Wells Station Elementary PBIS School-Wide Plan 2014-2015

1610 Wells Station Road

Memphis, TN 38108

Terri Arnett, Principal

Keisa Jackson, Assistant Principal

Beverly Griffin, PLC

Anthony C. Conway, PSC

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Guiding Principles

Beliefs Student learning and achievement is the chief priority and focus of all decisions and

policies impacting the work of the school. Each student can make academic progress and is expected to strive toward academic

excellence. A safe and physically comfortable environment promotes a high performing learning

culture. A systematic collection and analysis of data drives all decisions for classroom and

individual student instruction. Each student is a valued individual with unique physical, social, emotional, and intellectual

needs and is expected to strive toward academic excellence. Instruction is best when students are actively engaged, challenged by expectations and

have appropriate opportunities for success. Exceptional students (e.g., special education, limited English proficiency, talented and

gifted, etc.) require special services, resources and instruction for a high quality education. Assessment of student learning provides students with a variety of opportunities to

demonstrate their achievement. Teachers, administrators, parents, and the community develop relationships where we

collaboratively share the responsibility for decisions which advance the school’s mission. There is a direct correlation between attendance and student achievement.

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Guiding Principles

School Character Points

We strive for Security Excellence Togetherness Lifelong Acceptance Learning Tolerance Safety Innovation

Obedience

N (and we) Never give up

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Guiding Principles

ValuesAt Wells Station Elementary, our most important values are: Student Achievement Respect Integrity Responsibility Results

The Wells Station Character Pledge:We respect our school, our community, and especially each other.We use kind words, we will not hurt one another. It is our duty to be honest and fair. We tell the truth, do our own work, and show that we care

We are here to learn, our future looks bright, And even when no one is looking, we still do what’s right!

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Vision

The Wells Station Elementary School staff, parents, students, and community are committed to a quest for excellence. We envision a safe, nurturing educational environment where students, parents, community members, and teachers grow together in a positive, interactive relationship. It is our desire to provide a place where all students receive the skills needed to develop academically, socially, emotionally, physically and aesthetically.

 

At Wells Station Elementary, students are inspired to excel; teachers are encouraged to be problem solvers and active leaders in the decisions that affect student learning; and parents and community members are encouraged to become active participants in our children’s lives.

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Mission

Our mission at Wells Station Elementary:

All students: academic achievement – proficiency and beyond

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Philosophy Statement

Our goal is to provide a positive place where each child feels welcome and wanted. We hold high expectations for honor and achievement. We teach our students to practice self-discipline and make good choices. It is our desire that everyone works cooperatively to have a productive and safe learning environment.

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Goals and Objectives

Goals: Decrease office

referrals by 15% Increase student

attendance by 1% Decrease Out-of-

School Suspensions by 10%

Objectives: To increase communication with

parents about their child’s behavior as well as keep parents informed of school behavior policies and rules

To recognize students for good citizenship, good attendance, and academic achievement

To promote an environment where there is respect for each other and for self, implementing Responsive Classroom methods including Morning Meeting

Empower students to make informed decisions for their actions through conflict resolution and resiliency.

Incorporate PBIS Incentives

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School Wide Goals and Results

Decrease office referrals by 15%

Increase student attendance by 1%

Decrease School Suspensions by 10%

Office referrals increased by 25%

Our attendance increased by .5%

Suspensions increased by 35%

2012-2013 Goals 2013-2014 Results

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Wells Station Elementary 2014-2015

PBIS Committee Is a

representation of the school faculty, staff, students, community and includes an administrator.

Principal* - Terri Annett

Assistant Principal - Mrs. Keisa Jackson

Professional School Counselor* Anthony Conway

Representative* - Tavarus Ward

Elected Teacher(s) (2)* Angela Roberts, & Dr. Zondra Williams (Intermediate) (Team Leader)

Regular Ed. Teacher – Ms. Kaaz (Primary)

Special Education Teacher(s)* - Nia Faulkner

Related Arts Teacher(s) -Teresa Young

Student – Flora CoLunga (Daughter)

Ed. Assistant(s)/Non-Cert. Staff Ms. Abell

Community Member - Love Turner, PTO Pres.

Parent(s)* - Flora CoLunga (Mother)

Custodial Staff - Ms. Macon

(PBIS) Positive Behavior Intervention Support

PBIS Committee Members

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Revised 7/10 11

Meeting ScheduleSee Next Slide for Further Instructions on Names of Team Members

20 Day Reporting Period

Approximate Dates of Reporting Periods

All data for period entered into system (A)

SW PBIS Team meeting dates (B)

Faculty meeting dates to report interpretation of 20 day data (C)

1 8/29/14 9/ 14 09/23/2014 09/24/2014

2 9/1/14-9/26/14 10/14 10/ 20/2014 10/22/2014

3 9/29/14-10/2 4/14 11/14 11/25/2014 12/03/2014

4 10/27/14-11/21/14 12/14 12/16/2014 12/17/2014

5 11/24/14-12/19/14 1/15 01/20/2014 01/21/2015

6 12/22/14-01/16/15 2/15 02/24/2014 03/04/2015

7 01/19/15-02/13/15 3/15 03/24/2014 04/01/2015

8 02/16/15-03/13/15 4/15 04/21/2014 04/29/2015

9 03/16/15-04/10/15 5/ 15 TBA TBA11

Designated Roles of Committee

A) Name and title of data entry designee: Kiesa

Jackson, Assistant Principal (B) Name and title of person presenting data to

Committee: Teresa Young, Technology Coordinator Data

reported by: location, student, infraction, time of day, number of referrals per day per month and by teacher.

(C) Person responsible for sharing data trends for previous

reporting period with the faculty. Name and title: Dr. Zondra Williams, 4th Grade

Teacher

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Monitoring Process

Monitoring Process

The School Discipline Team reviews PBIS Data every twenty days. We look at the frequency of behavioral concerns by individual students and teachers. We also look for trends and locations where behavior problems are occurring. The conclusions drawn from the data helps us to determine action and progress toward our goals.

Action Steps

Based upon the Effective Behavior Survey (EBS), the Self Assessment Survey, and the NCLB/Title I Needs Survey, we have chosen to prioritize the following steps for the 2014-2015 school year at Wells Station:

.Behavior Plans will be completed on Tier III Behavior Students. Inform and teach the Shelby Co. Schools and Wells Station Attendance Policy to

teachers and parents. Target students with unexcused and multiple absences to provide interventions for good attendance through the SART Team.

Reduce office discipline referrals by providing expectations for classroom interventions for improved behavior. Monitor interventions for success through Goal Cards, FBA cards, BIP, and PBIS Discipline data.

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Celebration

Outstanding Classroom Trophy (Each nine-weeks)

Honor Programs each nine-weeks Zap the TCAP Week All “E” and Most Improved Parties/Dances Certificates and prizes for students that

make their daily goals on “Goal Cards” (CICO)

Principal’s Honor Roll Luncheon

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School Rules

Keep hands, feet and other objects to yourself.

Obey all adults that are in charge. Walk at the right pace and talk at

the right times.

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Behavioral Expectation Matrix

Rules Classroom Cafeteria Hallway Restroom Bus

Keep hands, feet and other objects to yourself.

• respect each others personal space

• stay in assigned lines• sit at assigned tables

• stay in single file lines• respect each others personal space• Keep hands off walls and displays

• honor privacy of others• respect each others personal space

• respect each others personal space

Obey all adults that are in charge.

• follow directions the first time given• pay attention

• follow directions the first time given• respond to quiet hand signal

• follow directions the first time given• pay attention• respond to quiet hand signal

• follow directions the first time given

• follow directions the first time given• respond to quiet hand signal• pay attention

Walk at the right pace and talk at the right times.

• respect each other• speak one at a time• raise hand for permission to speak

• Use inside voices• Respond to quiet hand signal• keep hands off walls and displays

• respect each others personal space• walk on the right side of the hall• Observe silence

• respect each others privacy

• enter/exit the bus single file• use inside voices• pay attention to bus driver

Be prepared • Come prepared• Check your work• Complete assignments• Do your very best

• bring lunch or money with you• get everything you need the first time through line• raise your hand when you need assistance

• follow directions given• move quietly • be respectful of others

• take care of your personal business• get your teacher’s permission before using restroom

• Be on time• move quietly• pay attention for directions

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Staff & Office ManagedBehavior Chart

Minor Problem Behavior (Staff)

Definition Minor Examples

Major Problem Behavior (Office)

Definitions Major Examples

Inappropriate Language

Any spoken, written, or non-verbal communication that insults, mocks, belittles, or slanders another person.

Comments (profanity) and gestures that are not directed at an individual, harmless rumors. “All your family is dumb,” “This sucks,” “Crap,” “Butthead”, “Stupid”, “What the!”

Abusive Language/

Inappropriate Language/ Profanity

Verbal messages that include profanity, name calling or use of words in an inappropriate way.

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

Physical Contact/Physical

Aggression

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

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

Fighting/ Physical

Aggression

Actions involving serious physical contact where injury may occur (e.g., hitting, punching, hitting with an object, kicking, hair pulling, scratching, etc.).

Hitting, punching, kicking, hair pulling, scratching, choking, biting

Defiance/ Disrespect/

Insubordination/Non-Compliance

Student engages in brief or low-intensity failure to respond to adult requests.

Talking back, not following directions, sleeping, refusal to complete assignments, ignoring request of adult

Defiance/ Disrespect/

Insubordination/Non-Compliance

Refusal to follow directions, talking back and/or socially rude interactions.

Refusal to comply with established rules, leaving class without permission, overtly verbally defiant/argumentative

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General Procedure for Dealing with Problem Behaviors

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 &Escort student to office

Follow upwith student

within aweek

Is behavior major?

Does student have 3?

NO YES

NO YES

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

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How we teach the rules and procedures

During the first two weeks of the school year, teachers teach and model procedures and rules. Students practice through role playing. The school PBIS plan and behavioral expectations are presented to students.

All teachers are required to submit their classroom discipline plan to the Assistant Principal during the first week of the school year. The copy is kept in a binder in the office where administrators or the guidance counselor may refer to them.

Teachers continue to monitor behavior, daily. If the need arises, individual teachers may ask an administrator or guidance counselor to speak with individual students or an entire class. All teachers are required to review their class rules and procedures at the beginning of the second semester.

Rules (with consequences and rewards) and procedures (with student duty charts) are posted in each classroom. School-wide rules are posted throughout the school building along with the Shelby Co. Schools Code of Conduct.

All students memorize a school character pledge which is recited each morning during announcements and at assemblies.

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School Procedures

Entering the Building Students arriving before 7:45 a.m. will go to the cafeteria. Students proceed to the cafeteria between 7:45 and 8:05 a.m.

and are seated at the tables in the cafeteria. After 8:05 a.m., students proceed to class. Wells Station is a Breakfast in the Classroom School for grade Pre-K-2. Grades 3-5 eat in the cafeteria.

Students going to the bookstore may go between 8:00 – 8:15 a.m. Students arriving between 7:45 -8:05 a.m. must go to their

assigned holding areas: in the Cafeteria (Supervising teacher provides instruction where students are to be seated.)

While in these areas, students must study, read a book, or sit without talking. At 8:05 a.m. the supervising teacher dismisses the students to go to class.

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School Procedures

Halls , Stairs and Restrooms

When moving students through the halls and using restrooms, do the following:

When you move through the halls with your class, stand about ¾ of the way back toward the end of the line. You can watch the whole line.

Limit corrections in the hall or other communal places. Take it up when you return to the classroom. If you must correct in common areas, correct quickly and in a firm, soft voice. An effective way to correct a student that is misbehaving while in line is to take the student out of line and have them walk next to you. This can be done without even saying a word to the student.

Practice hall movement with your students.

Teach students to walk on the right side of halls.

All students that are out of their classroom without direct teacher supervision must carry a hall pass. (This includes students going to special education services or ESL.)

Do not allow any student to carry pens, pencils, markers, crayons or sharp instruments in the halls, cafeteria or restrooms. Special education, ESL teachers, and support teachers will need keep a supply of writing instruments and scissors if your students to use when they get to your class.

Teach children to use restrooms or get drinks when your entire class is together under your supervision.

If a student must use the restroom, get a drink, or run an errand, send a “buddy” with them. Do not let students go alone. Pick the “buddy” for the student that is going. Don’t pick students that are best friends or students that you know you cannot trust when out of your supervision.

All teachers are to have a sign-out sheet. This is vital. When a problem happens in the halls or restrooms, we can catch the person causing the problem many times by checking the classroom sign-out sheets.

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School Procedures

Cafeteria

Walk to your assigned serving line door.

After picking up tray and entering lunch code number, proceed to assigned tables.

After being seated, students may not get up unless he/she raises their hand and receives permission from a lunch room supervisor.

Students may talk using their “inside quiet voices.”

If an adult raises their hand (quiet signal), all students must raise their hand and stop talking immediately. Also, if an intercom announcement occurs during lunch, all students must stop talking immediately to listen to the announcement.

All students are expected to use good manners during lunch. All food is to kept on each student’s own tray. No sharing of food.

At the completion of lunch, cafeteria supervisors will instruct classes to “clean up.” Students place all trash on the lunch trays and slide the trays toward the end of the table where the trash can is located. The “cleaner” (student designated by the teacher each week) will dump trash off trays in the trash cans and stack the trays placing silverware on top. The cleaner takes the trays to the tray window and gets a cleaning rag to wipe the table and benches. All students are required to look under the table to clean up any paper trash on the floor. If there is a spill on the floor, the cafeteria supervisor will designate a person to mop up the spill.

Cafeteria Rules

Always walk in the cafeteria.

Get everything you need on the first trip.

Talk quietly.

Remain seated.

Keep your hands, feet, and other objects to yourself.

Respect others’ food and drink.

Leave area neat and clean.

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School Procedures

Assemblies Enter the room in line with your class Proceed quietly to assigned area Stand quietly until told to sit Sit quietly with feet in front of your and hands to yourself Listen and participate appropriately Use good manners Clap in appropriate places and in appropriate ways There is no cheering or booing unless you are given specific instructions to do so At the conclusion of the program, stand and line up as designated by your teacher

Playground Students will engage in planned activities using appropriate equipment (no

footballs or physical contact games) Choose the play area based on availability Students will follow directions and rules as set by the supervising teacher

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Classroom Procedures

Develop a relationship with your students Treat all children with compassion and caring. Get acquainted with your students and their parents. Never begin the day with a student with negative comments or looks. Listen to your students. Provide a brief minute or two to show you care and respect their

needs. Do not argue with your students. Make your corrections short and move on. Keep your voice down and talk calmly, but firmly. Let your voice show that you are

professional, serious, and sincere. When you move through the halls with your class, stand about ¾ of the way back toward the

end of the line. You can watch the whole line. Limit corrections in the hall or other communal places. Take it up when you return to the classroom. If you must correct in common areas, correct quickly and in a firm, soft voice. Practice hall movement with your students.

Do not let your students out of your sight! Most discipline problems occur when students are not being properly supervised. As long as your students are with you, you are never off duty.

Learning Environment Help plan the layout of the room to reduce traffic flow problems, keep all areas visible to the

teacher and the teacher visible to the students, make displays, instructions, & clocks visible to all work areas. Plan an area near the teacher for students who need closer supervision, for materials or samples displays, and for collecting papers and projects.

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Classroom Procedures

Teachers are also are required to do the following supervision:

Morning duty, as assigned. When on morning duty, the staff member must be on duty no later than 7:45 a.m. Most duty will be completed by 8:05 a.m., but the teacher should make necessary arrangements for the arrival of their students if duty is required beyond 8:05 a.m. No duty shall exceed 8:15 a.m. unless an administrator requests the teacher to do so. In this event, the administrator shall make the necessary provisions for care of the teacher’s students.

All teachers will be at their classroom doorway assisting in morning hall supervision from 8:15 a.m. until 8:30 a.m. Teachers located near doorways or restrooms are also required to help provide supervision in those areas. Teachers assigned to morning duty may not necessarily be at their doorways during their duty week. Teachers adjacent and next door to a teacher on duty are asked to help supervise the duty teacher’s area.

Afternoon duty, as assigned. Support teachers will receive a weekly assignment Homeroom teachers will also receive an assignment for the school year.

Setting Up Routines and Procedures

Protect learning time with excellent plans and routines. Make a large investment of time during the first six-week grading period to set up your classroom management routines. Model and have students practice what you want. This investment will pay huge dividends. What you do on the first day of school and during the first six-weeks will determine how your relationships with students and parents will be for the remainder of the school year. Make a point to meet all of your parents/guardians within the first two weeks of school. Refer constantly to The First Days of School by Harry K. Wong and Rosemary T. Wong. A copy has been provided for every teacher at Wells Station Elementary.

Provide expectations (in writing) to your students for each set of procedures, routines, rules, and especially student learning. Begin with the end in mind. Know exactly what you want each student to accomplish and what it takes to achieve mastery. Convey these expectations in a clear and concise manner making sure that every

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Classroom Procedures

student understands what you want them to do and what you want them to master. Conveying expectations to

students has been proven in research to be one of the single most effective ways of raising student

achievement!

• Rules need to be written, posted, and enforceable by the teacher. A copy of the rules should be sent home and

signed by parents. Teach the students the rules and routines. Explain your expectations. Teachers who routinely

refer misbehavior to "the office" can also create the impression that the teacher can't handle problems. Try to solve

your own problems but ask for specialists or administrator help. Consistency in enforcement is critical.

Uneven application (random?) decreases impact and is unfair.

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School Wide Incentives – All Grades

Outstanding Classroom Trophy (Each nine-weeks) Honor Programs each nine-weeks Zap the TCAP Week All “E” and Most Improved Parties/Dances Certificates and prizes for students that make their daily

goals on “Goal Cards” (CICO) Principal’s Honor Roll Luncheon Jeans For (20) Days Perfect Attendance (Every 20 Day

Reporting Period) Fun Day (Popcorn/Movie in Cafeteria) For (9) Week Report

Card Periods for all Citizenship and Perfect Attendance Students

(Free Admission To School Dances for Honor Roll/Principal List Students)

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School Wide Consequences – All Grades Five or more unexcused absences/tardiness – Letter to parents or

guardians Excessive absentees/tardiness – Possible withdrawal/Referral to

Truancy Misconduct/Behavior – Oral warning, Call to parent, Disciplinary

referrals Excessive misconduct/behavior – Referral to School Counselor, ISS, and School

Suspensions

Students with repeated or multiple infractions:

Meeting with parents

Behavior Plan Written, signed and implemented

Goal Card for Daily Monitoring with Incentive Program (CICO)

Functional Behavior Assessment anecdotal records

Social Worker, administrator, and guidance classroom observations

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Teacher Incentives29

Attendance certificates Each nine weeks

Appreciation luncheons Administrative Days National Teacher Recognition Week

Identify Your Resources for Incentives

Adopters Fundraisers P.T.O. Churches

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Communication with Parents Title I Meetings School Calendar Assemblies Honors Programs Student Handbook Flyers Newsletter (All Bilingual)

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Character Education

Character Pledge each morning on announcements No-Bullying Program Most-Improved Awards (Each nine-weeks) All “E” celebrations for “E’s” in conduct and work

habits Guidance Classroom Visits:

Bully Awareness, Healthy Choices, Relationship Enhancement

Conflict Resolution Resiliency Program School Safety Patrol Classroom Guidance/Character Education Discussions

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Activity Dates Person In-Charge

Healthy Choices Week Nov.. 17 – Nov 21, 2014 Counselor.

Sports Explosion Oct. , 2014 P.E.

Lessons in P.E. on healthy choices and drug

prevention

On-going throughout the school year

P.E.

Health Curriculum Aug. 2014- May 2015 Classroom Teachers

Well-Child Physicals Fall 2014Spring 2015

Guidance Counselor

ATOD Prevention

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Violence Prevention ProgramsActivity: Taught by: Taught to: Dates

Character Pledge Classroom Teachers Students Daily

No-Bullying Program, School Safety/Gang Awareness Training

Casandra Abertha Security/Safety

Specialist, & Anthony Conway, PSC

Students/Parents Sept 12, 2014

Making a Difference Presentation

, Counselor Faculty July 30, 2014

Guidance Classroom Visits:

Bully AwarenessAnd Prevention &

Relationship, & Conflict Resolution

Counselor Students Sept. – Nov, 2014

Resiliency Groups Ms. martin School Social Worker

Students Mondays, beginning Oct 22, 2014 – May 17, 2015

School Safety Patrol 4th and 5th grade Classroom Teachers

4th and 5th Grade Students

Aug. 18, 2014 – May 23, 2015

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Tier 2/Intervention Team

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School Counselor, administrator, appropriate instructional staff and behavior related personnel.

Will monitor group and targeted interventions such as group counseling, Check in Check out, and skill building.

Evaluate outcomes of interventions and make adjustments for students

Tier 2 Intervention Plan

Describe secondary interventions for students who have been referred to the office 2-5 times, such as:

Students with repeated or multiple infractions:

Meeting with parents

Behavior Plan Written, signed and implemented

Goal Card for Daily Monitoring with Incentive Program (CICO)

Functional Behavior Assessment anecdotal records

Social Worker, administrator, and guidance classroom observations

Students referred for specific behavioral concerns:

Resiliency Groups

Conflict Management Groups

Individual Counseling

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Secondary Intervention EvaluationWhat are we using to evaluate and what are your

indicators of progress for secondary interventions?

Monitoring of:

Goal Cards (CICO)

Report Cards

Disciplinary Referrals

PBIS Reports

Teacher Conference Notes

FBA Cards

I.E.P. (Special Education)

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Additional Tier 2 Interventions

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Self monitoring programs Think sheets Increased academic/behavioral supports &

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

Tertiary Interventions

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

Functional Behavior Assessments (FBA) are implemented as recommended through S-Teams. A comprehensive Behavior Intervention Plans are written based upon FBA.

Success is monitored through:

Follow-up Meetings

Goal Cards (CICO)

Parent Conferences to review progress on the BIP and revise as needed

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Twenty Day Referrals – All Grades

Wells Station Elementary *(2014-2015 Data)

*Year To Date Results

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