
• respect each others
personal space
• stay in assigned
lines
• sit at assigned
tables
• stay in single file
lines
• respect each others
personal space
• Keep hands off
walls and displays
• honor privacy of
others
• respect each others
personal space
• respect each others
personal space
Obey all adults that
are in charge.
• follow directions
the first time given
• pay attention
• follow directions
the first time given
• respond to quiet
hand signal
• follow directions
the first time given
• pay attention
• respond to quiet
hand signal
• follow directions
the first time given
• follow directions
the first time given
• respond to quiet
hand signal
• pay attention
Walk at the right
pace and talk at the
right times.
• respect each other
• speak one at a
time
• raise hand for
permission to speak
• Use inside voices
• Respond to quiet
hand signal
• keep hands off
walls and displays
• respect each others
personal space
• walk on the right
side of the hall
• Observe silence
• respect each others
privacy
• enter/exit the bus
single file
• use inside voices
• pay attention to bus
driver
Be prepared
• Come prepared
• Check your work
• Complete
assignments
• Do your very best
• bring lunch or
money with you
• get everything you
need the first time
through line
• raise your hand
when you need
assistance
• follow directions
given
• move quietly
• be respectful of
others
• take care of your
personal business
• get your teacher’s
permission before
using restroom
• Be on time
• move quietly
• pay attention for
directions
Staff & Office Managed
Behavior Chart
Minor Problem
Behavior (Staff)
Inappropriate
Language
Physical
Contact/Physical
Aggression
Defiance/
Disrespect/
Insubordination/
Non-Compliance
Definition
Minor Examples
Major Problem
Behavior (Office)
Any spoken, written, or
non-verbal
communication that
insults, mocks,
belittles, or slanders
another person.
Comments (profanity)
and gestures that are not
directed at an individual,
harmless rumors. “All
your family is dumb,”
“This sucks,” “Crap,”
“Butthead”, “Stupid”,
“What the!”
Abusive
Language/
Inappropriate
Language/
Profanity
Student engages in
non-serious, but
inappropriate physical
contact.
Silly horseplay, playful
grabbing, pinching, nonaggressive punching or
slapping, chasing,
shoving, inadvertent
physical contact,
stepping on feet
Fighting/
Physical
Aggression
Student engages in
brief or low-intensity
failure to respond to
adult requests.
Talking back, not
following directions,
sleeping, refusal to
complete assignments,
ignoring request of adult
Defiance/
Disrespect/
Insubordination/
Non-Compliance
Definitions
Major Examples
Verbal messages that
include profanity, name
calling or use of words
in an inappropriate
way.
Profanity directed at an
individual, hostile threats
either written, spoken, or
non-verbal
Actions involving
serious physical
contact where injury
may occur (e.g., hitting,
punching, hitting with
an object, kicking, hair
pulling, scratching,
etc.).
Hitting, punching,
kicking, hair pulling,
scratching, choking,
biting
Refusal to follow
directions, talking back
and/or socially rude
interactions.
Refusal to comply with
established rules,
leaving class without
permission, overtly
verbally
defiant/argumentative
18
General Procedure for Dealing with Problem Behaviors
Observe problem
behavior
Find a place to talk with
student(s)
Is
behavior
major?
NO
YES
Ensure safety
Write referral &
Escort student to office
Problem solve
Determine
consequence
Problem solve
Determine
consequence
Follow procedure
documented
Follow
documented
procedure
NO
File necessary
documentation
Does
student
have 3?
YES
Follow
through with
consequences
Send
referral to
office
File necessary
documentation
Follow up
with student
within a
week
How we teach the rules and
procedures
•
•
•
•
•
During the first two weeks of the school year, teachers teach and model procedures and rules. Students practice
through role playing. Assemblies are held to present the school discipline plan and provide behavioral
expectations for students.
All teachers are required to submit their classroom discipline plan to the Assistant Principal during the first week
of the school year. The copy is kept in a binder in the office where administrators or the guidance counselor may
refer to them.
Teachers continue to monitor behavior, daily. If the need arises, individual teachers may ask an administrator or
guidance counselor to speak with individual students or an entire class. All teachers are required to review their
class rules and procedures at the beginning of the second semester.
Rules (with consequences and rewards) and procedures (with student duty charts) are posted in each classroom.
School-wide rules are posted throughout the school building along with the MCS Code of Conduct.
All students memorize a school character pledge which is recited each morning during announcements and at
assemblies.
School Procedures
Entering the Building
• Students arriving before 8:00 a.m. will line up in two single file lines on the side walk
to the main entrance of the building. One line is for students in kindergarten through
3rd grade. The other line is for grades 4-6. Pre-K children enter at designated doors.
• At 8:00 a.m., students on safety patrol enter the building, put on their safety vests,
and take their places at their various assigned positions.
• Students proceed to the cafeteria between 8:00 and 8:15 a.m. with Kindergarten
through 3rd grade children at the tables in the cafeteria. After 8:15 a.m., students
proceed to class. Wells Station is a Breakfast in the Classroom School.
• Students going to the bookstore may go between 8:00 – 8:25 a.m.
• Students arriving between 8:00 -8:15 a.m. must go to their assigned holding areas:
K – 3: Cafeteria (Supervising teacher provides instruction where students are to be
seated.)
4: Library Hallway (Teacher is on duty to supervise.)
5 Music Hallway (Teacher is on duty to supervise.)
While in these areas, students must study, read a book, or sit without talking. At 8:15
a.m. the supervising teacher dismisses the students to go to class.
School Procedures
Halls , Stairs and Restrooms
•
When moving students through the halls and using restrooms, do the following:
•
When you move through the halls with your class, stand about ¾ of the way back toward the end of the line. You
can watch the whole line.
•
Limit corrections in the hall or other communal places. Take it up when you return to the classroom. If you must
correct in common areas, correct quickly and in a firm, soft voice. An effective way to correct a student that is
misbehaving while in line is to take the student out of line and have them walk next to you. This can be done
without even saying a word to the student.
•
Practice hall movement with your students.
•
Teach students to walk on the right side of halls.
•
All students that are out of their classroom without direct teacher supervision must carry a hall pass. (This
includes students going to special education services or ESL.)
•
Do not allow any student to carry pens, pencils, markers, crayons or sharp instruments in the halls, cafeteria or
restrooms. Special education, ESL teachers, and support teachers will need keep a supply of writing instruments
and scissors if your students to use when they get to your class.
•
Teach children to use restrooms or get drinks when your entire class is together under your supervision.
•
If a student must use the restroom, get a drink, or run an errand, send a “buddy” with them. Do not let students go
alone. Pick the “buddy” for the student that is going. Don’t pick students that are best friends or students that you
know you cannot trust when out of your supervision.
•
All teachers are to have a sign-out sheet. This is vital. When a problem happens in the halls or
restrooms, we can catch the person causing the problem many times by checking the classroom sign-out
sheets.
School Procedures
Cafeteria
•
Walk to your assigned serving line door.
•
After picking up tray and entering lunch code number, proceed to assigned tables.
•
After being seated, students may not get up unless he/she raises their hand and receives permission from a lunch
room supervisor.
•
Students may talk using their “inside quiet voices.”
•
If an adult raises their hand (quiet signal), all students must raise their hand and stop talking immediately. Also, if
an intercom announcement occurs during lunch, all students must stop talking immediately to listen to the
announcement.
•
All students are expected to use good manners during lunch. All food is to kept on each student’s own tray. No
sharing of food.
•
At the completion of lunch, cafeteria supervisors will instruct classes to “clean up.” Students place all trash on the
lunch trays and slide the trays toward the end of the table where the trash can is located. The “cleaner” (student
designated by the teacher each week) will dump trash off trays in the trash cans and stack the trays placing
silverware on top. The cleaner takes the trays to the tray window and gets a cleaning rag to wipe the table and
benches. All students are required to look under the table to clean up any paper trash on the floor. If there is a
spill on the floor, the cafeteria supervisor will designate a person to mop up the spill.
Cafeteria Rules
•
Always walk in the cafeteria.
•
Get everything you need on the first trip.
•
Talk quietly.
•
Remain seated.
•
Keep your hands, feet, and other objects to yourself.
•
Respect others’ food and drink.
•
Leave area neat and clean.
School Procedures
Assemblies
•
Enter the room in line with your class
•
Proceed quietly to assigned area
•
Stand quietly until told to sit
•
Sit quietly with feet in front of your and hands to yourself
•
Listen and participate appropriately
•
Use good manners
•
Clap in appropriate places and in appropriate ways
•
There is no cheering or booing unless you are given specific instructions to do so
•
At the conclusion of the program, stand and line up as designated by your teacher
Playground
•
Students will engage in planned activities using appropriate equipment (no footballs or physical contact games)
•
Choose the play area based on availability
•
Students will follow directions and rules as set by the supervising teacher
Classroom Procedures
Develop a relationship with your students
•
Treat all children with compassion and caring.
•
Get acquainted with your students and their parents.
•
Never begin the day with a student with negative comments or looks.
•
Listen to your students. Provide a brief minute or two to show you care and respect their needs.
•
Do not argue with your students. Make your corrections short and move on.
•
Keep your voice down and talk calmly, but firmly. Let your voice show that you are professional, serious, and
sincere.
•
When you move through the halls with your class, stand about ¾ of the way back toward the end of the line. You
can watch the whole line. Limit corrections in the hall or other communal places. Take it up when you return to
the classroom. If you must correct in common areas, correct quickly and in a firm, soft voice. Practice hall
movement with your students.
•
Do not let your students out of your sight! Most discipline problems occur when students are not being
properly supervised. As long as your students are with you, you are never off duty.
Learning Environment
•
Help plan the layout of the room to reduce traffic flow problems, keep all areas visible to the teacher and the
teacher visible to the students, make displays, instructions, & clocks visible to all work areas. Plan an area near
the teacher for students who need closer supervision, for materials or samples displays, and for collecting papers
and projects.
Classroom Procedures
Teachers are also are required to do the following supervision:
•
Morning duty, as assigned. When on morning duty, the staff member must be on duty no later than 8:00 a.m.
Most duty will be completed by 8:15 a.m., but the teacher should make necessary arrangements for the arrival of
their students if duty is required beyond 8:15 a.m. No duty shall exceed 8:30 a.m. unless an administrator
requests the teacher to do so. In this event, the administrator shall make the necessary provisions for care of the
teacher’s students.
•
All teachers will be at their classroom doorway assisting in morning hall supervision from 8:15 a.m. until 8:30 a.m.
Teachers located near doorways or restrooms are also required to help provide supervision in those areas.
Teachers assigned to morning duty may not necessarily be at their doorways during their duty week. Teachers
adjacent and next door to a teacher on duty are asked to help supervise the duty teacher’s area.
•
Afternoon duty, as assigned. Support teachers will receive a weekly assignment Homeroom teachers will also
receive an assignment for the school year.
Setting Up Routines and Procedures
•
Protect learning time with excellent plans and routines. Make a large investment of time during the first six-week
grading period to set up your classroom management routines. Model and have students practice what you want.
This investment will pay huge dividends. What you do on the first day of school and during the first six-weeks will
determine how your relationships with students and parents will be for the remainder of the school year. Make a
point to meet all of your parents/guardians within the first two weeks of school. Refer constantly to The First Days
of School by Harry K. Wong and Rosemary T. Wong. A copy has been provided for every teacher at Wells Station
Elementary.
•
Provide expectations (in writing) to your students for each set of procedures, routines, rules, and especially
student learning. Begin with the end in mind. Know exactly what you want each student to accomplish and what
it takes to achieve mastery. Convey these expectations in a clear and concise manner making sure that every
Classroom Procedures
student understands what you want them to do and what you want them to master. Conveying expectations to
students has been proven in research to be one of the single most effective ways of raising student
achievement!
• Rules need to be written, posted, and enforceable by the teacher. A copy of the rules should be sent home and
signed by parents. Teach the students the rules and routines. Explain your expectations. Teachers who routinely
refer misbehavior to "the office" can also create the impression that the teacher can't handle problems. Try to solve
your own problems but ask for specialists or administrator help. Consistency in enforcement is critical.
Uneven application (random?) decreases impact and is unfair.
School Wide Incentives
•
•
•
•
•
•
Outstanding Classroom Trophy (Each nine-weeks)
Honor Programs each nine-weeks
Zap the TCAP Week
Alll “E” and Most Improved Parties/Dances
Certificates and prizes for students that make their daily goals on “Goal Cards” (CICO)
Principal’s Honor Roll Luncheon
Teacher Incentives
• Attendance certificates
– Each nine weeks
• Appreciation luncheons
– Administrative Days
– National Teacher Recognition Week
Revised 7/10
29
Identify Your Resources for
Incentives
•
•
•
•
Adopters
Fundraisers
P.T.O.
Churches
Communication with Parents
•
•
•
•
•
•
•
•
Title I Meetings
School Calendar
Assemblies
Honors Programs
Student Handbook
Flyers
Newsletter
(All Bilingual)
Character Education
•
•
•
•
•
•
•
•
•
Character Pledge each morning on announcements
No-Bullying Program
Most-Improved Awards (Each nine-weeks)
All “E” celebrations for “E’s” in conduct and work habits
Guidance Classroom Visits:
Bully Awareness, Healthy Choices, Relationship Enhancement
Conflict Resolution
Resiliency Program
School Safety Patrol
Classroom Character Education Discussions
ATOD Prevention
Activity
Dates
Person In-Charge
Red Ribbon Activities
Oct. 22 – 26, 2012
Jud Delasho, Guidance
Counselor
Healthy Choices Week
Nov.26 – Nov 30, 2012
Judy Delasho, Counselor.
Sports Explosion
Sept. 21, 2012
Beverly Griffin, P.E.
Lessons in P.E. on healthy
choices and drug
prevention
Aug. 13 – Aug 31, 2012
& on-going throughout the
school year
Beverly Griffin, P.E.
Health Curriculum
Aug. 2012- May 2013
Classroom Teachers
Well-Child Physicals
Spring 2013
Judy Delasho, Guidance
Counselor
Violence Prevention Programs
Activity:
Taught by:
Taught to:
Dates
Character Pledge
Classroom Teachers
Students
Daily
No-Bullying Program
Shirley Jenkins, Asst.
Principal
Students
August 2012
Anti Bullying
Presentation
Judy Delasho,
Counselor
Faculty
9/26/2012
Guidance Classroom
Visits:
Bully Awareness
And Prevention &
Relationship
Enhancements
Judy Delasho,
Guidance
Students
Oct. 23-Nov. 9, 2012
Nov. 7-Dec. 15, 2012
Conflict Resolution &
Resiliency Groups
Ralph Rogers,
Social Worker
Students
Thursdays, beginning
Oct 3, 2012 –
May 17, 2013
School Safety Patrol
4th and 5th grade
Classroom Teachers
Peer Mediation
Judy Delasho,
Guidance
4th
and 5th Grade
Students
Selected 5th grade
students
Aug. 18, 2012 – May
23, 2013
Oct 2012– May 2013
Tier 2/Intervention Team
• School Counselor, administrator, appropriate
instructional staff and behavior related
personnel.
• Will monitor group and targeted interventions
such as group counseling, Check in Check
out, and skill building.
• Evaluate outcomes of interventions and
make adjustments for students
Revised 7/11
35
Tier 2 Intervention Plan
•
•
•
Describe secondary interventions for students who have been referred to the office 2-5 times,
such as:
Students with repeated or multiple infractions:
Meeting with parents
Behavior Plan Written, signed and implemented
Goal Card for Daily Monitoring with Incentive Program (CICO)
Functional Behavior Assessment anecdotal records
Social Worker, administrator, and guidance classroom observations
Students referred for specific behavioral concerns:
Resiliency Groups
Conflict Management Groups
Individual Counseling
Secondary Intervention
Evaluation
What are we using to evaluate and what are your indicators of progress for secondary interventions?
•
Monitoring of:
Goal Cards (CICO)
Report Cards
Disciplinary Referrals
PBIS Chancery Reports
Teacher Conference Notes
FBA Cards
I.E.P. (Special Education)
Additional Tier 2 Interventions
– Self monitoring programs
– Think sheets
– Peer mediation
– Increased academic/behavioral supports &
practices
– Parent Training & collaboration
– Self management training and support
– Social skills instruction
– Behavioral Contract
– Others
Revised 7/11
38
Tertiary Interventions
•
•
•
School Support Team (S-Team) identifies and plans for these students
Functional Behavior Assessments (FBA) are implemented as recommended through S-Teams. A
comprehensive Behavior Intervention Plans are written based upon FBA.
Success is monitored through:
Follow-up Meetings
Goal Cards (CICO)
Parent Conferences to review progress on the BIP and revise as needed
Insert Your 11-12 Triangle
3%
5%
100%
6%
15%
0%
1%
0%
1%
90%
80%
70%
60%
50%
80%
92%
99%
99%
PBIS Discipline
Triangle
Wells Station
Elementary
2012
40%
30%
20%
E S. Clark
PBIS EXTERNAL COACH
10%
0%
PBIS
2009-2010
2010-2011
Revised 7/11
2011-2012
40