Revised 7/121 Oak Forest Elementary School-wide PYP-PBIS Plan (Discipline Plan) 2014-2015 7440...

Revised 7/12 1

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 9/14 2

Oak Forest’s Guiding PrinciplesOur 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 3

Oak Forest’s Shared VisionIn collaboration with our stakeholders,

Oak Forest strives to be a community of internationally-minded, tolerant,

knowledgeable, and productive citizens.

Revised 9/14 4

Oak Forest’s MissionOak Forest’s mission is to develop active, lifelong learners who solve real world problems, collaborate with peers, respect diversity, and inspire others.

Revised 9/13 5

Oak Forest’s Character Points and Values

Primary Years Program

International Baccalaureate Candidate School

IB Learner Profile

Reflectivehow to be better

Reflectivehow to be better

KnowledgeableI know it

KnowledgeableI know it

Thinkersuse my mind

Thinkersuse my mind

Open-Mindedlisten to others

Open-Mindedlisten to others

Inquirersask questionsInquirers

ask questions

CommunicatorsShare ideas

CommunicatorsShare ideas

Principleddo what’s rightPrincipled

do what’s right

Balancedcare for myself

Balancedcare for myself

Caringbe kindCaringbe kind

Risk-Takerstry new thingsRisk-Takerstry new things

6Revised 9/14

Appreciation: 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 needs of others

IB/PYP Attitudes

7Revised 9/14

IB Action Cycle How do we want students to act?

8Revised 9/14

Revised 9/14 9

Oak Forest’s PBIS Team Philosophy Statement and Essential Agreements

Combining what we know to be essential to the PBIS and IBphilosophies, 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 10

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%

10/14 11

Results 2013-141. 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


4. Maintain or reduce fights by 5%. Met Goal


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 Goal7. 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 SYData sources include: SMS, and Tableau

Historical PBIS Behavior Continuum Pyramid Data

0%

50%

100%

Red ZoneYellow ZoneGreen Zone

10/14 12

Historical Analysis of Data Dashboard

Revised 10/14 13

0

200

400

600

800

1000

1200

Referrals Expulsions Suspensions Fights

2011-2012

2012-2013

2013-2014

Revised 9/14 14

Goals 2014-15

1. Maintain or reduce overall discipline referrals by 5%.

2. Maintain or reduce expulsions by 5%.

3. Reduce overall suspensions by 5%.

4. Reduce fights by 5%.

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%

10/14 15

Expected Outcomes Based on Goals

1. Maintain overall discipline referrals at 49 or reduce by 5% to 47 or less.

2. Maintain number of expulsions at 0.

3. Maintain number of suspensions at 33 or reduce by 5% to 31 or less.

4. Reduce overall number of fights by 5% to 17 or less.

5. Maintain number of male discipline referrals received at 34 or reduce by 5% to 32 or less.

6. Maintain attendance rate at 96% or increase attendance rate by 1% to 97%.

7. 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

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

16Revised 9/14

Revised 9/1417

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

(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, PrincipalDetermine 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 CounselorTeam may wish to lead faculty in brainstorming intervention strategies based on data. Share successes and areas of continued efforts.

18

Team members listed below are responsible for following PBIS defined duties:

Revised 9/14

Revised 9/14 19

Monitoring Process1. 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 10/14 20

Monitoring ProcessOn 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 theNovember 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

21

Oak Forest Elementary Action Steps 2014-2015 Action Plan for School-Wide PBIS

Action Number

Action( Who Does What?)

By When? (Date)

How will we know it is done? (Data Source)

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.

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.

3. Team will provide feedback to Mrs. Jessee and she will make revisions to this year’s PBIS (Discipline) Plan.

At least 1 day before each

monthly meeting

Follow PBIS Team meeting calendar

July 28, 2014-Nov. 5, 2014

Meeting agenda and sign in sheet will be created by Mrs. Jessee

Faculty mtg. Agenda/sign-in

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.

Establish SWPBiS Team

1. Ms. Joyner will confirm team by August 6. 2014 faculty meeting.

2. Regular meeting schedule and effective operating procedures will be established by team

3. Committee/Workgroup review will be an ongoing process

August 6, 2014

September 3, 2014

Monthly meetings

Names submitted to Ms. Jessee

September agenda and meeting minutes

Meeting agenda, sign in sheet, and task sheet, and Action Plan

Conduct Self-Assessment

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.

2. Mrs. Jessee will summarize past school year and present to team. Mrs. Joyner will present/summarize current discipline data at PBIS Team meetings.

3. Review of task and needs assessments. Team members according to assignment.

Provided by District

Follow PBIS Team meeting calendar

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 district10/14

22

Action Numbers


By When? (Date)


Teach Behavioral

Expectations Associated with

School Rules

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.

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.

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.

Aug. 4-29, 2014

Aug. 6, 2014

August 11, 2014

August 4, 2014On-going

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

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.

School Rules/Behavior Matrix posters are highly visible in all areas of the building. Students are able to recite from memory when asked.

Develop & Implement

School-wide System for

Rewarding Rule Following

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.

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.

3. Timeline of events followed through with by team members responsible for event in a timely manner.

Sept. 3, 2014October 1, 2014

Incentive Schedule for

2014-15

Incentive Schedule for

2014-15

Develop and Implement Array

of Procedures for Addressing Rule Violations

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)

discipline data per 20 day report

Tableau available data

Pre-referral behavior chart given to teachers by Ms. Joyner. 20 day discipline data analysis of discipline trends, PBIS monthly reports

Ms. Joyner will give approve reward system and it will be published.

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 teacher classroom promotion.

10/14

Oak Forest Elementary Action Steps 2014-15Action Plan for School-Wide PBIS

23

Action Number


By When? (Date)


Discipline data are gathered, summarized

and reported to staff to make

decisions

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.

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

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.

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: school-wide, non-classroom, classroom, and individual student systems.

Walk-throughs/JoynerIB club/JesseeE club/Jessee and PTOCafé Compliment/ParrottBus Behavior/RawlingsMovie Day/WoodsSock Hop/HallTalent Show fund-raiser/LathamKarioki/Ding.Latham,McCoyBounce Fun Field Day/Coach McCoy,WatsonSpotlights/Hughes

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.

Oak Forest Elementary Action Steps 2014-15Action Plan for School-Wide PBIS

10/14

Revised 9/14 24

Celebration

Oak Forest communicates successes school-wide, 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

PYP Academic and Behavior AssemblyGrades K-2Grades 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

25Revised 9/14

OAK FOREST SCHOOLPYP – 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

26Revised 9/14

OAK FOREST ELEMENTARY SCHOOL PYP – PBIS

Self-Management SkillsEssential 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. 27Revised 9/14

IB Action Cycle How do we want students to act?

28Revised 9/14

School-Wide Agreements

Hallway Classroom Cafeteria Restroom Bus Multi Purpose

Room

Internationally Minded

Greet others politelyand show manners. Respect myself, others, and my school

Do what is culturallyappropriate in all thelanguages I speak.

Be aware of whatyou put in yourbody. Eat right, stayhealthy and keepan open mindabout food.

Do your part to stay clean and keep everyone healthy. Always wash your hands.

Think of others, berespectful and besafe.

Be a respectfulparticipant at allassemblies. Keep an open mindduring allcultural events.

Be Safe

Keep my hands, feet, and other objects to myself at all times.

Adhere to theprocedures andbehavioralexpectations of allteachers.

Walk in the cafeteria at all times. Pay attention to who iswalking near you with a tray and stay seated.

The restroom is not aplace to play.

Stay in your seatwhile the bus is inmotion. Keep feet,hands, and otherobjects to yourself atall times .

Enter and exit in anorderly manner.Listen to directionsthe first time theyare given.

Be Respectful

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 mannerswhile eating. Berespectful and eatonly your own food.

Remain silent.Respect others’personal space.Use the restroom ina timely manner.

Listen to the busdriver’s directionsthe first time theyare given. Have respect and keepthe bus clean.

Listen attentively,be silent and keep your eyes on the speaker.

Be Responsible

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 orurinal after use. Pickup tissue and papertowels you may havedropped on the floor.

Keep your books,papers, and trash inyour book bag whileon the bus.

Sit quietly and stay in your seat.

Be Positive

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 asyou would like to bespoken to. Never useprofanity.

Be ready and willing to participate.

PYP – PBIS Essential Agreements

29Revised 9/14

PYP – PBIS Essential AgreementsSchool-Wide Hall Agreements Learner Profile Attitudes

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

5. Follow directions the first time they are given.

Knowledgeable, Principled Commitment, Respect 30

Revised 9/14

PYP – PBIS Essential AgreementsSchool-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

5. Follow N.E.D. (Never give up, Encourage each other, Do your own best.)

Inquirers, Knowledgeable, Principled

Commitment, Respect

31Revised 9/14

PYP – PBIS Essential AgreementsSchool-Wide Cafeteria


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.


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

32

Revised 9/13

PYP – PBIS Essential AgreementsSchool-Wide Restroom


1. Do your part to stay clean and keep everyone healthy. Always wash your hands.

Principled, Caring, Reflective


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.


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.


Commitment, Respect

33

Revised 9/14

PYP – PBIS Essential AgreementsSchool-Wide Bus


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


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.


Commitment, Respect

34

Revised 9/13

PYP – PBIS Essential AgreementsSchool-Wide Multi-purpose Room


1. Be a respectful participant at all assemblies. Keep an open mind during all events.

Inquirers, Open-mined, Thinkers, Communicators, Reflective


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.



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

35

Revised 9/14

Staff & Office ManagedBehavior Chart

Minor Problem Behavior (Staff) Major Problem Behavior (Office)

Violation of school uniform dress code Vandalism/graffitiExcessive talking Bus Misconduct

Disruptive behavior Disruptive behavior (continued)

Insubordination Insubordination (continued)

Misconduct Misconduct (continued)

Profanity/Inappropriate languageSerious threat against another student or

against school personnel

Defiance 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

36

Revised 9/14

Revised 9/1437

Discipline Procedures Flow Chart for Dealing with Problem Behaviors

Observe problem behavior

Verbal Warning

Phone call to parent

Letter of redirection

Refer to counselor

The teacher will send referral to office

Administrator will send for student

The administrator will interview and gather witnesses’ statements as needed

The Administrator will determine consequences

The teacher will write referral

The Administrator will make parent contact

The teacher will ensure safety

Is behavior

major?

YESNOFollow school-wide classroom management system

Contact an administrator to determine if student should be escorted to the office immediately

School Conference with parents and behavior contract

The Administrator will file necessary documentation

Refer to office with completed Discipline Tracker

Teach the Rules, Expectations, and Procedures

Oak Forest utilizes the following methods toteach 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

38Revised 9/14

39

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

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

41

Annual PBIS Kick-off

1. 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.

2. 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.

3. 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.

41Revised 10/14

Revised 9/1442

School ProceduresEntering 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 43

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

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 Signals1. The “Thumbs-Up”

“Thumbs-Up” is used as a positive, informal signal, generally indicating a job well done.

Revised 9/14 47

http://www.clker.com/clipart-2748.html



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 SignalThe 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

50

School Wide IncentivesStudents 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 DayFriday, January 16, 2014 Sock-Hop Friday, March 27, 2014 Karaoke EventFriday, 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 EventSponsored 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

Revised 9/14 51

Impressive Behavior Club Ticket Example

Name___________________ G/S_________

COOPERATION

When he/she…__________________________________________

Teacher______________________ Date________________

Revised 9/14 52

IB in ActionImpressive Behavior Club Celebrity Book

Date Read:________ Book Reader: ________________

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

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 Kim JesseePrincipal School Counselor

9/14 53

5454

Oak Forest Elementary 2014-2015

Code of Behavior Most Improved Award

9/14

Classroom IncentivesClassroom 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”)

9/14 55

Revised 9/13 56

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

5757

Spotlighting…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

589/14

Teacher Incentives

– IB Club 10 in a row drawing/teacher reward– PTO snacks/gifts– Principal’s Recognition “Ducky Award”

5959

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 fund- raising efforts by the PBIS Team

9/14

Revised 9/14 60

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

6161

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

9/14

6262

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

6363

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.

9/14

64

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 on-line at www.pacer.org/bullying/bpaw/toolkit.asp Students will be invited to complete a promise certificate “I’m A Kid Against Bullying”.

9/14

http://www.bullyingawarenessweek.org/

http://www.nonamecallingweek.org/

http://www.pacer.org/bullying/bpaw/toolkit.asp

6565

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.

9/14

6666

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

9/14

6767

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.

9/14

6868

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.

9/14

69

• 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.

69

Intervention Strategies (cont’d)

9/14

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• Others self-help options 9/14 70

9/14 71

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

7272

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.

9/14

73

• 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.

73

Secondary Intervention (Tier 2) Evaluation

9/14

74

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.

9/14

75

• 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.


• 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.


Tertiary Interventions (Tier 3)

9/14

7676


• 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.


Tertiary Interventions (Tier 3)

9/14

77

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.

9/14

78

PBIS Green zone 0 – 1, yellow zone 2 – 5, red zone 6+ Office Referrals

Tier 1Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Tier 2Secondary Prevention:

Specialized GroupSystems for Students with At-Risk Behavior

Tier 3Tertiary Prevention:

Specialized Individualized

Systems for Students with High-Risk Behavior

80% of Students

5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

15%

9/14

Revised 10/14 79

Oak Forest 13-14 Triangle

0

100

200

300

400

500

600

98% 2% 0%

Green Yellow Red

Revised 8/14 80

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/

http://riseprojectmemphis.org/

http://www.pbismaryland.org/

http://www.pbis.org/


http://miblsi.cenmi.org/

Carolyn Fuller 416-5884

9/14 82

PBIS Staff Assigned to Oak Forest

Revised 8/14 83

Manager Behavior & Student Leadership

Randy McPherson, EdD, LPC, NCSC, NBCT

416-6344, fax:416-1148

84

Documentation & Monitoring

Student Code of Conduct Sept. 5 Keep in PBIS FolderSWDP Sept. 26 Post to School Website

Provide hard copy to your PBIS counselor

Staff SWDP Ratification Sept. 26 Keep in PBIS Folder/NotebookBullying (suicide/abuse) Oct. 10 MAD Training was provided to counselors

take back to schoolSWDP(1) Sept. 5 Keep Minutes in your PBIS Folder/NotebookSWDP (2) Oct. 10 Keep Minutes in your PBIS Folder/NotebookSWDP(3) Jan. 9 Keep Minutes in your PBIS Folder/NotebookSWDP (4) Mar 13 Keep Minutes in your PBIS Folder/NotebookSWDP(5) May 15 Keep Minutes in your PBIS Folder/Notebook

9/14

85

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

http://www.edprodevelopment.com/











Revised 7/121 Oak Forest Elementary School-wide PYP-PBIS Plan (Discipline Plan) 2014-2015 7440...

Documents

Transcript of Revised 7/121 Oak Forest Elementary School-wide PYP-PBIS Plan (Discipline Plan) 2014-2015 7440...