Revised 9/121 Berclair Elementary School School-wide PBIS Plan (Discipline Plan) 2012-13 810 N....

Revised 9/12 1

Berclair Elementary School School-wide PBIS Plan

(Discipline Plan) 2012-13

810 N. Perkins

Memphis, TN 38122

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Guiding Principles• Beliefs

– Student learning is the chief priority for our school and is the primary focus of all decisions and policies impacting our school.

– High expectations are an essential element for student success and must be held by all stakeholders.

– An immaculate responsive climate that is conducive for teaching and learning includes both the school and the grounds.

– Interventions, support, and enrichment are important for all students to achieve.

– Curriculum and instructional practices incorporate a variety of learning activities to accommodate differences in learning styles.

(continued on next page)

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Guiding Principles• Beliefs (cont’d)

– Goal setting and problem solving provide direction and energy for learning.

– Assessments of student learning provide students with opportunities to demonstrate achievement and progress and are essential to monitor progress and effectiveness of instruction.

• School Character Points– A student’s self esteem is enhanced by positive relationships and

mutual respect among and between students and staff.

– High levels of accountability increase rates of success for all persons.


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Guiding Principles• School Character Points (cont’d)

– Establishing a sense of ownership in Berclair ensures a safe and healthy learning environment where students feel invested in school and desire to learn and make good decisions.

• Values– Each student is a valued individual with unique physical, social,

emotional and intellectual needs.

– All students can learn, achieve, and succeed.

– Quality leadership promotes quality students.

• All stakeholders will overcome cultural and language barriers.

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Vision

• At Berclair Elementary school we envision a learning community composed of parents, students, faculty, neighborhood stakeholders and adopter stakeholders who support the idea that all students will reach their full potential academically, socially and vocationally.

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Mission

Berclair’s mission is to educate students,

Embrace diversity,

Strive with high expectations, and

Teach students to work together.

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Philosophy Statement• A positive school climate supports social and academic

growth for all students. Positive school-wide behavior management is necessary if learning is to take place. Positive school-wide behavior management requires a discipline plan, applying successful interventions, and training students in procedures.

• We must provide guidance to help children choose appropriate behavior choices. Our expectations of students’ behavior must be taught to students and reviewed frequently.

• In handling behavior issues, we must keep in mind the importance of building strong relationships with students. How we treat one student can effect our relationship with all students. Therefore, we must handle all situations in a caring and professional manner.

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Previous Results• Berclair met our 2011-12 goals of maintaining the “red

zone” below 10% and keeping our “green zone” above 90%. Our school-wide attendance rate stayed above 93%, with a 2011-12 final rate of 94.8%.

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Goals or Objectives

• Berclair’s goals for 2012-13 are:– To maintain our “green zone” above 90%.– To motivate students to strive for personal

excellence through reward and recognition events each month.

– To decrease cafeteria referrals.

MCS School-wide PBIS (Discipline) Team Worksheet 2012-13

Name of School:Berclair Elementary PBIS 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

Principal* Dr. Sam Shaw

Assistant Principal (recommended)

Professional School Counselor* Shannon Redmond

School Psychologist

General Education Teacher(s)

MEA Representative* LaTasha Beard

Elected Teachers (2)* Ashley de las Flores, Sandra Zorn

Special Education Teacher(s)* Mary Lou Stanton

Related Arts Teacher(s)

Students

Educational Assistant(s)/ Non-Certified Staff

Community Member

Parents (2)* Tara Hale, Nita Holloman

ISS Assistant (recommended)

Cafeteria/Custodial Staff

Bus Driver

Other(s):

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(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: Nancy Neal, 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: Shannon Redmond, Professional School Counselor

Determine how you wish to examine your data: by location, by student, by infraction, by time of day, number of referrals per day per reporting period. Also consider office referral procedures and data integrity. (C)Faculty meeting to discuss behavior should be held within a week of the SW PBIS Team’s Meeting.Enter projected dates in this column. Identify persons responsible for sharing data trends for previous reporting period with the faculty.Name and title: Dr. Sam Shaw, Principal

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

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Please insert names of Team members below:

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Monitoring Process• Data is used by the School-wide Discipline

Committee to determine progress toward goals. The team considers information from the Self-Assessment Survey, SMS, and the MCS PBIS data website as well as staff observations and suggestions. The Action Plan can then be updated to reflect progress and new needs. The team meets at the end of each 20-day period or as needed.

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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 8/6/12-8/31/12 9/5/12 9/6/12 Following Wednesday








9 4/25/13-5/22/13 5/24/13 5/24/13 In-Service prior to student first day 13/14

Self Assessment Survey Analysis of School-Wide System

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99 96 90 91 91 89 95 92


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Celebration

• School-wide success is celebrated/communicated through:– Morning Announcements– Bulletin Boards– Faculty/parent meetings– Information to MCS publications and media– Berclair Banner– Marquee Sign– Celebration Assemblies

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School Rules

1. Be respectful and be safe.

2. Use acceptable language.

3. Follow directions the first time given.

4. Keep your hands, feet, objects, and hurtful comments to yourself.

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Behavioral Expectation Matrix

Rules Classroom Cafeteria & Assemblies

Hallway Restroom

Be respectful and be safe.

• Listen to others

• Accept Consequences

• Clean up• Pay attention

to presenter

• Be quiet• Walk in

straight line

• Use trash ca• Honor

privacy of others

Use acceptable language.

• Follow directions

• Complete assignments

• Use inside voice

• Participate

• Be a good role model for others

• Be quiet

Follow directions the first time given.

• Be prepared• Best effort

• Line up quietly

• Be ready to return to the classroom

• Move quietly and promptly

• Promptly return to the classroom

Keep your hands, feet, objects, and hurtful comments to yourself.

• Use kind• words

•Stay in your

seat

• Stay in line • Wash hands• Flush toilet• Keep walls

clean

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 non-threatening, are rumors, and/or are not reoccurring. “All your family is dumb,” “This sucks,” “Crap,” “Butthead”, “Stupid”, “What the!”

Abusive Language/

Inappropriate Language/ Profanity

Verbal and non-verbal (ex. Hand signals) messages that include profanity, name calling or use of words in an inappropriate way. Any language directed at or about a staff member.

Profane language directed at an individual, hostile threats either written, spoken, or non-verbal

Physical Contact/Physica

l Aggression

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

Horseplay, playful sports during recess, pinching, chasing, shoving, inadvertent physical contact (bumping, stepping on feet), marking on other’s assignment

Fighting/ Physical

Aggression

Actions where injury may occur, weapon use, implying gang affiliation

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, out of seat within classroom, refusal to complete assignments, ignoring request of adult

Defiance/ Disrespect/

Insubordination/

Non-Compliance

Refusal to follow directions, talking back, profanity directed or about an adult and/or socially rude interactions.

leaving class without permission, running from adults, overtly verbally defiant/argumentative 20

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Pre-referral Flow Chart

Observe problem behavior

Problem solve

Determineconsequence

Follow proceduredocumented

File necessarydocumentation

Send referral to

office

File necessary documentation

Determine consequence

Followthrough withconsequences

Problem solve

Follow documented

procedure

Write referral &send to office

Is behavior major?

Does student have 3?

NO YES

YES

Find a place to talk with student(s) Ensure safety

Follow upwith student

within aweek

NO

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How we teach the Rules and Procedures

• Morning meetings• “Hopes and Dreams”• Post procedures and rules• Character Education program (including character

education contained in student planners)• Teaching procedures from the book: “The First Days of

School”• Communications to parents through our “Berclair

Banner” newsletter, marquee sign, “easy caller” phone system, student planners, Wednesday folders, telephone calls to parents, notes to parents, parent conferences, and school webpage

• Writing assignments

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School Procedures

• Entering school– Students line up at assigned doors at 8:05 a.m.– Students eating breakfast proceed directly to cafeteria when

doors open and are to sit at assigned tables for the breakfast line– Restroom use restricted with exceptions for emergencies only– Teachers assigned specific duties in either the cafeteria, hall, or

outdoors– Once they have their breakfast trays, students stay seated in

cafeteria until their grade is called to dismiss them to their classes– Students not eating breakfast line up outside assigned doors,

based on grade, and may enter the building at 8:25 a.m.– All teachers are to remain at their morning duty assignment or

they are to monitor the halls until 8:30 a.m.– Support teachers will continue to monitor cafeteria as needed

until breakfast is complete.

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School Procedures

• Closing of school– Each grade level is responsible for establishing a rotating schedule of

dismissal supervision for car riders, Strafford walkers, and Perkins walkers.

– Teachers will escort their students to the grade-level designated dismissal area and will proceed to his or her dismissal duty post.

– Support teachers will participate in dismissal duty and will establish a rotating schedule to supervise the areas of car riders, Strafford walkers, and Perkins walkers.

– A number system will be used for car-rider dismissal.

• All students will receive a car-rider number at registration.

• Car riders will silently stand in grade-level lines in the front of school while waiting for his or her car-rider number to be called. (continued on next page)

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School Procedures

• Closing of school (cont’d)• Parents will stay in their cars and move up the line along the

sidewalk on Perkins.• When a number is called out, the grade-level teacher will tell

the student to move to his or her car.• Teachers will keep the students in line and some significant

space between lines.– During inclimate weather dismissal, teachers scheduled for car

rider duty will escort children to the cafeteria where regular car-rider dismissal procedures will be used with support staff assisting by escorting students from the cafeteria to his or her car.

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School Procedures

• Passing Classes– Classes are to walk on the right side of the hallways in a single

file line.– Teachers are to follow their classes while they move in line and

not proceed their students.

• Restrooms– Teachers remain central to both restrooms (boys and girls) as

their students, as a class, are present.– Student monitors are present in each restroom with his/her class.– In an emergency, students use a buddy system and a hall pass to

leave their class and go directly to the restroom.

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School Procedures

• Lunchroom– Teachers are to take their students to the restroom before lunch.

Restroom use during lunch is restricted unless there is an emergency.

– Students are to wear MCS badges to lunch.– Students are not to return additional times to the lunch lines for

snacks, drinks or other food items. Students must get all items when in line.

– Students are to stay seated during their lunch time and are to raise their hands if they need assistance.

– Food and drink are to remain in the cafeteria.– Students are not to leave the cafeteria without supervision.


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School Procedures

• Lunchroom (cont’d)– Supervising staff and selected students are to clean the table

tops and bring the trash cans to the tables when it is time to dismiss the class.

– Supervising staff are to assign time-outs, alternative seating, quiet times, detentions, and send notes to classroom teachers as necessary.

– Supervising staff will complete office referrals for serious offenses.

– Cafeteria staff will report any student incidents to the homeroom teacher when he/she picks the class up from lunch.

– Supervising staff will be assigned specific tables or classes to monitor.

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School Procedures

• Assemblies– Teachers are to escort their classes in an orderly and quiet

manner as they enter and exit the assembly.– Teachers are to sit with their classes.– Support teachers are assigned specific areas to monitor.– Students on stage are not to wear outerwear.– Students are to be attentive and remain seated on cafeteria

benches or in chairs.

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School ProceduresReferrals

– Referral forms are to be sent to the office.– Students being referred are to remain in the classroom until called

for by the office.– Teachers are to signal the office through the intercom system for

assistance with extremely disruptive student behavior.– For incidents involving multiple students, each student is to have

his or her own referral form.– Teachers are not to use phrases like “misconduct” or

“inappropriate behavior,” but rather use specific language relating the incident , including language used by the student/s.

– Teacher’s are not to include any student’s name on the form other than the name of the student for whom the referral is being made.

– Teachers are to obtain written statements from every student involved in an incident, including witnesses.

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School Procedures• Hall passes

– Each teacher will provide any student leaving the classroom with a hall pass identify the student as coming from his/her class.

– All students are to use the “buddy system” when leaving the class without the teacher.

• Ongoing Orientation for New Students– As new students are registered at Berclair, the student and parent

will meet the teacher, be provided an opportunity to meet the principal and be assigned a classmate to assist him/her in learning classroom and school wide procedures.

– During the first day of school new students will meet the counselor and be show where the counselor’s office is located. The counselor will monitor the new student for appropriate behavior and assist in any transitional difficulties.

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Classroom Procedures• Teachers are to use appropriate verbal and nonverbal ques in

classroom and group management.

• Hall Passes are to be given to students who have to leave the room and no more than 3 students are to be out of the classroom.

• All K-2 classes are to conduct Morning Meetings.

• Students in all classes sign in a spiral notebook as they enter the classroom once each morning.

• Students are to write something to publishing level and the work is to be posted in or outside classrooms.

• Students are to journal each day. (continued on next page)

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Classroom Procedures(cont’d)• Teachers are to facilitate picking up the trash on the classroom floor at

the end of each day.

• Teachers are to use cooperative learning whenever appropriate.

• Teachers are to create, with their students when developmentally appropriate, and post their own classroom procedures that cover what is deemed necessary including the following: interruptions, safety drills, announcements, transitions, sharpening pencils, turning in homework, Wednesday folders, cooperative groups, centers, cleaning up, and dismissal.

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School Wide Incentives• For exceptionally good behavior, students may receive recognition

in the classroom or at assemblies. If a staff member observing exception behavior of a class or student not in her homeroom, praise will be give orally to the student/class and will be noted by the classroom teacher and incorporated into her tracking system.

• All staff will participate in a “caught being good” ticket system. Each staff member will award a ticket every other week to a child in any class or grade. Each Friday the students who have been “caught being good” will have their names read over the intercom during morning announcements and will receive a prize. All tickets will be saved for drawings for larger prizes at the end of each semester. The PBIS team will track how often each student receives a ticket by marking on a classroom roster in the PBIS notebook.

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Teacher Incentives• Teachers help plan and execute

classroom celebrations, ensuring the activity is age-appropriate and also something he or she will enjoy.

• Administrative recognition

• Recognition during morning announcements

• Early-bird access to donations from adopters and community organzations

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Resources for Incentives

• Adopters• Community agencies & businesses• Restaurants • Fundraisers • Churches • Parent organizations

Communication with Parents & Community

• Information and resources about PBIS and the School-wide Discipline Plan is available to parents and community members through the school’s counseling office.

• Parents are informed during registration, conferences, and through the Berclair Banner about Berclair’s rules and expectations.

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Communication with Parents & Community

• Avenues for communication and activities with parents and community members regarding PBIS include– Letters Home (approved by principal or designee)– Website – Parent Newsletter (the Berclair Banner)– Parent Meetings– E-mail– ParentCONNECT

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Character Education• Character Education is supported at Berclair

through :– morning announcements which include the word

of the week, which is then expanded in classroom curriculum

– The incorporation of the MCS 6 Character Traits (honesty, respect for self & others, responsibility, kindness, fairness and hope) in our School Rules and in classroom procedures and lessons.

– Guest speakers– Age-appropriate programs through the counseling

office

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ATOD Prevention

• Berclair students participate in Healthy Choices Week, the D.A.R.E. Program, a Basketball Team through Second Presbyterian Church, a soccer team, Health & P.E. lessons and classroom health lessons.

• Information regarding community resources and tips for healthy living are available through the counseling office.

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Bullying Prevention

• Training with faculty on bullying prevention includes defining bullying/intimidation, recognizing early stages, and providing strategies for addressing is done in a professional development setting during a faculty meeting in the fall and is reviewed in the spring.

• Training of students on bullying prevention is to be implemented by the school counselor with the support of classroom teachers. Training can be done through classroom guidance, small group, and individual counseling as well as through regular classroom education practices throughout the school year and special assemblies.

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Violence Prevention Programs

• Second Step, Responsive Classroom, bullying prevention programs, Peer Mediation, conflict resolution, Peaceable Schools, Logical Consequences and lessons on tolerance are used to address comprehensive violence prevention.

• The school counselor, school social worker, and representatives from the community work with students to recognize, avoid and respond appropriately to violent situations.

• Safety plans and no-harm contracts are implemented as needed for students displaying verbally or through actions any behaviors of concern.

Tier 2/Intervention Team

• The school counselor, administrator, appropriate instructional staff and behavior related personnel participate in the Tier 2 Intervention Team.

• The team facilitates and monitors interventions.

• The team evaluates the outcomes of interventions and make adjustments and recommendations for teachers and students.

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Intervention Strategies• Secondary interventions (Tier 2) for

students who have been referred to the office 2 - 5 times, or those who have been referred through Behavior Plus, include:– Group and/or individual counseling (through the

school counselor or school social worker)– Targeted intervention programs for select

students (i.e., Check In, Check Out), – Behavior Plus implementation and monitoring– Behavior plans for repeated minor infractions

and over 5 days out of school suspension (using BIM and other resources),

– In School Suspension/Alternative classroom

Additional Tier 2 Interventions– Self monitoring programs– Think sheets– Increased academic/behavioral supports &

practices– Parent Training & collaboration– Self management training and support– Social skills instruction– Behavioral Contract

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Secondary Intervention Evaluation• The PBIS Team uses the following as

indicators of progress & success for students who participate in secondary interventions (Tier 2) and tertiary interventions (Tier 3):– Office referral details– Observation data– Student surveys– Teacher and school counselor input– Functional Behavior Assessments and

comprehensive Behavior Intervention Plans– S-Team referrals and recommendations

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In-School Suspension Plan(Alternative Placement)

• The principal, or person acting on his behalf, will determine the use of ISS.

• Berclair’s teaching staff will serve as ISS substitutes for each other. The principal or designee will determine where a student goes to serve an ISS consequence.

• A notebook will be kept in the office to document what student from what homeroom is serving an ISS consequence in what other room on what day/s.

• Parents will be notified through written communication when a student is assigned ISS.

• Teachers will send daily assignments for students assigned to ISS.• Students will be under constant adult supervision while in ISS.

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Tertiary Interventions (Tier 3)• Berclair’s School Support Team (S-Team) identifies and

plans for these students through teacher requests, office referrals and behavior patterns.

• Number of expulsions 2011-12: 7• Number of suspensions 2011-12: 33• The success of interventions is monitored through teacher

feedback, office referral data and monitoring by the support team.

Students with 6 or more office referrals Students with 2-5 office referrals Students with 0 or 1 office referrals

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Office Referral Comparison

Revised 9/121 Berclair Elementary School School-wide PBIS Plan (Discipline Plan) 2012-13 810 N....

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