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Memphis Health Careers Academy School-wide PBIS Plan

(Discipline Plan) 2015-2016

80 W. Olive St.Memphis, Tennessee

Brenda W. Diaz, Principal

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Guiding Principles• All students can learn and learn at higher levels• Educating 21st Century learners to be productive and successful citizens

with expertise in the health science is the primary focus of our school• Our administrators, teachers and staff take pride in demonstrating rigorous,

yet engaging learning activities• Differentiated Instruction is designed to accommodate diverse learning

styles while valuing each student’s unique needs• Student’s right to a safe, secure environment with equitable, consistent

discipline which are key factors in developing student trust• Course work offered to students is designed to prepare them to

demonstrate career and college readiness on standardized tests (ACT, EOC, Advanced Placement, Dual Enrollment, career certification exams) and work-based learning opportunities

• All stakeholders (parents, community leaders, business partners, educators, and students) are accountable for students’ success in and out of school

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Vision

Memphis Health Careers Academy High School will prepare students intellectually and socially; thereby, enabling them to become self-sufficient lifelong learners; global citizens of integrity and innovators in the health science field.

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Mission

Our mission is to educate students with an emphasis on Mastery, Honor, Character and Achievement.

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Philosophy Statement

MHCA, with parents and the community as partners, believes that all students can learn and be challenged to become lifelong learners; productive and successful citizens; and competent Healthcare professionals. By maintaining a small focused learning environment that offers academic rigor, safety and security, our school ensures that students are able to make academic progress each year. Our philosophy also embodies the concept of providing an environment that is challenging and supportive as it is technologically advanced. All stakeholders are committed to helping prepare students intellectually as they exemplify mastery, honor, character and academics in their pursuit of Healthcare professions.

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Goals or Objectives

Decrease suspensions by 20% (from 46 down to 18)

• Our goals for 2014-2015 is to manage 9th grade discipline infractions and maintain office referrals to a minimum of 2 per teacher per month and keep the total number of suspensions for the year to less than 18 for the entire school year( a 20 % reduction). In addition we will strive to exceed the SCS District’s expected student attendance by 2%.

• Our primary objective will remain to keep students on task and engaged with rigorous and relevant learning whereby discipline issues should be kept to a minimum level. In addition, student absences are expected to decrease as a result of our continued concentrated efforts to monitor student attendance, by calling parents when students are absent and providing attendance incentives.

Revised 7/12

MHCA 2014-2015 BEHAVIOR DATA

TOTAL REPORTED REFERRALS

Revised 7/12

MHCA 2014-2015 DISCIPLINE DATA

Revised 7/12

Click to edit the outline text format

Second Outline Level Third Outline

LevelFourth Outline Level Fifth Outline Level

Sixth Outline Level

Seventh Outline Level

Eighth Outline Level

Ninth Outline LevelClick to edit Master text styles Second level

Third level Fourth level

• Fifth level

SCS School-wide PBIS (Discipline) Team Worksheet 2015-16

Name of School:MHCA HighPBIS Team is representative of the school faculty and includes an administrator.

Fill in the names of teammembers and designate counselor

who will serve as TeamLeader (TL) / Internal Coach

*Indicates members mandated by MEA contract; others may be invited as needed

See next slide for further instructions

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Principal* : Brenda W. Diaz

Assistant Principal: Taisha Nelson

Professional school Counselor* : Mannesha Brooks

School Social Worker : Tammy Dorsey- Davis

General Education Teacher(s) : J Harris

MEA Representative* :

Elected Teacher(s) (2)* : J. Harris/ C. Woods

Special Education Teacher(s)* : Anita Hines

Related Arts Teacher(s): Lauren Flannigan

Students: Skykar Jones, Takhya Farmer

Educational Assistant(s)/ Non-Certified Staff : P. Jeffries/ Ivy

Community Member: Angela Hughes

Parent(s)* :

Central Office or Board of Education Member:

Cafeteria Staff: Ms McKinney

District PBIS Coach: Caressa Liggins-Green

Revised 7/12 12

Meeting Schedule20 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 8/6/13-8/31/13 8/29/13

2 9/4/13-10/2/13 9/27/13 10/8/13 11/5/13

3 10/3/13-11/1/13 10/30/13 10/31/13 11/5/13

4 11/3/13-12/5/13 12/3/13 12/6/13 1/7/14

5 12/6/13-1/17/14 1/16/14 1/22/14 2/4/14

6 1/22/14-2/19/14 2/14/14 2/20/14 3/4/14

7 2/20/14-3/26/14 3/21/14 3/28/14 4/1/14

8 3/27/14-4/24/14 4/22/14 4/25/14 5/6/14

9 4/25/14-5/22/14 5/20/14 5/22/14 N/A

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Monitoring Process

The S-Team includes administrators, teachers, parents, students and other concerned staff. The team will evaluate and discuss student performance and behavior. The teachers will inform the team of student classroom performance. Student behavior will be recorded and maintained by office personnel. The S-Team will develop a plan to improve student behavior. All teachers are to inform the team of any changes made in the program plan.

Celebration

Student Level: Award Programs, Free Dress Days, Most Improved Student Award, Honors Program, Student of the Month spotlight

Teacher Level: Faculty Luncheons, “Just Jeans Day”, Teacher of the Month spotlight

Incentives: End of year honors assembly, weekly birthday announcements, awards, honors awards, monthly perfect attendance free dress days

Creative Programs/Partnerships: Scrubs Days, Adopters/Partnerships with UT Health Science Center, Baptist Memorial Health Care, and Saint Jude’s

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Revised 12/13 15

School RulesMHCA Students Will Always Be:

ParticipatingPolitePositivePreparedPunctual

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Behavioral Expectation Matrix

School-wide Rules

Class-room

Cafeteria Hallway Restroom Bus

Participating X X X N/A

Polite X X X X N/A

Positive X X X X N/A

Prepared X N/A

Punctual X X X X N/A

Sample Staff & Office ManagedBehavior Chart

Minor Problem Behavior (Staff)

Definition Minor Examples Major Problem Behavior (Office)

Definitions Major Examples

Inappropriate Language

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

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

Physical Contact/Physical

Aggression

Student engages in non-serious, but inappropriate physical contact.

Silly horseplay, playful grabbing, pinching, non-aggressive punching or slapping, chasing, shoving, inadvertent physical contact, stepping on feet

Fighting/ Physical

Aggression

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

Defiance/ Disrespect/

Insubordination/

Non-Compliance

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

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

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Minor Problem Behavior (Staff)

Definition Minor ExamplesMajor Problem

Behavior (Office)

Definitions Major Examples

Inappropriate Language

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

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

Physical Contact/Physical

Aggression

Student engages in non-serious, but inappropriate physical contact.

Silly horseplay, playful grabbing, pinching, non-aggressive punching or slapping, chasing, shoving, inadvertent physical contact, stepping on feet

Fighting/ Physical

Aggression

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

Defiance/ Disrespect/

Insubordination/

Non-Compliance

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

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

Progressive Discipline Plan

We will adhere to the SCS Student Code of Conduct 2015-2016. Intervention strategies and disciplinary measures for each offense level will be implemented accordingly.

We strive to maintain an educational environment where students are held 100% accountable for themselves and their actions at all times, learn skills and attitudes necessary to prevent misbehavior and act appropriately through out the school day.

The progressive discipline plan step process illustrated on the next 5 pages are our general procedures for addressing problem behaviors.

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MHCA PROGRESSIVE DISCIPLINE PLAN

MHCADiscipline Points System

• Come in and be seated .

• Wait for your grade level/ table to be called

• Get everything you need while you're up getting lunch.

• Silent lunch the last minute.

Stay to the right

No yelling

Discipline Points System

Discipline Chart

The Details• 5 point per teacher per week.• Teacher will give 1 eagle buck per every 5 points.( 1 eagle buck per week) • Each teacher should identify rewards to be given each week in exchange for Eagle Bucks. This should be posted in their rooms.

Consequences

Teacher Responsibilities •Keep reasons for not earning points•Track the data and post it in the classroom.• Point deducted based on discipline infraction by student ( e.g. tardy; no supplies; checking; yelling; disrupting class; on floor without permission; )•Reward students weekly.•Implement consequences weekly based on point accumulation. ..without fail. •Be consistent•Be fair

Student Responsibilities

Track your own data Redeem your eagle bucks and signed tracker for school –wide incentives.

School-wide Monitoring• School wide monitoring bi weekly and every 20

days

•  School wide Incentives will be given each 20 days in exchange for Eagle Bucks and signed student discipline tracker.

• A school wide behavior tracker is kept by grade in Admin room

SCHOOL WIDE MONITORING

BUCKS REWARD

20 2 Uniform-Free Days,1 Homework Pass

19- 15 1 Uniform- Free Days1 Homework Pass

14- 10 1 Homework Pass

Grade Level Fight and Referral Free Incentives

20 days Incentive

1st Intramural games

2nd Hat Day

3rd Movie Day

4th Jersey Day

5th Jean day

6th Movie Day

7th Jersey Day

8th Intramural games

9th Movie Day

Teach the Rules, Expectations and Procedures

• Direct Instruction from teacher: Teachers will teach students “how to do school” (classroom/school procedures) everyday for the first week of school during each class period

• School Rules are posted prominently through out the building and each classroom – each student provided a color copy of the 5 School Rules

• Student Intervention through implementation of task: Write a contract with the student specifying what behavior is expected and what reinforcement will be made available when the terms of the contract have been met. Encourage students to develop an awareness of the consequences of his/her behavior by writing down or talking through problems using peer mediation. Communicate with the parents to share information concerning the students’ behavior encouraging parents to reinforce positive behavior.

• Group discussions or summation: Conduct discussions concerning appropriate behavior and when necessary conduct entire school group discussions allowing students to freely give input

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Teaching Behavioral Expectations

Sample Lesson Plan Define the Expectation: Provide a Rationale: Teach the Critical Discrimination: Demonstrate Appropriate Behavior Demonstrate Unacceptable Behavior Practice telling the difference with multiple examples If there is a “signal” teach the signal (when should the appropriate behavior occur?) Teach for fluency? How will this skill be maintained?

Annual PBIS Kick-off

• Teach SCS Code of Conduct• Teach School-wide Rules and Behavior

Expectations from matrix during school-wide assembly

• When district and school universal rules and expectations are understood, celebrate the beginning of a new, positive school year

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School Procedures School-wide assembly with Administration going over SCS Code of

Conduct 2015-2016 page by page as students look at their own copy Direct Instruction from teacher: Teachers will teach students “how to do

school” (classroom/school procedures) everyday for the first week of school during each class period

School Rules are posted prominently through out the building and each classroom – each student provided a color copy of the 5 School Rules

Student Intervention through implementation of task: Write a contract with the student specifying what behavior is expected and what reinforcement will be made available when the terms of the contract have been met. Encourage students to develop an awareness of the consequences of his/her behavior by writing down or talking through problems using peer mediation. Communicate with the parents to share information concerning the students’ behavior encouraging parents to reinforce positive behavior.

Group discussions or summation: Conduct Advisory Group discussions concerning appropriate behavior and when necessary conduct entire school group discussions allowing students to freely give input

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School-wide Incentives

•Student of the Month

•Positive Behavior Program (Eagle Bucks) starting to reward students for behaving properly.

Revised 12/13

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Sample Incentive Ticket for School

Eagle Bucks Rewards

• Free-dress day

• Homework pass

• Bonus points

• Emergency bathroom pass (30/30

exception)

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Teacher Incentives

•Teacher of the Month.

•Recognition for exceptional performances will be given at the weekly Professional Development Meeting

•Spotlight in the weekly Principals Points weekly e-mail

•Teacher Appreciation Luncheons

Revised 7/09 40

MHCA High Teacher RecognitionMHCA Teacher Moment

I would like to share that Mr./Mrs. Miss

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Resources for Incentives

• Adopters- Regional One Health

• Community agencies and businesses

• Restaurants

• Fundraisers

Communication with Parents & Community

•MHCA communications with parents and community members about PBIS and the School-Wide Discipline Plan are included on teachers Parent Contact Logs.

•Title I parent community meetings are held each semester to provide information concerning the use of funds.

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Character Education

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ATOD Prevention

MHCA High communicates ATOD prevention education through morning announcements, curricula, class meetings, seminar days visual displays and extracurricular activities.Morning Announcements – Student Leaders at 9 AM

Curricular – Biology and Health Science education

Class Meetings – Student leaders – Varies.

Professional Seminar Days – Community Stakeholders – Quarterly

Visual Displays – Anti-ATOD poster display prominently throughout the school

Extracurricular Activities – Debate Team

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Bullying PreventionTraining with faculty:

Date: First 9 weeks of school.

Frequency: Beginning of each Semester

Provided by: Principals, Faculty and Staff

Bullying/Intimidation: Bullying is recognizable as an aggressive behavior that is intentional and involves an imbalance of power or strength.

Early stages of bullying:StressWithdrawalDepression/ AnxietyDecrease in academic performanceExcessive Absenteeism

StrategiesPost no-bullying signs through-out the schoolBullying prevention efforts will be coordinated and maintained throughout the school year.Faculty and staff will acknowledger and initiate intervention plan

Training of students: Please give implementation details

Date: First 9 weeks of school and first week of second semesterProvided by: Health Sciences TeacherFrequency: Beginning of each SemesterStudent body receives training

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Violence Prevention Projects

The following programs are conducted throughout the school year by the principal, counselor or staff. Students receive the training each semester

• Senior/Freshman Mentor/Mentee Project

•Community Speakers

Tier 2/Intervention Team (For Students with 2-5 Office Referrals)

•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

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Discipline Intervention Strategies

Increased academic/behavioral supports & practices

Parent Training & collaboration

Self management training and support

Social skills instruction

Behavioral Contract

Others

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Tier 3 Tertiary Interventions (For students with 6 or more office referrals)

School Support Team (S-Team) identifies and plans for these students by:•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

Number of expulsions 2014-15: 0

Number of suspensions 2014-15: 50