John P. Freeman School-Wide PBIS Plan 2013-2014

1. John P. Freeman School-Wide PBIS Plan2013-2014 5250 Tulane Road Memphis, Tennessee 38109 Revised 7/13

2. Guiding Principles All students can be successful contributors to our society. Each student is a unique individual with special abilities and talents. Students learn in many different ways and are provided with a variety of instructional approaches to support their learning diversities. Goals and expectations are clearly defined and presented in order for students to experience success. Authentic learning and demonstration of achievement are integral components of curriculum design and instruction. Administrators, teachers, and support staff are committed to the responsibility for preparing and motivating each student to develop confidence, attain self-direction, and become life-long learners. Revised 7/13

3. Vision John P. Freeman is a motivational learning center that continues to inspire all students to lead the quest for excellence. We have a safe and nurturing environment where students develop their unique abilities as they work to become productive, educated citizens who are able to compete globally. Our students are confident, self-directed, life-lone learners who make valuable contributions to their communities. Teachers rely on the important components of our curriculum and instruction design and research based strategies, which include but are not limited to: hands-on learning, the demonstration of achievement, collaborative learning, nonlinguistic representations, and technology integration. Teachers use a variety of instructional approaches to assess and support their students’ learning needs. Students’ learning is enhanced by providing opportunities to excel in and out of the classroom such after school tutorials, community service and extracurricular and enrichment activities. Additionally, teachers use date to implement best practices to develop the whole child. Our students demonstrate an understanding of school and district policies. All stakeholders are an integral part of our decision-making process. Revised 7/13

4. Mission School The mission of John P. Freeman is to accelerate the performance of all students by building and strengthening family and community partnerships to support academic and character development and meet or exceed proficiency rates. We strive to create a positive, safe and respectful school community that inspires stakeholders to commit to and engage all students to daily lead the quest for excellence in order to compete. Student Each day, I will make it a priority to lead the quest for excellence in my home, school, and community. Revised 7/13

5. Philosophy Statement Our school philosophy has a three-fold purpose. First, we wish to create a safe school environment where orderly instruction can take place. Next, by making clear what is desired behavior, we hope to encourage self- discipline among our students. Finally, through the application of certain rules, we hope to maintain a climate for developing good citizenship. Our intention is not to create punitive measures but to provide positive guidelines for desired behavior. Revised 7/13

6. Goals or Objectives • Goal: To reduce the number of students on probation for attendance (tardies to homeroom and classes) work habits or conduct. Objectives • We will reduce the number of students who are tardy fifteen or more times in a year by 10%. • We will reduce the number of students who are referred to the office for misconduct by 10%. Revised 7/13

7. 2012-2013 Results Revised 7/13

8. 2011-2012 Results Revised 7/13

9. MCS School-wide PBIS (Discipline) Team Worksheet2013-14 Name of School: _John P. Freeman Optional School ________________ PBIS Team is representative of the school faculty and includes an administrator. Fill in the names of team members and designate counselor who will serve as Team Leader (TL) /Ms. Sonja Dotson *Indicates members mandated by SCEA contract; others may be invited as needed See next slide for further instructions Revised 7/13

10. SW PBIS Team • The Discipline Team will meet tentatively each Wednesday after the 20-day reporting period to analyze the data. • The Team will then report this information to the faculty and staff during the next faculty meeting. • Mr. Cathey, Ms. Dotson, and Ms. Brewster will be responsible for collecting data from the PowerSchool SMS Website. Revised 7/13

11. Meeting ScheduleSee Next Slide for Further Instructions on Names of Team Members Revised 7/13

12. Refer to slide 10 and insert names of Team members below: (A) Data should be entered 2-3 days prior to the end of the reporting period to enable review of accurate data. Principal should identify person responsible for entering behavior data. Name and title of data entry designee: Ms. Mia Dodson (B) 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 SW PBIS Team. Name and title: Ms. Dotson, Mr. Cathey, Ms. Brewster Determine how you wish to examine your data: by location, by student, by infraction, by time of day, number of referrals per day per reporting period. Also consider office referral procedures and data integrity. (C) Faculty meeting to discuss behavior should be held within a week of the SW PBIS Team’s Meeting. Enter projected dates in this column. Identify persons responsible for sharing data trends for previous reporting period with the faculty. Name and title: Ms. Dotson, Mr. Cathey, Ms. Brewster Team may wish to lead faculty in brainstorming intervention strategies based on data. Share successes and areas of continued efforts. Revised 7/13

13. Monitoring Process • The data will used by the PBIS School-Wide Discipline Team to determine progress toward goals and action plan by monitoring the environment and collecting feedback to build for success. Revised 7/13

14. Self-Assessment Survey (SAS)2013 Revised 7/13

15. Self-Assessment Survey (SAS) 2012 Revised 7/13

16. Celebration John P. Freeman will communicate successes school-wide, at the staff level and at the student level the following ways: • Announcements • Bulletin Boards • Showcase accomplishments • Cable 19/88.5 • Parent Magazines • The Paw Print- PTSA Newsletter • School’s Website • Parent Connect, Parent Link Revised 7/13

17. Panther P.R.I.D.E. Prepared: Have all of your materials daily to be successful. Get plenty of rest nightly. Respectful: Follow directions from adults the first time. Respect others and their property by keeping your hands, feet, objects to yourself. Be a team player. In-Control: Pass silently in the hallways. Wear your uniform properly. Keep your hands, feet, and objects to yourself. Dependable: Be at school every day and on time. Follow directions from adults the first time. Excellent: Strive for excellence daily. Do your personal best. Challenge yourself to go above and beyond. Revised 7/13

18. Behavioral Expectation Matrix Revised 7/13

19. Develop Pre-referral Behavior Classification Revised 7/13

20. Staff & Office ManagedBehavior Chart Revised 7/13

21. John P. Freeman Flow Chart for Dealing with Problem Behaviors Observe problem behavior Is behavior staff managed? Find a place to talk with student(s) YES NO 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 Revised 7/13

22. Teach the Rules, Expectations and Procedures • Teachers will include in their weekly lesson plans activities to introduce, model, and practice application of the school rules and procedures. • Teachers and administrators will teach, model, and practice the procedures during the beginning of the school year and at the beginning of the semester. • All staff members will revisit procedures throughout the year. • School rules and procedures will be posted throughout the school in the appropriate areas. Revised 7/13

23. Revised 7/13

24. School Procedures • School Procedures Revised 7/13

25. School Procedures • Students will enter the building and walk to their assigned area on the right side of the hall. • Administrator, Teachers, and Support Instructors will greet students at their assigned posts. • Students should have collected their materials and arrived at their first period class before 8:00 A. M. bell rings. Revised 7/13

26. Classroom Procedures • Students will begin bell work upon entering the classroom. • Students will bring all required materials to class. • Students must have a hall pass when leaving and returning to the classroom. • Students will bring agendas to class and record all homework assignments. • Students will know the procedures for each of their classes. Revised 7/13

27. Dismissal Procedures • Elementary teachers will escort their students to the courtyard. • Elementary students will line up in a designated area to be picked up by the after-school care coordinators. • Middle School teachers will dismiss their students and monitor the halls at their assigned posts. • Middle School students will collect their materials and walk on the right side of the hall to their designated exits. • Students will report to their designated area or exit the building by 3:15 P. M. Revised 7/13

28. Lunchroom • Elementary teachers will escort the class to the lunchroom serving line. • Students will enter the lunchroom on time and remain there during the entire lunch period. • All lines are Quiet Zones. • Conversational tones are permitted at the lunch tables unless otherwise specified. • Everyone sits at his/her assigned area and follows the directions of the cafeteria monitors. • Students should remain seated and raise their hands when something is needed. • Table monitors are assigned to wash the tables after lunch. Everyone should clean up all items on and under their table before leaving. • Everyone should put trash in the proper containers. • Classes will be instructed when to line up and should wait quietly for their teachers. Revised 7/13

29. Assemblies • Teachers will escort students in a single file line to their designated seating area and remain with their class. • Students will remain quiet before, during, and after the program. • Students will show courtesy and good citizenship during all programs. • Students will remain seated after the program until dismissed. • Students participating in the program are expected to return to class within 10 minutes after the end of the program. Revised 7/13

30. Passing Class • Middle School students will use their five minutes between classes to go to the restroom and go to their lockers. • 6th grade students go to their lockers before homeroom, after third period, before lunch, before sixth period, and after seventh period. • 7th/8th grade students go to their lockers before homeroom, before fourth period, before lunch and after seventh period. • Students are dismissed from class by their teachers when the bell rings. • Students will walk quietly on the right side of the hall. Revised 7/13

31. Academic Support Classroom Procedures • Students will bring all required materials to class. • Students must have a hall pass when leaving and returning to the classroom. • Students will bring agendas to class and record all homework assignments. Revised 7/13

32. Academic Support Classroom Procedures • While in the cafeteria and while changing classes, students will be held accountable for their conduct. • Cafeteria and hallway conduct reports will be completed if students are not following the rules/procedures for the cafeteria and hallway. Once students receive three reports, a disciplinary referral will be submitted to the office. Revised 7/13

33. Library Procedures • Students coming to the library must have a written pass from the teacher stating topic to be researched. • Students will sign-in and sign-out of the library. • Computer use is on a first come first serve basis. • Students must abide by the school’s computer policy at all times. Revised 7/13

34. Apple Traits at SchoolStudent Name __________________________________Displayed the Apple Trait of:Respect SelfRespect PropertyRespect Others (Circle the trait you observed)Staff Signature _____________________________________________If you would like to write on the back the details of what you observed feel free! Sample Incentive Ticket for School Revised 7/13

35. Sample Incentive Ticket in the Community Apple Traits in the Community Student Name __________________________________Displayed the Apple Trait of:Respect SelfRespect PropertyRespect Others (Circle the trait you observed)Signature _____________________________________________Location______________________________________If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth. Revised 7/13

36. School-wide Incentives • Dances • Athletic Entry Tickets to after school games • Concession Tickets (Events) • Pizza Parties • Homework Pass • Student of the Month • Student Recognition over the intercom • Group Recognition over the intercom Revised 7/13

37. Teacher Incentives • Procedures, frequency and tracking for recognizing and encouraging positive teacher behavior, for example: • Attendance prizes • Students and co-workers can recommend • Drawing for prizes (tickets given to students may also have teacher name, so when student gets prize, so does teacher who gave the reinforcement) Revised 7/13

38. Sample Teacher Recognition Revised 7/13

39. Identify Your Resources for Incentives • Adopters • Community agencies & businesses • Restaurants • Fundraisers • Churches • Parent organizations • McDonald’s • Red Birds • Grizzlies • Pizza Restaurants Revised 7/13

40. Communication with Parents & Community The PBIS School-Wide Discipline Plan will be posted on the John P. Freeman homepage. Each educator will have an electronic copy of the PBIS School-Wide Discipline Plan for parents to review. A hard copy of the PBIS School-Wide Discipline Plan will be in the parent resource center. The district’s Parentlink System will be used to communicate PBIS School-Wide information to parents and community. The district’s ParentCONNECT (Parent Portal) for PowerSchool SMS will be used and it allows parents to access information regarding attendance, assignments, grades, and office discipline incidents for their children. Revised 7/13

41. Character Education • Character education is taught through, morning announcements, developmental guidance sessions, classroom instruction, academic support instruction, in-school suspension sessions, lifetime health/wellness classes, and mental health professionals. Revised 7/13

42. ATOD Prevention • ATOD is taught through developmental guidance sessions, classroom instruction, academic support instruction, in-school suspension sessions, lifetime health/wellness classes, and mental health professionals. Revised 7/13

43. Bullying Prevention • Annual harassment training will be addressed at the 9/20/13 faculty meeting. • Training with faculty regarding prevention including defining bullying/intimidation, recognizing early stages, and providing strategies for addressing such behaviors will be addressed at the 9/20/13faculty meeting. • Training with the faculty regarding Child Abuse and Jason Foundation ---Suicide Prevention Program was done with the faculty on 9/20/13. Revised 7/13

44. Violence Prevention Programs • Violence Prevention Programs (such as Responsive Classroom, Facing History, Peer Mediation, Kingian Nonviolence, Bullying Prevention, and Conflict Resolution are addressed through developmental guidance sessions, classroom instruction, academic support instruction, in-school suspension sessions, lifetime health/wellness classes, and mental health professionals. Revised 7/13

45. Tier 2/Intervention Team (For Students with 2-5 Office Referrals) • The intervention team will include the school counselors, administrators, classroom teachers, academic support, mental health and behavior related personnel. Revised 7/13

46. Intervention Strategies • Students who are at risk are identified by the administration, guidance and teachers. • Professional Counselors and Mental Health Professionals work with individuals and small groups to solve problems and improve decision making skills. • In-School Suspension will be utilized as in intervention strategy. Revised 7/13

47. 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 • Behavioral Contract • Others Revised 7/13

48. In-School Suspension Plan • 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 nine weeks there will be a 2% decrease in the number of repeat offenders, resulting in a 10% decrease by the final nine 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, educators, professional counselor and/or other mental health professionals. All ISS teachers will receive training in the SCS 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. SCS Research and Evaluation will assist with the design of this component. Revised 7/13

49. In-School Suspension Plan • 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. Revised 7/13

50. In-School Suspension Plan • Conclusions • The Shelby County 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. Revised 7/13