Kate Bond Elementary Schoolwide PBIS Plan Discipline Plan

Kate Bond Elementary School-wide PBIS Plan (Discipline Plan) 2016 -2017 2727 Kate Bond Road Memphis, Tennessee 38133 Revised 8/16 1

Guiding Principles • All students can learn. Every student is expected to make academic progress and strive toward excellence. • Students learn best in an academically challenging environment that is safe, nurturing, attractive, and comfortable. • There is a positive correlation between learning and school attendance. Ø KBE has the responsibility to help students develop in other areas, in addition to academics, and must work with the parents and the community to be successful. Ø Students learn best when participating in specific programs where they are valued and respected as individuals with unique needs. Students learn best when engaged in a variety of stimulating instructional activities which includes the use of technology to facilitate meaningful learning experiences. Revised 8/16 2

Vision, Mission, Philosophy • • • We envision Kate Bond Elementary to be a place of mutual respect where everyone is committed to improving student achievement and facilitating students’ academic success. Kate Bond Elementary School will: – Educate all students to their fullest potential in a collaborative environment. – Respect each other’s differences. – Be honest and fair with each other and our students. The faculty and staff of Kate Bond Elementary School believe that it is our responsibility to provide the students with: – A safe, secure, and caring environment; – Opportunities for interactive instruction with high expectations; – The knowledge of how to resolve conflicts; – Examples of appropriate behavior by demonstrating responsible actions. Revised 8/16 3

Previous Results • What progress have you made toward 2015 -16 school wide discipline goals? Ø Goal: Decrease out-of-school suspensions by 20% (decrease of 12, bringing the total to 47). Ø We exceeded this goal by reducing the out-of-school suspension rate by 32% (decrease of 19, bringing the total to 40 for the year). Ø Goal: Decrease office referrals by 20% (decrease of 37, bringing the total to 148). Ø We exceeded this goal by reducing the number of office referrals by 57% (decrease of 139, bringing the total to 104 for the year). Revised 8/16 4

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Goals or Objectives • Decrease the number of office referrals by 20%. • Maintain less than 100 referrals for the school year. • Increase student attendance by 3% Revised 8/16 6

SCS School-wide PBIS (Discipline) Team Worksheet 2016 -17 Principal*: Dr. Yvette Williams-Renfore Name of School: _Kate Bond Elementary_______ PBIS Team is representative of the school faculty and includes an administrator. Fill in the names of team members and designate who will serve as Team Leader (TL) / Internal Coach. *Indicates members required; others may be invited as needed Assistant Principal (recommended): Shalinda Hughes Professional School Counselor*: Yumeekia Mitchell School Psychologist: Dr. Catherine Lawhead General Education Teacher(s): Morgan Wigley, Lea A. Morris, Debora Tolliver, Jennifer Green, Krystal Bolden, Steven Kuhn MEA Representative* Ms. Jeffries Elected Teachers (2)* Special Education Teacher(s)* Catherine Alramahi Related Arts Teacher(s) -Meet at least monthly. -Retain Notes of all meetings. -Make assignments and adjustments based on data review. -Make Continuous Improvement part of the school culture. -The Team shares responsibility for schoolwide buy-in See next slides for further instructions Students Members: Educational Assistant(s)/ Non-Certified Staff: Tiffany Lewis Community Member: Parents (2)* Ms. Christina Warner; Ms. Buzdugen ISS Assistant: Campus Monitor: None Cafeteria/Custodial Staff: Cheryl Hurd Bus Driver: External PBIS Coach: 7 Revised 8/16

2016 -17 Meeting Schedule SW PBIS Team meeting dates (B) Responsible Contact: Yumeekia Mitchell, School Counselors Faculty meeting dates to report interpretation of 20 day data (C) Responsible Contact: Yumeekia Mitchell, School Counselors and/or PBIS Team 20 Day Reporting Period Approximate Dates of Reporting Periods All data for period entered into system (A) Responsible Contact: Rayshuna Bohanon, Office Secretary 1 08/08/16 - 09/02/16 09/09/16/16 09/21/16 2 09/06 -10/04 10/07 10/14 10/19 3 10/05 -11/08 11/11 11/18 11/30 4 11/09 - 12/12 12/16 01/06/17 01/11/17 5 12/13/16 - 01/25/17 01/27/17 2/03 02/08 6 1/26 - 2/23 2/24 3/03 03/08 7 2/24 - 3/30 3/31 04/07 04/12 8 3/31 - 4/28 5/05 05/12 05/17 9 5/01 - 5/26 05/30 08/10 Revised 8/14 8

Monitoring Process • The PBIS Team will use data from Tableau to track/monitor attendance and office referrals as well as students that are the primary source for these incidents. – This data will help us to determine students that are in need of additional services through the counseling department. – Referral for other services to assist with issues impeding student attendance and/or contributing to behavioral issues. • These actions will be carried out by the team and followed through by the School Counseling Department. • The initial plan will be communicated to staff via faculty meeting and subsequent information will be disseminated during PBIS data faculty meetings. Parents and students will receive information via newsletter or via personal phone call, where appropriate. 9 Revised 8/16

Tables Revised 8/16 10

Sample Analysis of School Wide System Accountability Table Analysis of School-wide System 100% 90% Percentage of Respondents 80% 79% 76% 70% 70% 68% In Place 62% 60% Partially In Place 53% 50% Not In Place 42% 40% 30% 26% 30% 22% 21% 24% 21% 20% 10% 0% 5% 0% 7% 9% 8% 0% Expectations Defined Taught 0% Reward System Violations Monitoring System SWPBIS Feature Revised 8/16 Management District Support 11

Celebration We communicate student successes school-wide and at the staff level via: • • • Announcements Character Trait Recognition Bulletin Board Faculty/Parent meetings Teacher of the Month and the Diamond Apple Award Honor Roll Assemblies Student Character Shout-Outs Revised 8/16 12

Kate Bond Elementary School Rules KATIE’S CODE OF CONDUCT: Ø BE RESPONSIBLE Ø BE RESPECTFUL Ø BE SAFE Ø BE PREPARED 13 Revised 8/16

KBE Behavior Expectation Matrix Katie’s Code of Conduct Morning Entry Classroom Hallway Cafeteria And/or Assembly Recess Restroom Afternoon Exit Bus Be Respectful -enter quietly and walk -go directly to breakfast or class -listen -be polite and use good manners -follow rules -walk in line -follow noise zones -keep hands to self -follow the “High Five” rules -be polite to staff -express appreciation -keep hands and feet to self -follow playground rules -include others -be quick and quiet -knock first -wait your turn -walk quietly as you leave -go directly to your transportation -walk to the bus -wait your turn to board -sit quietly and listen to driver Be Responsible -obtain pass for restroom -set a good example for others -take care of classroom and equipment -have supplies -complete homework and classwork -show others proper behavior -follow noise zones -follow the “High Five” rules -get all you need as you pass through the line -take care of your own food and supplies -walk in line and wait to discard trash -follow playground rules -stay within appropriate boundaries -wait your turn -take care of toileting needs quickly and quietly -wash hands before exiting -carry and take care of personal belongings -have all books and supplies for homework -walk to bus in designated areas -follow bus rules -set a good example Be Safe -walk and keep hands to self -carry backpacks properly -keep hands, feet and objects to self -walk -use supplies properly -walk -stay in line -keep hands and feet to self -look where you are going -walk -follow the “High Five” rules -stay in line -use utensils only for eating -keep hands and feet to self -watch where you are going -play on/with equipment appropriately -wait your turn -keep feet on floor -clean up any trash and leave restroom orderly -listen for exit directions -walk to your designated exit area -walk to your bus -wait in line -carry all backpacks properly Be Prepared -walk to class -get bookstore supplies before bell rings -have necessary supplies -complete all homework -learn daily schedules -learn and follow noise zones -carry backpacks carefully -get all supplies as you pass through the line -remember lunch money or lunch box -learn and follow playground rules -wear coats and jackets as needed -wear clothing that is easy to unfasten -use restroom with class or have hall pass -have all books and supplies for homework -listen for exit directions -have backpack ready -listen for bus number or color Revised 8/16 14

KBE Staff & Office Managed Behavior Chart Minor Problem Behavior (Staff) Inappropriate Language Physical Contact/Physical Aggression Defiance/ Disrespect/ Insubordination/ Non-Compliance Minor Examples Major Problem Behavior (Office) 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 Student engages in non-serious, but inappropriate physical contact. Silly horseplay, playful grabbing, pinching, nonaggressive punching or slapping, chasing, shoving, inadvertent physical contact, stepping on feet Fighting/ Physical Aggression 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 Definitions Major Examples 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 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 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 15 Revised 8/16

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Disciplinary Progression Consequences for Level 1 -4 Infractions Cub Slip #1 Verbal Redirection Cub Slip #2 Loss of Privilege Cub Slip #3 Guidance referral Cub Slip #4 ISS/Parent contacted Cub Slip #5 Notice of Detention issued/Parent contacted Cub Slip #6 Disciplinary Referral Issued Level 5 Infractions – Automatic Disciplinary Referral • • • Fighting (serious injury or weapon used) Aggravated assault against students (resulting in serious injury) Assault of any kind. Possession of a dangerous weapon of any kind (real or look alike). Possession of drugs of any kind (including paraphernalia). False imprisonment or kidnapping Sexual harassment/battery Serious threats against a student (physical or verbal) Threats (serious and non-serious) or false accusations against school personnel Revised 8/16

Teach the Rules, Expectations and Procedures Monday, Aug 8 th ~ Meet and Greet Day • • Teachers will send home grade level introductory letter to parents Orient students to class and school (building walkthrough) How to Line Up Conduct in the Hallway Cafeteria Restrooms Assemblies The teacher and students will practice lining up, exiting and entering the classroom, proper conduct in the hallway and restrooms, entering and exiting the cafeteria for lunch and programs. Teach School-Wide Rules with class Teach Cafeteria rules Begin to create, with students, the classroom rules 18 Revised 8/16

Teach the Rules, Expectations and Procedures • Classroom rules were developed in agreement with school wide rules. • Keep them positive and start with an action verb. • Behavioral expectations will be posted and differ based on location. • Rules and expectations will be posted where they are visible • Copies will be sent home for parent signatures. • There will only be 3 to 5 rules or expectations. Revised 8/16 19

Procedures 1. Explanation/Protocol a) Give concrete definitions/examples b) Provide reasons (Why are we doing this? raising your hand to ask a question allows everyone to hear the question) c) Demonstrate/Model procedures d) Present tasks step-by-step e) Explain and demonstrate cues, if used (visual/auditory) 2. Rehearsal 3. Reteach, as needed Revised 8/16 20

Schedule for Rules and Tuesday, August 9 th Procedures • Review Classroom Rules and Procedures, Textbook Rules, Dress Code, Kate Bond Compact, Media Release, and Internet Authorization • Finalize, Review, Model, and Role-Play classroom rules and procedures • Revisit School-Wide Rules and cafeteria/hallway conduct, AGAIN and AGAIN • Review Dress Code and Textbook rules with students • Make sure you have parent signatures on: Textbook Rules, Media Release, and Internet Authorization forms Revised 8/16 21

Schedule for Rules & Procedures Rules and Procedures Wednesday, August 10 th Attendance, Arrival and Dismissal, Weekly Progress Folder • Review Student Agenda and handbook with class • Teach importance of attendance and coming to school on time • Teach arrival and dismissal procedures • Revisit school-wide rules, hallway, cafeteria, and classroom rules and procedures again. • Review Weekly Progress Report Folder Revised 8/16 22

Schedule for Rules and Procedures th Thursday, August 11 - Review Incentive Programs with Students, Harassment and Bullying • Positive Behavior Incentives • Discuss Your Classroom Incentive or Token Economy System (Homework Pass, Extra center time; game hour, etc. ) • Discuss Perfect Attendance incentive day for each 20 -day period. • Discuss end of year rewards • Discuss Semester Honors Program • Discuss harassment and bullying with class Revised 8/16 23

Friday August 14 th Use this day to review all rules and procedures. 1 st-2 nd: Ask students why rules are important. Have them defend their reasons. 3 rd-5 th: Create a writing prompt allowing students to make a persuasive argument about a rule that should be changed. Revised 8/16 24

Code of Conduct Post test Information • • • School: Kate Bond Elementary School Principal: Dr. Yvette Williams-Renfroe School Enrollment: 977 Number of Post-test administered: 879 % of students scoring 80% or above: ? Date make up/retest scheduled (for absentees and students scoring below 80%): September , 2015 • Name of Person Submitting Form: Dr. Lashinda Hughes • Title: Assistant Principal • Phone: 416 -0020 Revised 8/16 25

KBE School Procedures – Entering School • Teachers and teacher assistants will sign-in at the office and be on their posts to greet and monitor students before the 9: 00 bell each day. Teachers must be in their doorway by 8: 55. • Any child who is not a bus-rider may not be dropped off at school prior to 8: 45. • Bus riders may begin entering the cafeteria door at 8: 55 for breakfast - remaining bus riders may enter at the 9: 00 bell. • Walkers and car riders may enter through the front door at 8: 55 for breakfast; all others may enter at the 9: 00 bell. • Cafeteria doors will be closed for breakfast at 9: 15 with the exception of late bus riders. • Bike riders may be at school no earlier than 8: 45 and must wait for the 9: 00 bell to enter. • Administrators will greet students at the front doors and bus lane. Students will be reminded of “zero zone” and to walk on the right side of the hallway on the gray line. • Students will take care of business and be in the classroom before the 9: 15 bell rings (bathroom, book store, library, breakfast, etc. ) Revised 8/16 26

KBE School Procedures (Entering School Cont. ) • Morning announcements will be done by students and school counselor using the Project Wisdom thought for the day. • Students who come in after 9: 15 must be accompanied by an adult and must check-in at the office; a check-in pass will be required to be admitted into class. • Teachers must have attendance entered into SMS by 10: 00 a. m. • The check-in passes will be kept on file in the classroom for the duration for the year. Revised 8/16 27

KBE School Procedures (Hallways) • Students will line up according to teacher directions. • Hallways are “zero zones. ” • Students must stay on the right side of the hallway. • Students not accompanied by an adult must have a hall pass or clinic pass. • Students going to the clinic from the portables must travel in groups of two and have a clinic pass. Revised 8/16 28

KBE School Procedures Cafeteria 1. Cafeteria monitors will be responsible for: a. b. c. d. e. f. maintaining appropriate noise level distributing napkins and silverware as needed reinforcing good table manners assigning students to specific seats (unless teacher directs otherwise) attending to specific needs of students (sick, spills, etc. ) identifying and requesting assistance in spill and trash clean-up (cafeteria or custodial staff) g. wiping down tables when the classes leave h. identifying problem behaviors and separating these students from the rest of the class at the table. i. informing classroom teacher of class and individual behaviors on a daily basis. 2. 3. Cafeteria monitors will be responsible for dismissing classes from the tables and lining them up to wait on teachers. The classroom teacher is responsible for picking up students at the cafeteria door. Cafeteria monitors may use the dismissal system of 1, 2, 3 or any system that works for the students. 29 Revised 8/16

Cafeteria Rules 1. Enter the cafeteria quietly and using your inside voices while eating. 2. Go through the line only once. You many leave your seat when the cafeteria monitor has given you permission. Raise your hand if you need help. 3. Keep your table and area clean. If you drop it, pick it up!! 4. Be courteous, cooperative and respectful to the cafeteria monitors and your classmates. 5. Food may not be shared or taken out of the cafeteria. Revised 8/16 30

KBE School Procedures (Assemblies) • Assemblies will be organized according to grade levels (PK-2, 3 -5). • Teachers and students should wait until called by the office before moving to the cafeteria, gym or KBMS auditorium. • Classes are to assemble quietly and sit in designated areas. • Students will be taught to understand respond to the raised hand signal to designate quiet and attention. • Teachers must remain with their class and maintain appropriate student behavior during all assemblies. Revised 8/16 31

KBE School Procedures – Uniforms • All school personnel will be deliberate and consistent with enforcement of the SCS uniform policy. • From 9: 15 -9: 30, students will be required to call a parent to bring appropriate uniform. It is not the responsibility of the school to provide uniforms for the students. Out-of-uniform students will return to the classroom for instruction until appropriate attire is brought to school. • Every out-of-uniform incident must be written up as a minor infraction by the teacher. • Per SCS Code of Conduct, the student’s conduct grade will not suffer for this infraction. • On the fourth out-of-uniform infraction, the teacher will refer the student to an administrator with a discipline referral. 32 Revised 8/16

KBE School-wide Procedures – New Students • During the enrollment process, a new student small group will meet and a New Parent Meeting will be held to introduce new students and parents to the Administrators and School Staff. • Students will meet in small groups, complete an introduction activity and tour the school. • Parents will hear a presentation and see a New Parent Power Point Presentation from the School Counselor, meet with the Title I Learning coach, be welcomed by School Administration and tour the school. • Parents that attend will be eligible to receive a new Backpack and/or Homework Study kit to help their students will homework. Revised 8/16 33

Classroom Procedures • Hall Passes: – When a teacher sends a student on any type of errand during class periods, he/she must carry a hall pass with him/her. Students must travel in pairs. • Asking for help: – Students are encouraged to ask their teachers for help and/or any adult in the building that they feel comfortable confiding in. • Cooperative Groups: – Students’ desks in the classrooms at KBE are organized into Cooperative Learning Groups. The goal of this teaching strategy is to increase student understanding of content and build transferable skills through peer-to-peer instruction. 34 Revised 8/16

Classroom Procedures • Turning in homework. – Homework should be submitted in the tray located on the table at the teacher’s door when student’s arrive. • Writing assignment protocol – All students should label their papers in the top right hand corner with their name, date, and assignment title. • Make-up work including policy for grade recovery – In the event of an excused absence, students are expected to make up work missed within a reasonable time. – In the event of an unexcused absence, one day of makeup time shall be allowed for each day of unexcused absence, if the following conditions are met. 35 Revised 8/16

Classroom Procedures • Make-up work including policy for grade recovery (cont. ) − The parent of a student or a student with an unexcused absence must submit a written request to the teacher to makeup the work and must participate in an appropriate intervention (e. g. , student or parent conference with the teacher, Saturday school, online tutorial, other appropriate intervention determined and scheduled by the teacher). − For absences due to long-term suspension (over 10 days)/expulsion, the program of making up work shall be in accordance with state law. • Communication with parents − Communication with parents will be on-going through out the year with updates on school activities as well as student progress. This may occur via phone calls, emails, notes home, newsletter, or school messenger. 36 Revised 8/16

KBE School-wide Classroom Rules • Proactive – Structure classrooms for academic success which means having efficient routines, focused instruction, clear rules and expectations, direct teaching of expectations, and frequent monitoring. • Positive – Strive to interact frequently with each student providing non-contingent attention/acknowledgement and positive recognition when students are behaving appropriately. Teachers and students will speak respectfully to each other. • Instructional –View incidents of misbehavior as teaching opportunities and calmly and consistently implement appropriate corrective consequences. 37 Revised 8/16

KBE School-wide Classroom Consequences • Develop Classroom Management Plan (individual teacher with grade level input) and finalize Intervention Flow Chart (activity during inservice) • Suggested immediate consequences may include: − Verbal warning, − Logical consequence (may include one or more of the following: think sheet, action plan, time- out in room, time-out with a partner teacher, special seating, loss of privilege such as classroom job/eating lunch with classmates/portion of a 15 minute recess, etc. ) − Phone call and/or note home • If bullying has occurred, follow the SCS No Bullying Policy 38 Revised 8/16

School -wide Incentives • • • Student of the Monthly Character Trait Recognition Award Popcorn during lunch After School Dances Lunch on the lawn Ice Cream Socials No Uniforms Day Shout-Out’s End of the Year Trip Revised 8/16 39

Student of the Month A student from each grade level or team will be selected each month. The student will be nominated by the teachers on the student’s team. Student nominations should be based upon the student demonstrating: • academic excellence/improvement • responsibility in the classroom • ability to work well with others • good character • good conduct • school spirit • other outstanding qualities demonstrated by the student 40 Revised 8/16

Monthly Character Trait Recognition 41 Revised 8/16

Shout-Outs Revised 8/16 42

Teacher Incentives • • Teachers of the Month (K-2, 3 -5, Support) High “ 5” Shout-out (Caught doing something great by their colleagues) Attendance Incentive every 20 -days “Kodiak Bucks” One-hour leave pass Bulletin Board (Recognition) Afternoon Announcement Recognition Attendance Certificate “WOW” Award 43 Revised 8/16

Teacher of the Month • A teacher will be selected each month as the “Teacher of the Month. ” • A teacher can be nominated from a student and/or staff member. • The teacher of the month will be selected based upon the number of nominations submitted for that teacher. • If there is a tie between two teachers, one name will be drawn from a box. • These nominations are based upon a teacher demonstrating leadership, school spirit, cooperation, being a team player, and other outstanding qualities as an educator. 44 Revised 8/16

“WOW" Award • A teacher can be nominated to receive a WOW AWARD for extra or exceptional effort made in the following areas: -exercising leadership to promote productive teamwork that -generating short-term results -helping to develop targeted common, short-term assessments -implementing and sharing new teaching ideas that promote better results -gathering or organizing data and evidence of improvement -assisting and supporting colleagues -presenting professional development workshops to faculty -participating in after school activities more than one hour beyond the normal school day 45 Revised 8/16

“WOW” AWARD WENT OUT OF THEIR WAY AWARD This award is presented to : (Teacher) at Kate Bond Elementary on (Date) Description of the exhibited leadership Dr. Yvette Williams-Renfroe, Principal Ms. Shelinda Hughes, Assistant Principal 46 Revised 8/16

Teacher & Staff School-Wide Incentives • • • Teacher Appreciation Week (Annually) PTA luncheons (varies) Attendance Recognition (jeans) Faculty of the Month Secret Pal monthly gifts and EOY reveal Revised 8/16 47

KBE’s Resources for Incentives • • • Adopters PTA Community members Individual donations Proceeds from vending machines in teacher’s lounge. Revised 8/16 48

KBE Communication with Parents & Community • • • Student Agenda books Weekly Classroom Newsletters PTA Meetings School Website TIF(Topics of Interest to Families) Parent Link Parent Workshops with KBE Counselors (quarterly) Parent Training with PLC Learning Coach Counselor’s Connection Newsletter Revised 8/16 49

KBE Character Education All staff and students are committed to building character through: • SCS Character Education Curriculum • Character Trait Awareness Monthly (Honesty, Respect for self & others, Responsibility, Kindness, Fairness, Hope) • • Morning Announcements (Project Wisdom) Morning Meetings/Class Meetings Bulletin Boards Classroom guidance Health/P. E. D. A. R. E. SOAR Revised 8/16 50

KBE Alcohol, Tobacco, Other Drug (ATOD) Prevention The faculty and students implement and participate in ATOD Prevention through: • • • Healthy Choices Week and Red Ribbon Week D. A. R. E. (MPD) Classroom Guidance Junior Deputy Program SCS Health Curriculum Morning Announcements 51 Revised 8/16

KBE Bullying Prevention • Training with faculty: − Making a Difference Training being provided by School Counselors in compliance with Tennessee State Law and SCS 6046: − http: //www. scsk 12. org/Policy_Manual/pm/6000/6046_Har assment_Intimidation_Bullying_Cyberbullying. pdf • Training of students: − In addition to SCS curriculum, bullying is addressed by the schools annually through classroom guidance and the No Bullying School Policy, Red Ribbon Week and student and parent contracts Revised 8/16 52

Kate Bond Elementary Violence Prevention Programs Comprehensive Violence Prevention Programs: • Responsive Classroom • Bully Prevention Programs • Peer Mediation • Conflict resolution • Classroom Guidance • Implemented by faculty/staff to all students monthly and reviewed yearly by discipline committee. Revised 8/16 53

KBE Intervention Plan (Tier I) • • • School-wide Discipline Plan Classroom Behavior Tracker Character Education Bullying Prevention Project Wisdom morning message Parent conference Document efforts, goals, progress Grade level meeting/consultation School-home agenda note system (daily conduct) Revised 8/16 54

Intervention Strategies Secondary interventions (Tier 2) for students who have been referred to the office 2 - 5 times include: • Check-in & Check-Out (CICO) w/Counselor • Behavior Contract • Strategic Seating • Small Group Interventions − Behavior Management (Feelings & Emotions) − Anger Management − Getting along with others • Mentoring • Need a Break Pass 55 Revised 8/16

Additional Tier 2 Interventions – Self monitoring programs – Think sheets – Peer mediation – Increased academic/behavioral supports & practices – Parent Training & collaboration – Self management training and support – Social skills instruction – Others Revised 8/16 56

In-School Suspension Plan • • • Review district procedures for In-School Suspension Adhere to District Procedures Describe In-School Suspension Plan Procedures for use, referral, monitoring, and data entry Describe Social Skills/Reconnection Component Describe procedure to keep ISS students current with classroom academic knowledge and grades • Employ staff accountability measures for adherence to plan • ISS is a district-funded position. Assignments to the ISS room should be properly documented in SMS as a Behavior Referral. Revised 8/16 57

Secondary Intervention (Tier 2) Evaluation Our Tier 2 Team using the following as indicators of progress & success for students who participate in secondary interventions (Tier 2): • • • Number of office referrals Data Collection Forms Observation data Anecdotal reports Student surveys Other Revised 8/16 58

Tertiary Interventions (Tier 3) The School Support Team: • Identifies students via the following means: • • • S-Team process Ineffectiveness of multi-tiered interventions already tried. Attendance Records Academics Records Data Collection Forms • Monitored by • • • Behavior Incident log Suspension Clearance log Daily FBA/BIP sheets Group Therapy Crisis Intervention Wrap-Around Services Revised 8/16 59

Tertiary Interventions (Tier 3) 2015 -2016 Data • Number of Functional Behavior Assessments and comprehensive Behavior Intervention Plans: – Unknown, new Counselor at school. • Number of participants in SHAPE Program http: //www. scsk 12. org/shape/ – Not applicable • Number of Threat Assessments: 0 • Number of OSS and expulsions: – OSS: 40 – Expulsions: 1 • How do you monitor success of interventions? – By tracking the students’ number of office referrals, cub slips, behavior logs, and via CICO. 60 Revised 8/16

Green zone 0 – 1, yellow zone 2 – 5, red zone 6+ office referrals CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT 0. 3% Tier 1 Primary Prevention: School-/Classroom. Wide Systems for All Students, Staff, & Settings 1% Tier 3 Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Tier 2 Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior 98% of Students Revised 8/16 61

SCS School-wide Attendance Team Worksheet 2016 -17 Name of School: _Kate Bond Elementary _ ______ Attendance Teams are representative of all personnel needed to review data and school structures, make recommendations for shortterm and long-term interventions and work with Principal to motivate and hold accountable all stakeholders. Principal determines and leads team: Dr. Yvette Williams-Renfroe Assistant Principal (recommended): Ms. Shalinda Hughes Professional School Counselor* Ms. Yumeekia Mitchell School Psychologist: Dr. Catherine Lawhead General Education Teacher(s) Ms. Stewart MEA Representative* Ms. Jeffries Elected Teachers (2)* Mr. Kuhn, Ms. Hill Fill in the names of team members and designate who will serve as Team Leader (TL) *Indicates members required; others may be invited as needed Special Education Teacher(s)* Ms. Johnson -Meet at least monthly. -Retain Notes of all meetings. -Make assignments and adjustments based on data review. -Make Continuous Improvement part of the school culture. -The Team shares responsibility for schoolwide buy-in Community Member: See next slide for further instructions Related Arts Teacher(s) Ms. Scott-Baker Students Members: Educational Assistant(s)/ Non-Certified Staff: Parents (2)* Ms. Christina Warner; Ms. Buzdugen ISS Assistant: Campus Monitor: N/A Cafeteria/Custodial Staff: Ms. Hurd Bus Driver: Revised 8/16 62

Attendance Team Tasks • Use SMART and • Publish goals and SARB process communicate with fidelity progress regularly • Ensure staff know • Develop incentives and follow correct and award with attendance entry consistency policies • Make attendance goals all staff goals Revised 8/16 63

Detailed Attendance Plan In Progress… Will update in a week and resend Revised 8/14 64

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/ Revised 8/16 65

Manager, School Culture & Climate: Behavior & Student Leadership Randy Mc. Pherson, Ed. D, LPC, NCSC, NBCT 416 -6344, fax: 416 -1148 Revised 8/16 67