SHELBY OAKS ELEMENTARY

School Wide PBIS

Discipline Plan

6053 Summer Avenue

Memphis, Tennessee

Guiding Principals

• Beliefs

1. A positive and safe learning environment should be

provided for all students.

2. All children should be instructed using a variety of

teaching methods and practices adhering to

guidelines of No Child Left Behind.

3. Through communication and mutual decision-making,

parents, teachers, and students should build

cooperative partnerships

Guiding Principals Cont. • School Character Points

1. SCS Character Education Program

2. Bulletin Board Highlighting Character Traits

• Our values are recited and reinforced daily through our School Pledge. Those values are as follows:

1. Responsibility

2. Effort

3. Spirit

4. Pride

5. Enthusiasm

6. Courtesy

7. Teamwork

Vision

1. Shelby Oaks is a child-centered school where success

for all children is the goal.

2. All stakeholders work together to provide a safe,

secure, and loving environment.

3. Students are provided the opportunity to experience

success, think critically, solve problems, reach their

optimum potential and become lifelong learners.

Mission

• The mission of Shelby Oaks Elementary School is to

prepare all students to reach their fullest potential in a

safe and caring environment, which provides a variety of

challenging educational opportunities to meet the needs

of individual students in an ever changing and culturally

diverse society.

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.

Philosophy Statement Cont.

• In handling behavior issues, we must keep in mind the

importance of building strong relationships with students.

The manner in which we treat one student can effect our

relationship with all students. We respect all students’

individuality and will strive to handle all situations in a

caring and professional manner.

Goals and Objectives

Goal • To increase positive student behavior choices and

reduce negative behavior choices.

Objectives • Reduce the number of referrals by 20%

• Reduce the number of fights by 50%.

• Reduce the number of suspensions by 20%.

20 Day Discipline Results

10-11

Period

Ref. Exp. Susp. Fights 12-13

Period

Ref. Exp. Susp. Fights 13-14

Period

Ref. Exp. Susp. Fights

1 33 6 1 1 21 0 3 1 1 28 0 3 1

2 56 1 3 1 2 33 0 3 2 43 0 3

3 77 1 12 3 3 31 0 2 3 40 0 2

4 107 7 4 4 35 0 5 4 38 0 5

5 79 18 2 5 45 0 8 2 5 54 0 8 2

6 90 7 1 6 46 1 11 2 6 49 1 11 2

7 93 12 4 7 51 0 11 7 60 0 12

8 113 11 8 56 0 8 1 8 59 0 8 1

9 80 33 4 9 38 1 7 1 9 70 1 9 2

Totals 728 2 109 20 Totals 356 2 59 7 Totals 441 2 61 8

Discipline Results

2011-2012 2012-2013 2013-2014

Referrals 728 356 441

Fights 20 7 8

Suspensions 109 59 61

Shelby Oaks Elementary PBIS 2014-2015

• Principal* – Catherine Diezi, Ed.D.

• Team Leader – Teresa Grigsby

• Assistant Principal – Jim Murgatroyd

• Professional School Counselor* – Teresa Grigsby

• Elected Teachers* Christy Potts, Wanda Edwards, Mary Beth Wade

• Para Professional – Michael Burtis

Monitoring Process

• Data is collected from SMS for every 20

day period.

• Data is reviewed by the PBIS Team and

shared with the faculty at the end of:

Sept/Nov/Jan/March/May.

• Discussions are centered around the

progress of achieving our goals.

• Review and revisions to the plan are made

when necessary.

School Rules • Be Safe

Always Walk Quietly in the Halls

Keep Hands, Feet, and Objects to Yourself

• Be Respectful

Respect the Rights and Property of Others

Treat Others as You would want to be Treated

• Be Responsible

Be Prepared

Follow Directions

Use Time Wisely

Behavior Expectation Matrix School Cafeteria Hallway Restroom Bus

Be Safe – Always

walk quietly in the

halls and Keep hands,

feet, and objects to

yourself.

Enter quietly and walk

in a single file line to

your designated line.

Walk quietly in an

organized line 2

blocks from the wall.

No talking or playing Follow all directions

from the bus driver

without hesitation or

delay.

Be Respectful –

Respect the rights &

property of others.

Get all lunch related

items from the line &

walk to your table

Be respectful of other

classes and

individuals.

No pencils or pens Enter & Exit the bus in

a prompt and orderly

manner.

Be Respectful – Treat

others as you would

want to be treated.

Sit down, eat first and

talk second in a soft

tone.

Follow the red stop

and green go signs.

Use the toilet and

flush the toilet

Keep hands, feet, and

objects to yourself.

Be Responsible – Be

prepared, follow

directions, and use

time wisely.

Follow all directions

from supervising

adults.

Individual students

must have a hall

pass.

Wash your hands Treat others as you

would want to be

treated.

Pick up your trash,

dump your tray, and

line up & leave

quietly.

Put all paper towels in

the trash can

Sit in your seat & face

the front. Talk in a

soft tone.

How We Teach the Rules and

Procedures • Teaching the Code of Conduct

• Discuss and model in the classroom

• Parent/student handbook

• Behavior Matrix given to students and parents

• Morning announcements

• Open House

• Parent Conferences

• School Wide Assemblies when necessary

School Procedures • Entering and exiting the school building:

Walk quietly to your destination with hands and feet to yourself. Students must sit quietly in the lobby during inclement weather. Students with late pick-up must stay seated while waiting.

• Hallway transition: 3-2-1-0 (3 blocks from the wall, 2 hands by your side, stand 1 block

behind another student, and 0 talking/noise in the hallway . Keep hands, feet and objects to yourself.

Move quietly on the right side of the hall to your destination. Classrooms en route to lunch are given transition priority to restrooms.

• Restroom: Wait quietly in line to enter restroom, use first available facility and

exit.

Wash hands and dispose of towels in the trash can.

3-2-1-0.

• Referrals: Students are referred to the office immediately for Level 4 and 5 violations and may be sent to the office if they continue to disrupt the learning environment after their conduct has been dropped to a U for the day. Teachers come to a consensus on what behaviors will be handled in the classroom and communicate conduct concerns with the parents daily through the child’s agenda book or folder. Students are also sent to the office when documentation reflects a pattern of misconduct and parents have been by notified by phone calls and parent conferences.

• Lunchroom: Students enter quietly in a single file line and go to their designated

line to receive their tray. They sit at their designated table and eat lunch prior to talking. Disruptive students are sent to the time out table and lose points towards their incentive. No food items will be taken from the cafeteria and no sharing of food is permitted. All teachers assist in monitoring students in the cafeteria to maintain discipline on short, abbreviated lunch days as well as special days like Grandparents Day, etc.

• Assemblies: Enter and exit quietly. Sit with your class. Talk only in response to

the program.

Classroom Procedures

Taught and reviewed when necessary in the

class for each of the following:

• Hall Passes

• Transitions

• Asking for help

• Cooperative groups

• Turning in Homework

• Writing Assignment Protocol

• Weekly progress reports

• Other procedures as identified by teachers

General Procedure for Dealing with Minor

Disciplinary Behaviors

1. Observe problem behavior

2. Find a private place to talk to the student

3. Solve problem and determine consequences

4. Follow procedure and document

5. Notify parent

6. Continued inappropriate behaviors will warrant a guidance or office referral

General Procedure for Dealing with Serious

Disciplinary Behaviors

1. Ensure the safety of the students

2. Complete a disciplinary referral and send the child to the office

3. Administration will follow policy and determine appropriate consequences

4. Documentation will be filed in SMS and student disciplinary folder in the office

5. Administration will follow up and monitor student progress

Intervention Plan

• Greet students as they enter the building each day

• Teacher praise

• Spotlight student

• Good news postcards

• Daily conduct grades in their agenda books or folders

• Parent conferences

• Behavior Modification techniques

• Positive notes & phone calls

Classroom and Office Managed Behaviors

Behaviors Handled in the Classroom

Minor Offenses – Not Requiring Office Intervention

Parents Notified by Phone, Agenda or Conference Behaviors Handled by the Office

Checking - Name Calling: Office referral if continued after parental

noticiation. Fighting

Talking Back - Arguing – Complaining: Not ongoing or disruptive Theft – money, student and school property

Refusing to do Work - No Homework - Incomplete Assignments Vandalism

Apathy Weapons

Theft – pencil, paper, etc. Threats

Defiance Bullying

Insubordination - Refusing to follow instructions Sexual Harassment

Tattling Harassment

Excessive Talking - Talking/Yelling Out - Making Inappropriate

Noises Inappropriate Hitting or Touching

Uncooperative Excessive Tardiness

Tardiness Attendance Problems

Classroom and Office Managed Behaviors

Behaviors Handled in the Classroom Behaviors Handled by the Office

Gum Chewing Profanity

Minor Disruptive Behaviors Inappropriate Hand Gestures

Writing Notes in Class Consistent Violation of the Dress Code Policy

Off Task Gang Behavior

Walking Around the Room w/out Permission

Explosive behaviors that require immediate intervention and

removal from the classroom.

Sleeping

Continued Misconduct or Disruptive behaviors documented in the

agenda and communication log that limits the teacher’s ability to

teach and hinders the learning process.

Pushing Biting

Lack of Supplies

Restroom Disruptions

Disrespectful Behaviors - Eye Rolling - Smirks - Head Moving

. 24

General Procedure for Dealing with Problem Behaviors

Observe Problem

Behavior

Problem Solve

Follow Classroom

Management Plan

Determine Consequences

Document in Agenda or

Communication Log

Send Referral to the office

with all documentation in

the discipline folder. Document In SMS

Determine

Consequence

Follow

Through with

Consequences

Problem Solve

Follow

Board Policy

Write Referral & Send

the Student to the Office

Follow up

with student

within a

week

Is

Behavior

Major?

Is Behavior

Habitual?

NO YES

NO YES

Find a place to talk with

student(s) Ensure safety

Character Education

• SCS Family Life Education and Health & Wellness

Curricula – Taught in P.E. and reinforced in the

classrooms.

• Character Education Bulletin Board highlighting specific

character traits.

• Monthly Character Education Word with Quote

announced daily in English and in Spanish

• Community organizations’ assemblies

• Student of the Month Bulletin Board

• Citizenship & Most Improved Award

Harassment and Bullying Prevention

• Faculty training conducted by our

counselor and/or teacher leaders in

Monthly PBIS PLC’s.

• Individual classroom and student training

conducted periodically as needed.

• Incorporate Bully Free Classroom book

study into monthly PBIS PLC.

School Wide Incentives • Semester Honor’s Programs

• Field Days

• Outside Activity Time During Lunch

• Friday Incentives for students in the classroom

• Back To School Celebration

• Writing Assessment Sundae Party

• Hat Friday: Students with Perfect Attendance for the week

• Sundae Party: Students with Perfect Attendance the first month of

school

• Pizza Party for Honors/Perfect Attendance/Citizenship

• Gift Cards/Bikes for Honors/Perfect Attendance /Citizenship

.

Good News Postcards

Good News!

From: To: Shelby Oaks ________________

Elementary ________________

School ________________

________________

Postage

Stamp

Teacher Incentives &

Celebrations • Annual Teacher Appreciation Lunch

• Pot Luck Lunches

• Various Cook-Outs

• Periodic drawings for prizes at faculty meeting

and holiday functions.

• Restaurants to donate gifts

• Welcome Back to School Lunch

• Celebration to begin each PLC

• TCAP Snacks for teachers

Resources for Incentives

• Adopters

• Community Businesses

• Restaurants

• Fundraisers

• Churches

• Parent Organization

School Safety Plan

• Submitted in the Fall of each year

(9-26-14)

• Training conducted August-September

• Drills conducted according to schedule

• Reviewed each Spring

• Student Safety Patrol

Action Plan

• The Student Behavior Committee will determine the

specific needs for staff development based on the 13-14

Self Assessment Survey.

• Behavior management strategies and referral incidents

will be shared at PLC’s or faculty meetings for every 20

day period.

• Mentoring will be provided as needed.

• Training in Crisis Prevention Institute (CPI) will be

provided by district staff for designated faculty and staff.

Self Assessment Survey (SAS) Analysis

School Wide Systems

High and Medium Improvement Priority

Category Description High

Priority

Medium

Priority

Local resources are used to conduct functional

assessment-based behavior support planning

(~10 hrs/week/student).

26% 28%

School includes formal opportunities for families

to receive training on behavioral support/positive

parenting strategies.

31% 22%

Booster training activities for students are developed,

modified, & conducted based on school data

27% 35%

Prevention Programs • Class Incentives – Teachers daily, weekly,

and/or periodically

• Academic and Social Incentives –

Classroom teachers and administration

each nine weeks.

• Responsive Classroom – Classroom

Teachers 14-15

• Character Education Programs

• Bully Free Classroom

• Bus Safety Video

Secondary Intervention Plan

Tier 2

• Check In and Check Out

• Daily Teacher Behavior Notes

• Disciplinary Referral to the Office

• S – Team

• Small Group Counseling

• Behavior Intervention Plans

Tertiary Interventions

Tier 3 • Review and Revise the Behavior

Intervention Plan

• Create a Functional Behavior Assessment

• Classroom teacher, counselor, school

psychologist, administration, student, and

parent meetings to review and evaluate

progress.

Revised 7/08 37

Green zone 0 – 1, yellow zone 2 – 5, red zone 6+ office referrals

Primary Prevention:

School/Classroom-

Wide Systems for

All Students,

Staff, & Settings

Secondary Prevention:

Specialized Group

Systems for Students with At-

Risk Behavior

Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-

Risk Behavior

85%

0-1 Referral

5%

6+

Referrals

CONTINUUM OF

SCHOOL-WIDE

INSTRUCTIONAL &

POSITIVE BEHAVIOR

SUPPORT

10%

2-5 Referrals

Conclusion

At Shelby Oaks we recognize that positive relationships

with students improve their self-esteem. We strive to

improve students’ social skills, academic and physical

competence and character. Instead of observing only

inappropriate behaviors, we praise and reward positive

behaviors.