Alcy Elementary School School-wide Discipline Plan 2007-2008

1. Alcy Elementary School School-wide Discipline Plan 2007-2008 1750 Alcy Road Memphis, Tennessee 38114

2. The Responsive Classroom Approach Academics Child Behavior Social Skills

3. Guiding Principles • Beliefs • Effective instruction takes place in an environment that is conducive to learning. • Establishing and maintaining a learning community is vital to the success of all students. • All members of the school community must be treated with dignity and respect. • Promotion of social standards that demonstrate positive relationships, responsibility, results, and respect is fundamental to the students’ learning success. • Opportunities for all stakeholders to experience personal and professional growth should be evident. • School Character Points • Community building • Encouraging strong collaborative relationships • Incorporation of research-based practices to enhance student learning • Teaching children to care • Values • A safe, challenging, and joyful learning environment is necessary for student achievement. • Parents and community members help create building blocks that support the learning process for all students.

4. Vision Alcy Elementary is a place where students, parents, teachers,and stakeholders are an integral part of the advancement of school goals. Our school provides every child with the opportunity to be successful and pursue life-long aspirations. Our students are actively engaged in meaningful activities in order to enrich and cultivate their academic growth and development. Students learn to work cooperatively and develop a sense of pride in their work. Our teachers serve as role models and work diligently to provide students with opportunities to be successful. They engage in meaningful activities, encourage strong collaborative relationships with parents, and establish collegial relationships with other teachers. Our principal and professional development school compliance coach continually assess, analyze, and evaluate student data outcomes in order to make data-driven decisions. They are open, supportive, and seek to involve teachers, parents, and stakeholders in the process of change. Our parents are knowledgeable about decisions made at Alcy and share in the decision-making process. They seek to find solutions to problems and are supportive in this process.

5. Mission Our mission is to foster a safe, stimulating environment in which everyone is encouraged to think critically while developing the necessary skills and attitudes to become caring, responsible, and productive citizens in the twenty-first century.

6. Philosophy Statement We believe: • Students, faculty, and staff should be given opportunities and encouraged to perform at optimal levels. • Effective instruction takes place when students are engaged in meaningful learning opportunities. • All stakeholders must work collaboratively to build community and keep the environment safe and orderly.

7. Goals and Objectives • To increase the percentage of positive student behaviors. • To decrease the number of office referrals by 15% - Goal 115 • 2004-2005 – 189 • 2005-2006 – 129 • 2006-2007 - 135 • To decrease the number of suspensions by 15% - Goal 48 • 2004-2005 – 54 • 2005-2006 – 57 • In-School Suspensions – 47 • Overnight Suspensions - 10 • 2006-2007 – 56 • In-School Suspensions – 31 • Overnight Suspensions - 26

8. MCS Discipline Committee 2007- 08 Name of School: Alcy Elementary 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

9. Meeting Schedule Data Entry Designee: Carolyn Owens, Attendance Secretary Team member responsible for data summary:Karen Chipman, Team Leader Person responsible for sharing data: Karen Chipman, Team Leader

10. School-Wide Rules E – Expect excellence everyday. A – Accept responsibility for all actions. G – Get along with others. L– Listen and follow directions. E – Envision daily success. S – Show respect at all times.

11. Behavioral Expectation Matrix

12. Teaching the Rules and Procedures • Teachers discuss, model, and provide opportunities for practice expected behaviors to reinforce the rules and procedures. • School-wide assemblies are held throughout the school year to reinforce school-wide rules and procedures. • Rules are posted throughout the school. • Rules and procedures are reinforced during Morning Meetings • Newsletters and parent meetings provide access to the school-wide rules and procedures for all parents and stakeholders . • Rules and procedures are consistently reinforced by all staff members.

14. School Procedures • Entering School • Students enter the building quietly and sit in the cafeteria. • All support teachers and staff will report specified posts in the hallway or classroom door. • Morning Routines • Announcements at 7:30 a.m. • Morning Meeting – 7:45-8:05 a.m. • Teachers follow individual teaching schedules. • Passing Classes • Students walk on the right side of the hall quietly. • Lunchroom • Students enter quietly in a line and sit at assigned table(s) alternating seats. • Students clean up after themselves and wait quietly in line before exiting. • Assemblies • Students enter the cafeteria quietly in a line and sit where the teacher indicates. • Students sit quietly before, during, and after an assembly. • Students exit the cafeteria quietly in a line when dismissed as a grade level. • Office Referrals • Teachers follow classroom discipline plans using office referrals as an intervention measure. • Dismissal • All support teachers and staff will report to specified posts in the cafeteria or hallway. • 2:05 – Kindergarten classes exit with teacher. • 2:05 – Day Care bus riders dismissed to the cafeteria quietly. • 2:13 – All homeroom teachers escort their students down the side walk and monitor their departure. • School-Wide Interventions • Soaring Eagles • Zero noise signal • Quiet Zone signs in hallways

15. Classroom Procedures • Each teacher will incorporate researched-based strategies for implementing basic classroom procedures such as: • Entering the classroom • Turning in homework • Asking for help • Cooperative groups • Moving around the room • Workstations • Writing Assignment Protocols • Restroom Privileges • Teachers will turn in an individual classroom procedures form to the office.

16. School Wide Incentives • Six Weeks Awards Ceremony • Honors students who have earned Perfect Attendance, Honor Roll, Principal’s List, and good Citizenship. • Fun Friday • A school-wide celebration each six weeks for students who meet the following criteria: • Perfect Attendance, excellent behavior, exhibits character traits, adheres to the uniform policy daily, academic excellence/significant academic or behavioral improvement • Soaring Eagles • A school-wide program for maintaining appropriate behavior and a clean table during the lunch period. • Dr. Counts’ Cool Kids • Each six weeks, educational assistants submit one student from each grade level will eat a catered lunch with the principal on the stage during lunch period. • Good Character Kid • Given by classroom teacher and presented during the morning announcements. • Great Wall of Character • Students who exhibit good character traits are placed on the Great Wall of Character. • Student of the Month • One student from each grade level is honored each month on the Student of the Month board.

17. Good Character Kid Date_____________________Student’s Name ______________ Homeroom ______Character Trait ____________________Brief Description __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Teacher ___________________________Please write the description exactly how you want it to be read during the morning announcements.

18. Teacher Incentives • Perfect Attendance each six weeks • Educational accomplishments • National Board Certification • Master’s and Doctoral Degrees • Outstanding service and participation • Achieving school-wide academic and discipline goals • TCAP scores • Writing Assessment (Grade 5) • Who’s Who At Alcy? • Spotlight on teachers and staff for outstanding contributions in the school newsletter • Teacher Superlatives (end-of-the-year) • Dream Team Award • Quality Work Team Award • Various achievement awards

19. Who’s Who at Alcy Teacher Recommended: _________________________ Date: _______________ Who Recommended this Teacher: _________________ Reason for Recommendation: _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ Would you like this information published in the Alcy Newsletter? _________ Please write the description exactly how you want it to be published in the newsletter.

20. Celebrations • Student Recognition • Good Character Kid • Great Wall of Character • Student of the Month • Soaring Eagles • Dr. Counts’ Cool Kids • Fun Friday • Awards Ceremonies • Faculty Recognition • Newsletter Publications • End-of-the-Year Awards • Faculty and Staff Luncheon

21. Resources for Incentives • Adopters • Community & business donations • P. T. O. fundraisers • Site-Based Budget • Title I Parental Involvement Fund • Memphis Athletics Ministry

22. General 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

23. Character Counts Character Education • MCS Family Life Education and Health & Wellness Curricula is taught in Physical Education as well as in the classrooms. • Character traits are introduced during the morning announcements and reinforced during Morning Meetings and class meetings. • Character Education is taught through classroom guidance sessions using the Character Counts program. • Character traits are included as part of the school newsletter. • Charmettes is a program designed to teach fifth grade girls about self-confidence and grace.

24. ATOD Prevention • MCS Family Life Education and Health & Wellness Curricula is taught in Physical Education as well as in the classrooms. • Alcohol, Tobacco, and Other Drug prevention is introduced, discussed, and reinforced during Morning Meetings and class meetings. • Red-Ribbon Week is observed school-wide during the week of October 23-26, 2007. • Alcohol, Tobacco, and Other Drug prevention is also taught during individual, small group, and classroom guidance sessions. Just Say No!

25. Sexual Harassment • Our Annual Harassment Training was conducted on Wednesday, October 24, 2007 during faculty meeting. • Our students receive training during individual, small group, and class guidance sessions throughout the school year using a Personal Safety Plan program.

26. Bullying Prevention • Annual Faculty Review of Bullying Policy • Board Policy #6.304 • August 10, 2007 • Student training takes place during individual, small group, and class guidance sessions throughout the school year. • Bully Buster Program • The Berenstain Bears and the Bully • Conflict Resolution training • Personal Safety Plan • Charmettes – for fifth grade girls

27. School Safety Plan • Our School Safety Plan was submitted on October 30, 2007. • Our School Safety Plan was reviewed and agreed upon on Wednesday, October 24, 2007.

28. School Safety Plan • Dates for drills • Primary Fire Drills Rain dates Times August 15 August 17 9:30 August 29 August 31 9:30 September 14 September 17 12:30 October 12 October 15 12:15 November 15 November 16 1:00 December 14 December 17 9:30 January 15 January 17 12:30 February 15 February 19 9:30 March 12 March 14 12:30 April 21 April 23 1:00 May 15 May 16 9:30 • Severe Weather Drills October 29 12:30 March 26 12:30 • Emergency Evacuation Drills April 24 (Bomb Threat) TBA • Earthquake Drills November 22 TBA February 20 TBA • Lock Down Drills December 5 TBA

29. Monitoring Process • School, classroom, and individual discipline data is analyzed following each 20 day period by the school discipline committee and then reported to the staff during faculty meetings. • Adjustments are made to the school-wide discipline plan as needed. • Teacher mentors are provided for new teachers as well as support from staff members for all teachers. • The S-Team process is used to develop or modify intervention plans for students with at-risk behaviors.

30. Intervention Plan • School rules are consistently enforced using the Reinforce, Remind, and Redirect strategy followed by logical consequences, Apology of Action, or a loss of privileges. • Parents are regularly contacted by teachers to discuss academic and behavior progress. • The Student-Code-of-Conduct is regularly reviewed with parents and students. • For students who present serious problem behaviors, group counseling is offered from the guidance counselor and school social worker. • Behavior Intervention Plans are developed and monitored for students who present serious problem behaviors.

31. Secondary Intervention Evaluation • A variety of strategies will be used to promote positive behaviors for select students. • Use the Behavior Intervention Manual to find specific strategies based on the problem behavior. • Team conferences will be held for support and additional ideas for students who present problem behaviors. • Phone calls and letters are sent to parents informing them of their child’s infractions. • ISS is used with an entrance and exit interview with a member of the Discipline Committee or ISS staff. • Classroom teachers, the guidance counselor, and ISS staff will monitor student progress. Information from observations will be recorded and used to revise behavior intervention plans.

32. Tertiary Interventions • The guidance counselor accepts referrals from classroom teachers. • Student and parent conferences are generally held before an S-Team meeting is scheduled. • The school support team works closely with classroom teachers and parents to provide resource information and intervention strategies. • Group counseling sessions are conducted and individual behavior plans are written for students who continually experience difficulty. • Out of School Suspension is given when strategies have been exhausted with a required entrance interview with the parent.

33. In-School Suspension Plan • In-School Suspension begins the second six weeks. • Students will be given ISS after the classroom teacher has implemented a variety of intervention steps and completed an office referral form. • ISS hours will be determined according to the level of offensive behavior as outlined in the Student Code of Conduct. • Teachers must provide students with assignments to complete while in ISS. • Each student must complete a Behavior Reflection Form before returning to the classroom to be given to the classroom teacher. • The ISS staff is responsible for maintaining up-to-date records of student information. • The behavior log will be monitored monthly for patterns in behaviors and referrals. • Exit interviews will be held with a Discipline Committee member or ISS staff.

34. Prevention Programs

35. Results 2004-2005 Total – 189 2005-2006 Total – 129 2006-2007 Total – 135

36. Action Steps

37. PBIS Triangle Comparisons

38. Plan for Support & Monitoring • Our School-Wide Discipline Plan was submitted on October 30, 2007. The plan includes: • Team Members and Team Leader • Meeting Schedule for year • TIC (also submitted to Coach Oct., Jan., Apr.) • Action Plan (based on EBS results) • Ongoing training for Team Leaders and others will be provided throughout the school year

39. Conclusion • What We Have Learned: • The majority of office referrals for the 2006-2007 school year were for insolence or insubordination (44), disruptive behavior or continual misconduct (31) and immoral or disreputable conduct (20). • Out of 135 office referrals, 103 occurred in the classroom. • Additional training for teachers may be needed in classroom management and implementation of behavior intervention strategies using the Behavior Intervention Manual. • How We Will Use What We Learned: • Peer mentoring and professional development opportunities will be provided for teachers needing assistance with classroom management and implementation of behavior intervention strategies through the Teaching and Learning Academy. • The guidance counselor will provide individual and small group counseling sessions for students who present serious problem behaviors. • Responsive Classroom will continue to be implemented within each classroom in order to stress the importance of developing appropriate social skills.

40. 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 North Area Office 416-4240