Cromwell Elementary School-wide Discipline Plan 2010-2011

1. Cromwell Elementary School-wide Discipline Plan 2010-2011 4989 Cromwell Avenue Memphis, Tennessee 38118

2. Guiding Principles • We believe every child has the right to an appropriate education in a safe environment and has the responsibility to allow others the same opportunity. • We reward and encourage the effort, achievement and excellence of all students. • We constantly challenge students to excel and achieve to their highest potential.

3. Mission • Our school’s mission is to provide a safe, nurturing environment for learning where students are challenged to reach their highest levels of social, emotional and academic development.

4. Philosophy Statement • We must provide opportunities for children to make appropriate behavioral choices. Our expectations for students’ behavior must be taught and reviewed frequently. • When handling behavior issues, we must remember the importance of establishing strong, positive relationships with students. We must respond to the situation in a caring and professional manner. • Positive school climate will guide social and academic growth for all students. Positive school-wide behavior management is necessary if learning is to take place.

5. Previous Results • We have made good progress toward our goal of decreasing office referrals. During the first reporting period of 2008-09 we had 11 office referrals for discipline. During the first reporting period of 2009-10, we had 10. • Through the continued implementation of “Fight Free Schools”, emphasis on no bullying and the use of conflict resolution skills training, we have already had a “Fight Free Schools” celebration. • Thus far this year 0% of our students are in the Red Zone, .004% are in the Yellow Zone and 99.8% are in the Green Zone.

6. VISION Cromwell Elementary School’s staff respects the varied learning styles, developmental stages and cultural diversity that our children bring with them. We are committed to providing an atmosphere where innovative teaching techniques, modern technology, and risk-taking experiences will be combined to keep every child actively involved in learning and challenged to reach his/her highest potential.

7. Goals or Objectives Increase positive student behavior choices and reduce negative behavior choices • Reduce the number of office referrals by 10% • Reduce the number of home suspensions by 10% • Use ISS as an alternative to home suspensions when applicable

8. MCS Discipline Committee Worksheet2008-09 Name of School: _________________ Discipline Committee is representative of the school faculty and includes an administrator. Fill in the names of committee members and designate a Team Leader (TL) *Indicates members mandated by MEA contract See next slide for further instructions

9. Discipline Committee • The Discipline Committee will meet the week after the data is received from the DATA website. • Sandra Hodges, ISS assistant, will be responsible for getting the data to the committee.

10. Meeting ScheduleSee Next Slide for Further Instructions

11. (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. (B) Sandra Hodges, ISS assistant 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 Discipline Committee. Name and title: Sandra Hodges, ISS assistnt Determine how you wish to examine your data: by location, by student, by infraction, by time of day, number of referrals per day per month. Also consider office referral procedures and data integrity. (C) By student and by infraction Faculty meeting to discuss behavior should be held within a week of the Discipline Committee meeting. Enter projected dates in this column. Identify persons responsible for sharing data trends for previous reporting period with the faculty. Name and title: ________, Professional School Counselor – Team Leader Team may wish to lead faculty in brainstorming intervention strategies based on data. Share successes and areas of continued efforts.

12. Monitoring Process • School, classroom and individual discipline data are analyzed by the Discipline Committee • Adjustments are made as needed to the school-wide discipline plan. • The S-Team process is used to develop intervention plans for students with at-risk behaviors.

13. Action Steps • We will continue professional development on classroom management strategies. • . • We will continue to emphasize the difference between an office referral and a classroom management procedure. • We will continue to have parent training sessions to focus on the importance of school and parents working together. • We will continue to use Peer Mediation to further teach students how to handle conflicts.

14. Celebration • Morning and afternoon announcements • Bulletin boards • Faculty and parent meetings • Information sent to MCS publications • Tuesday Information Folders

15. School Rules • Be responsible • Be honest and positive at all times • Be respectful of self, others and school property • Keep hands, feet and objects to self

16. Behavioral Expectation Matrix

17. Develop Pre-referral Flow Chart • Describe classroom managed and office managed behaviors • Develop a flow chart describing general procedures for dealing with problem behaviors • Example provided on next slide

18. Procedure for Dealing with Problem Behaviors Observe problem behavior Is behavior major? Find a place to talk with student(s) NO YES Ensure safety Problem solve Write referral & Escort student to office Problem solve Determine consequence Determine consequence Follow procedure documented Follow documented procedure NO YES Does student have 3? Follow through with consequences File necessary documentation Send referral to office File necessary documentation Follow up with student within a week

19. How we teach the rules and procedures • Classroom teacher teaches during the first week of school and reinforces daily • Morning and afternoon announcements • Student handbook • Newsletters • Parent orientation meetings • Rules are posted in classrooms and throughout the building

20. School Procedures • All students report to the cafeteria in the morning. Students not eating breakfast sit in a designated area, others get in the breakfast line. Students remain quiet during this time. At 8:15, teachers pick up their classes from the cafeteria and escort them to the classrooms. • At dismissal, day care bus riders go to a designated area and are monitored by support staff until bus arrives. Car riders are escorted by grade level teachers down the front walkway to the parked cars. Walkers are escorted by grade level teachers out the west side door and down the sidewalk to the crossing guard. • Students must walk on the right side of the hallway at all times. Students not escorted by a teacher must always have a hall pass. • Teachers walk students to the cafeteria line for lunch. They sit at assigned tables and remain seated unless given permission to get up by an adult monitor. Students should get all supplies when they go through the cafeteria line the first time. Cafeteria rules are posted at all times. • Assemblies are held in the cafeteria. Teachers walk classes to the cafeteria and remain with their classes throughout the assembly. Students remain quiet and orderly throughout entire assembly. • Teachers escort their classes to the restroom on a scheduled basis. Restroom rules are posted and are reviewed daily by homeroom teachers. • Office referrals are used as one form of consequence in our discipline plan. An office referral usually comes as a last resort by the teacher.

21. Classroom Procedures • Hall passes are used by students for specific destinations when unaccompanied by a class • Students take part in establishing rules for the classroom • Restroom breaks are taken as a class • Conduct reports are sent home at least weekly by all classroom teachers

22. School Wide Incentives • Fight Free School celebrations are held at the end of each twenty days when there have been no fights • Honor Roll awards are presented each nine weeks • A Student of the Week is selected in each classroom each week throughout the year • Cougar Bucks are awarded to students who are “caught being good” and are redeemed periodically at the Cougar Store • Field Trips each semester for repeat Honor Roll students • Weekly incentives by teachers according to classroom policies

23. Teacher Incentives • Attendance awards – nine weeks and yearly • Yearly academic achievement incentive awards • Teacher Appreciation Week • Periodic incentives at faculty meetings • Teacher of the Month recognition

24. Identify Your Resources for Incentives • Adopters • Community agencies and businesses • Restaurants • Churches • Fundraisers • Parent organization

25. Character Education • Character education lessons are taught to all students by counselor and reinforced daily by teachers • Principal uses “Project Wisdom” character building announcements every morning. • Teachers use “Project Wisdom” journals every Friday for student journal writing on the character trait of the week

26. ATOD Prevention • Alcohol, tobacco, and other drug prevention education is covered in Health and P.E. lessons by the P.E. teacher • The DARE program is used with 5th grades • Red Ribbon Week is observed each year • Healthy Choices Week is observed each year

27. Sexual Harassment Prevention • Annual sexual harassment training was done with the faculty on September 2009. • Sexual harassment issues are discussed with individual students by counselor on an “as needed” basis.

28. Bullying Prevention • The school counselor does bullying prevention training with the faculty annually. Training includes defining, recognizing early signs and providing strategies for addressing bullying. • Bullying prevention classroom lessons are presented to all students by the school counselor according to the timeframe provided by MCS Counseling Department. Bully Free Classroom materials are used in addition to the MCS curriculum.

29. Violence Prevention Programs • Bully Free Classroom – taught by counselor and monitored by entire staff all year • Conflict Resolution – taught by counselor and monitored by staff all year • Peace Making Skills for Little Kids – taught by counselor and monitored by staff • Fight Free Schools – monitored by principal • Peer Mediation – coordinated by counselor and librarian

30. Multihazard Emergency School Plan • The Multi-hazard Emergency School Plan was submitted on October , 2009. • Orientation and training schedule follows this page • Dates for drills and emergency procedures practice follows training schedule

31. Intervention Plan • Mentoring by staff • Groups facilitated by counselor and/or social worker include social skills, anger management, and decision making. • Counselor may refer students with severe needs for possible outside counseling specific to their individual needs. • Students with three to five referrals will have Functional Behavior Assessment and Behavior Improvement Plan developed by counselor and/or DEC personnel

32. In-School Suspension Plan • ISS is one consequence in our system of progressive levels of discipline. • ISS Students complete individual class assignments and write a reflection on the behavior choices that caused their placement in ISS. The reflection must include alternatives to demonstrate positive behavior choices. • All ISS referrals require a parent conference.

33. Memphis City Schools IN-SCHOOL SUSPENSION PROGRAM Student Intervention and Behavior 416-4240 Location 146SS Goal:To create an educational environment where students are held accountable for their actions, learn the skills and attitudes necessary to prevent misbehavior and act appropriately when they return to the regular classroom. Objectives 10% reduction in the amount of suspensions as compared to the previous school year. Each six weeks there will be a 2% decrease in the number of repeat offenders, resulting in a 10% decrease by the final six weeks period. Components Academics – Students will complete academic assignments while assigned to ISS to ensure continued academic progress. Social Skills – Students will receive social skills/character education training by ISS teacher, professional counselor and/or other mental health professionals. All ISS teachers will receive training in the MCS Character Education Model. Service Learning – Students will participate as resources are available in their school community. Alternative Student Transition – Student will spend a specified period in the ISS program upon their return from the Alternative Program. This period will allow students to receive orientation regarding policies/procedures, strengthen pro-social skills, and form a positive relationship with school staff. This will afford administrators, teachers and counselors the opportunity to plan appropriate interventions for students and integrate them back into the school community. Reconnection – Students will have an opportunity to reconcile with the adult and/or student with whom they had conflict. This can be facilitated through written communication and/or a mediation session. Evaluation – The following areas will be formally evaluated: recidivism rate, ISS teacher/administration satisfaction, individual teacher referral rate, and suspension rate. MCS Research and Evaluation will assist with the design of this component.

34. Selection of Students Students will be assigned to an In-School Suspension for an infraction that warrants an out of school suspension. Only administrators can refer students to the ISS program. ISS should be utilized as one of the interventions available in the disciplinary continuum. Students should be assigned for a period of 1-3 days. Conditions Administrators have the discretion to increase the length of stay or utilize other disciplinary actions if a student does not adhere to ISS rules and regulations. ISS capacity should not exceed 15-20 students per day. Conclusions The Memphis City Schools ISS Program is an extension of the classroom/school discipline plan which seeks to help students improve behavior while remaining in an educational setting. This strategy provides a specific disciplinary action a school can utilize to assist with students displaying inappropriate behavior. ISS is a positive approach that prioritizes the needs and long-term goals of students.

35. Procedure for Use • Administration determines ISS referrals. • Teachers will send daily assignments. • ISS Assistant monitors and evaluates student progress • ISS Assistant will spend their day performing duties related to the operation of the ISS program. All other extended assignments (i.e. substitute teaching, cafeteria duty, and hall monitoring) should be paid using school budget. • Administrators should make provisions (internet access) to support daily or weekly data entry by ISS Assistants

36. ISS Assistants should receive the 30 minute duty-free lunch as outlined by Human Resources. • ISS staff will assist student with re-entering regular classroom setting. • Special Education students will receive services mandated in their IEP during the suspension period. • ISS Assistants should be evaluated at mid-year and end-of-year intervals. • Administrators should communicate with ISS Coordinator regarding program implementation as necessary.

37. Secondary Intervention Evaluation • Secondary evaluations are based on student behavior following interventions through counseling sessions and group activities conducted by the counselor and/or social worker. • Data from discipline referrals, time in ISS and teacher observations are also used in evaluations.

38. Tertiary Interventions • Students with five or more days of suspension are required to have a Functional Behavioral Assessment and Behavioral Intervention Plan. • Students use Check-in Check-out with counselor. • Students are assigned a faculty mentor. • Success of interventions is determined by observation and review of office referrals.

39. Green zone 0 – 1, yellow zone 2 – 5, red zone 6+ office referrals CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior .0% 99.8% of Students .004% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings

40. Computation for Triangle • Number of students with 6+ office referrals (red zone)= Divide this number by total enrollment for % in red zone • Number of students with 2 – 5 office referrals (yellow zone)= Divide this number by total enrollment for % in yellow zone • Number of students with 1 office referral= • Add together totals from 1, 2, & 3 and subtract from total enrollment to get students with 0 office referrals • 0–1 office referral (green zone)=add totals from 3 & 4. Divide by total enrollment for % in green zone • Total students referred (total of first 3 lines)= Divide by total enrollment body for % students referred Computation template on MCS website

41. Plan for Support & Monitoring September 30,submit Discipline Plan to District Coach and Regional Director. Includes: • Team Members and Team Leader • Meeting schedule for the year • TIC (also submitted to coach in January and April) • Action Plan (based on EBS results) Team Leader will attend any additional training provided throughout the year.

42. District PBIS Coaches • Elementary Area 1, Academic Supt. Kevin McCarthy • Charlotte Baucom, baucomc@mcsk12.net • Elementary Area 2, Academic Supt. Virginia McNeil • Ashley Faulk, faulka@mcsk12.net • Elementary Area 3, Academic Supt. Judy Jackson • Brady Henderson, hendersonb@mcsk12.net • Middle School, Academic Supt. William Rhodes • Ann Sharp, sharpa@mcsk12.net • High School, Academic Supt. Elsie Lewis Bailey • Carolyn Matthews, matthewscarolynt@mcsk12.net Center for Safe & Drug Free Schools 416-4240, fax:416-4221 Striving Schools send to Area Coach and Academic Superintendent Dr. Roderick Richmond

43. Additional CSDFS Staff • Kenneth Pinkney, Director, Student Intervention & Behavior • Linda Delaney, Emergency Management • Janice Johnson, Student Leadership, Peer Mediation • Leticia Sanders, ISS Assistants & Behavior Specialists • Adrian Stitt, Special Project Assistant for ISS • Robert Williams, Technology Project Administrator • Ruth Watson, Program Project Specialist • Brenda Harper, Brenda Harper, Program Project Specialist • Shanddeikka Beecham, Clerical • Dorinita Clark, Clerical • District Behavior Specialists: Morrice Apprey, Willa Broom, Ptorey Crutchfield, Dana Gaston, Angeletta Giles Center for Safe & Drug Free Schools, Loc. SS146, Rt. 2 220 N. Montgomery, Memphis, TN 38104

44. Resources • MCS Data Website • mcsprodweb.mcsk12.net/blueribbon • User name: • Principal is prinloca (no space, insert your location number), • Assistant Principal is aprloca (no space, insert your location number and a, b or c depending on the number of AP’s), • Team Leader is tlloc (no space, insert your location number) • Password can be set by calling 416-2700 (Enter Password with capital P first and see if it will let you set your own) • MCS Website • Forms will be under PBIS site (Go to Student Support, then Student Behavior and Intervention, then PBIS) • TN PBIS links http://web.utk.edu/~swpbs • Maryland PBIS http://www.pbismaryland.org • PBIS http://www.pbis.org