Wells Station Elementary PBIS School-wide Plan 2012-2013

1. Wells Station Elementary PBIS School-wide Plan 2012-2013 1610 Wells Station Road Memphis, TN 38108 Dr. Bobbie J. Williams, Principal Dr. Shirley Jenkins, Assistant Principal

2. 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.

3. Guiding Principles • School Character Points • We strive for Security • Excellence Togetherness • Lifelong Acceptance • Learning Tolerance • Safety Innovation Obedience N (and we) Never give up

4. Guiding Principles • Values At 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!

5. 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.

6. Mission Our mission at Wells Station Elementary: All students: academic achievement – proficiency and beyond

7. 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.

8. Goals and/or 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

9. Results • Decrease office referrals by 15% • Office referrals increased by 1 referral. • Increase student attendance by 1% • Our attendance increased by .5% • Decrease Out of School Suspensions by 10% • Suspensions increased by 8 suspensions. • Strategies will be to continue Attendance incentives, to fully implement Responsive Classroom, and to increase Secondary Interventions. Revised 7/10

10. MCS PBIS Committee2011- 12 Name of School: Wells Station Elementary PBIS Committee is representative of the school faculty and includes an administrator. *Indicates members mandated by MEA contract

11. Meeting ScheduleSee Next Slide for Further Instructions on Names of Team Members Revised 7/10 11

12. (A) Name and title of data entry designee: Shirley Jenkins 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, 2nd Grade Teacher

13. 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 2011-12 school year at Wells Station: .Behavior Plans will be completed on Tier III Behavior Students. Inform and teach the MCS 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.

14. Revised 7/10

15. 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

16. 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.

17. Behavioral Expectation Matrix

18. Staff & Office ManagedBehavior Chart 18

19. 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

20. 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. Assemblies are held to present the school discipline plan and provide behavioral expectations for 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 MCS Code of Conduct. All students memorize a school character pledge which is recited each morning during announcements and at assemblies.

21. School Procedures Entering the Building Students arriving before 8:00 a.m. will line up in two single file lines on the side walk to the main entrance of the building. One line is for students in kindergarten through 3rd grade. The other line is for grades 4-6. Pre-K children enter at designated doors. At 8:00 a.m., students on safety patrol enter the building, put on their safety vests, and take their places at their various assigned positions. Students proceed to the cafeteria between 8:00 and 8:15 a.m. with Kindergarten through 3rd grade children at the tables in the cafeteria. After 8:15 a.m., students proceed to class. Wells Station is a Breakfast in the Classroom School. Students going to the bookstore may go between 8:00 – 8:25 a.m. Students arriving between 8:00 -8:15 a.m. must go to their assigned holding areas: K – 3: Cafeteria (Supervising teacher provides instruction where students are to be seated.) 4: Library Hallway (Teacher is on duty to supervise.) 5 Music Hallway (Teacher is on duty to supervise.) While in these areas, students must study, read a book, or sit without talking. At 8:15 a.m. the supervising teacher dismisses the students to go to class.

22. 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.

23. 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.

24. 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

25. 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.

26. 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 8:00 a.m. Most duty will be completed by 8:15 a.m., but the teacher should make necessary arrangements for the arrival of their students if duty is required beyond 8:15 a.m. No duty shall exceed 8:30 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

27. 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.

28. School Wide Incentives Outstanding Classroom Trophy (Each nine-weeks) Honor Programs each nine-weeks Zap the TCAP Week Alll “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

29. Teacher Incentives • Attendance certificates • Each nine weeks • Appreciation luncheons • Administrative Days • National Teacher Recognition Week Revised 7/10

30. Identify Your Resources for Incentives Adopters Fundraisers P.T.O. Churches

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

32. 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 Character Education Discussions

33. ATOD Prevention

34. Violence Prevention Programs

35. Tier 2/Intervention Team • 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 Revised 7/11

36. 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

37. Secondary Intervention Evaluation What 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 Chancery Reports Teacher Conference Notes FBA Cards I.E.P. (Special Education)

38. 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 7/11

39. 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

40. Insert Your 11-12 Triangle Revised 7/11