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Maryland Computation Worksheet Schedule I document sample
Document Sample
School Name
School-wide Discipline Plan
2008-09
School Address
Memphis, Tennessee
Revised 7/08 1
Guiding Principles
• Beliefs
• School Character Points
• Values
Revised 7/08 2
Vision
• Input school vision statement
Revised 7/08 3
Mission
• Input school mission statement
Revised 7/08 4
Philosophy Statement
• Input shared philosophy statement
Revised 7/08 5
Previous Results
• What progress have you made toward 07-
08 school wide discipline goals?
• List graphs and short explanations
comparing 06-07 & 07-08
• Data sources may include:
– SMS
– Blue Ribbon data website
– Research, Evaluation & Assessment
Department
Revised 7/08 6
Goals or Objectives
• Input goals or objectives for 2008-09 (for
example… decrease suspensions by 10%,
decrease office referrals by 15%, increase
student attendance, time on task, etc.)
Revised 7/08 7
MCS Discipline Committee Worksheet 2008-09
Principal*
Name of School: Assistant Principal
_________________ Prof essional School Counselor*
Discipline Committee is School Psychologist
representative of the General Education Teacher(s)
school faculty and
MEA Representative*
includes an administrator.
Elected Teacher(s) (2)*
Fill in the names of committee Special Education Teacher(s)*
members and designate a Team Related Arts Teacher(s)
Leader (TL)
Students
Educational Assistant(s)/ Non-Certif ied Staf f
Community Member
Parent(s)*
*Indicates members mandated by Central Of f ice or Board of Education Member
MEA contract
Caf eteria Staf f
Bus Driver
See next slide for further instructions
District PBIS Coach
Discipline Committee
• What needs to happen for this team to
meet once every 2-4 weeks?
• Someone on team designated to be
responsible for data from DATA Website
(mcsprodweb.mcsk12.net/blueribbon)
• Complete Meeting Schedule for the year
Revised 7/08 9
Meeting Schedule
See Next Slide for Further Instructions
20 Day Reporting Approximate All data for period Discipline Faculty meeting
Period Dates of entered into Committee dates to report
Reporting Periods system (A) meeting dates (B) interpretation of
20 day data (C)
1 8/11/08-9/8/08 9/12/08
2 9/9/08-10/6/08 10/9/08
3 10/7/08-11/5/08 11/7/08
4 11/6/08-12/8/08 12/12/08
5 12/9/08-1/21/09 1/23/09
6 1/22/09-2/19/09 2/20/09
7 2/20/09-3/26/09 3/27/09
8 3/27/09-4/24/09 5/1/09
9 4/25/09-5/22/09 5/27/09
Revised 7/08 10
(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.
Name and title of data entry designee:
(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 Discipline
Committee.
Name and title:
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)
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:
Team may wish to lead faculty in brainstorming intervention strategies based on
data. Share successes and areas of continued efforts.
Monitoring Process
• How is data used by the School Discipline
Committee to determine progress toward
goals?
Revised 7/08 12
Action Steps
• List your prioritized Action Steps for the
2008-09 school year based on the
Effective Behavior Survey (EBS) and the
Team Implementation Checklist (TIC)
• Summary of EBS results
• Complete Action Plan (form on website)
Revised 7/08 13
Celebration
• How do you communicate your successes
school-wide, at the teacher level and at the
student level? For example:
– Announcements
– Bulletin Boards
– Faculty/parent meetings
– Submit information to MCS publications and
media
– Community rallies
– etc.
Revised 7/08 14
School Rules
• State and post throughout the building 3 – 5
positively stated school wide rules
For Example:
• Respect Self
• Respect Property
• Respect Others
Complete matrix on next slide based on your rules, adding
areas appropriate to your school site. All expectations
should be positive and specific.
For more examples and information go to websites at end
of document.
Revised 7/08 15
Behavioral Expectation Matrix
Classroom Cafeteria Hallway Restroom Bus
Rules
Revised 7/08 16
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
Revised 7/08 17
General Procedure for Dealing with Problem Behaviors
Observe problem
behavior
Is
Find a place to talk with NO behavior YES
student(s) Ensure safety
major?
Problem solve Write referral &
Escort student to office
Determine Problem solve
consequence
Determine
Follow procedure consequence
documented
Follow
documented
procedure
NO Does YES
student Follow
have 3? through with
consequences
File necessary Send
documentation referral to File necessary
office documentation
Follow up
with student
within a
week
Revised 7/08 18
How we teach the rules and
procedures
• Describe here the process for teaching the
rules and school-wide procedures
including:
– Lesson Plans (taught within first 5 days each
semester)
– Opportunities for practice
– Active monitoring of rule following behavior
– Posting rules prominently in all areas of
building(s)
– Media (announcements, Channel 1, etc.)
Revised 7/08 19
Revised 7/08 20
School Procedures
• List school procedures for entering school
• Closing of school/buses
• Passing Classes
• Lunchroom
• Assemblies
• Referrals
• Restrooms
• Hall passes
• Etc… Revised 7/08 21
Classroom Procedures
Describe Classroom school-wide procedures,
such as:
• Hall Passes
• Getting up from seat
• Asking for help
• Cooperative groups
• Turning in Homework
• Writing Assignment Protocol
• Etc.
Revised 7/08 22
School Wide Incentives
• Your procedures, frequency and tracking
for reinforcing and maintaining rule
following behavior:
– Includes a way that any adult in the building
may give a student a ticket/token/etc. for rule
following behavior. May be used in a variety
of ways: purchasing book store items, entry to
athletic events, placed in designated
containers for drawings for prizes or reading
names over intercom, etc.
Revised 7/08 23
Sample Incentive Ticket
Owl Traits in the Community
Student Name __________________________________
Displayed the Owl Trait of:
Respect Self
Respect Property
Respect Others
(Circle the trait you observed)
Signature
_____________________________________________
If you would like to write on the back the details of what you
observed feel free! Thank you for supporting our youth.
Revised 7/08 24
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 7/08 25
Sample Teacher Recognition
Revised 7/08 26
Identify Your Resources for
Incentives
For Example:
• Adopters
• Community agencies & businesses
• Restaurants
• Fundraisers
• Churches
• Parent organizations
• Others
Revised 7/08 27
Character Education
• How does your school support character
education (i.e., Health & P.E., morning
announcements, class meetings, curricula,
etc.)
• Please give implementation details: who
(staff & students), what, when
Revised 7/08 28
ATOD Prevention
• What does your school do to teach Alcohol,
Tobacco and Other Drug prevention
education (i.e., Health & P.E. lessons,
morning announcements, curricula, class
meetings, extracurricular activities or clubs,
etc.)?
• Please give implementation details: who
(staff & students), what, when
Revised 7/08 29
Sexual Harassment Prevention
• Date annual harassment training is done
with faculty
• Details of training done with students
• MCS Video Library is source for student
materials: 416-5890
Revised 7/08 30
Bullying Prevention
• Training with faculty: Please give implementation
details
– professional development provided by whom, to whom, how
often
– must include defining bullying/intimidation, recognizing early
stages, and providing strategies for addressing
• Training of students. Please give implementation
details
– taught by whom, to whom, how often
– is program used in addition to standard MCS curriculum?
Revised 7/08 31
Violence Prevention Programs
• What are you are using to address
comprehensive violence prevention (such
as Mendez Too Good for Drugs, Too
Good for Violence, Second Step,
Responsive Classroom, bullying
prevention programs, Facing History, Peer
Mediation, conflict resolution, Peaceable
Schools, etc…)?
• Implementation (taught by whom, to
whom, how often)
Revised 7/08 32
Multihazard Emergency School
Plan
• Please indicate the date your plan was
submitted mm/dd/yy
• Dates for all drills mm/dd/yy(s)
• Dates for training mm/dd/yy
• Dates for plan review mm/dd/yy
Revised 7/08 33
Intervention Plan
• Describe secondary interventions for
students who have been referred to the
office 2 - 5 times, such as:
– group counseling (give types of groups and
with whom),
– targeted incentive programs for select
students (i.e., Check In, Check Out),
– mentoring,
– behavior plans for repeated minor infractions
(using BIM and other resources),
– etc.
Revised 7/08 34
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
Revised 7/08 35
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. Revised 7/08 36
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.
Revised 7/08 37
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
Revised 7/08 38
• ISS Assistants should received 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.
Revised 7/08 39
Secondary Intervention
Evaluation
• What are you using to evaluate and what
are your indicators of progress for your
secondary interventions?
Revised 7/08 40
Tertiary Interventions
• How does your School Support Team (S-
Team) identify and plan for these students?
• Number of Functional Behavior Assessments
and comprehensive Behavior Intervention
Plans
• How do you monitor success of
interventions?
Revised 7/08 41
Green zone 0 – 1, yellow zone 2 – 5, red zone 6+ office referrals
CONTINUUM OF Tertiary Prevention:
SCHOOL-WIDE Specialized
INSTRUCTIONAL & Individualized
POSITIVE BEHAVIOR % Systems for Students
SUPPORT with High-Risk Behavior
Secondary
% Prevention:
Primary Prevention: Specialized Group
School-/Classroom- Systems for Students
Wide Systems for with At-Risk Behavior
All Students,
Staff, & Settings
% of Students
Revised 7/08 42
Insert Your 07-08 Triangle
Revised 7/08 43
Computation for Triangle
1. Number of students with 6+ office referrals (red zone)=
Divide this number by total enrollment for % in red zone
2. Number of students with 2 – 5 office referrals (yellow zone)=
Divide this number by total enrollment for % in yellow zone
3. Number of students with 1 office referral=
4. Add together totals from 1, 2, & 3 and subtract from total
enrollment to get students with 0 office referrals
5. 0–1 office referral (green zone)=add totals from 3 & 4. Divide
by total enrollment for % in green zone
6. Total students referred (total of first 3 lines)=
Divide by total enrollment body for % students referred
Computation template on MCS website
Revised 7/08 44
Plan for Support & Monitoring
• Middle of September submit Discipline Plan
electronically to District Coach and Academic
Superintendent for your area. Includes:
– Team Members and Team Leader
– Meeting Schedule for year
– EBS Summary
– Action Plan (based on EBS results)
– TIC (also submitted to Coach Oct., Jan., Apr.)
– Ratification-acceptance form faxed 416-4221
Ongoing training for Team Leaders and others will be
provided throughout the school year
Revised 7/08 45
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
Revised 7/08 46
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
Revised 7/08 47
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
Revised 7/08 48
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