Douglass School School-wide Discipline Plan

2009-10

1650 Ash Memphis, Tennessee 38108

Angela Brown, PrincipalDemetria Faulkner, Asst. Principal

Guiding Principles

Beliefs 

• All children learn, achieve and succeed in different ways.

• As a team, teachers, parents, and the community have the obligation to hold high expectations for achievement of all students.

• Every child should experience daily academic success in a safe, positive, and nurturing environment.

• Parental support greatly influences student achievement, self-esteem, and academic success.

• The collaborative efforts of all stakeholders, including students promote a high performing learning culture.

• The use of new instructional techniques and refined practices that promote the use of technology, enrich teaching and improve learning for all students.

• Research-based strategies promote student learning.

School Character Points

The faculty at Douglass School works together to

ensure that students have access to multiple support

mechanisms that maximize academic growth.• We have a Family Resource Center that provides on-

ongoing parenting programs and community related activities.

• We have an active Parent-Teacher Organization.• Douglass faculty, staff, parents and students strive

collaboratively to have a safe, academic enriched school environment.

Values for Student Success

• All stakeholders see room for improvement.• We are focused on a vision of the future.• We are willing to work hard and contribute to

make Douglass School a positive learning environment.

• We are motivated by the joy of success and a job well done

Vision

Douglass’ students will develop the knowledge and skills to become competent thinkers, problem solvers, decision makers and communicators who are able to compete in the global society and contribute effectively to the growth of the community.

Mission

• The students of Douglass School will achieve educational excellence and obtain above proficiency in every content area as measured by local, state, and national standards.

Philosophy Statement

• All children learn, achieve, and succeed in different ways.

• Teachers and parents have the obligation to hold high expectations for achievement of all students

• Every child should experience daily academic success in a safe, positive, and challenge environment.

• Parental support and encouragement have a large impact on student achievement and success.

• Students share the responsibility for learning.

TCAP Scores Proficient and Advanced Students

2009/2010 Targets: Math 86% Reading/LA 89%

Goals and/or Objectives

• The goal of our school-wide behavior plan is to increase positive student behavior choices and reduce negative behavior choices.

• Objectives:• To reduce the number of student infractions for

being disrespectful to authority (insubordination) by 10%

• To decrease suspensions by 5%

• To maintain a student attendance rate of 95% or higher by the end of the school year

MCS Discipline Committee Worksheet 2009- 10

Name of School:

Douglass SchoolDiscipline 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

Principal* Angela Brown

Assistant Principal Mrs. Faulkner

Professional School Counselor* Aron Wyatt Patricia Washington

School Psychologist Curtis Walls

General Education Teacher(s) Goldia Robinson Elvin Pulley

MEA Representative* Marilyn Freeman

Elected Teacher(s) (2)* Bobbie Tesfazion Juanita Swift

Special Education Teacher(s)* Betty Youngson

Related Arts Teacher(s) Jo Ann Matthews

Students Kelvin Mitchell

Educational Assistant(s)

Community Member Brodus Threat

Parent(s)* Tess Early

Central Office or Board of Education Member

Cafeteria Staff Wanda Montague

Crossing Guard Tonya Jackson

Other

School Rules

• Keep your hands, feet, objects and negative comments to yourself.

• Always show respect to your teacher, other adults, your classmates, and yourself.

• Follow directions of all adults the first time given.

Behavioral Expectation Matrix

Rules Classroom Cafeteria Hallway Restroom Dismissal

#1Students are

seated, working quietly, attentively, and

collaboratively or

independently on task.

Enter quietly through the front doors near the stage and remain seated in assigned area.

Exit through rear doors.

Traffic moves on the right side with hand by your side. Students are 1 block apart and away from the wall

Enter restroom quietly.

Hall traffic moves

in a single file line on the right side of the hall.

#2Follow classroom

Rules.

Be respectful to peers and all adults. Use good table manners and soft voices.

Students walk silently in the halls.

Respect each other’s privacy. Practice cleanliness and good hygiene. Dispose of paper towels in trashcan.

Students exit building silently and orderly.

#3Complete all assignments neatly and to your best ability. Zeroes are not an option.

Follow cafeteria procedures.

Abide by rules 1 and 2.

Classes go to the restroom at scheduled time

Walk on sidewalk and exit the campus as soon as possible.

Classroom Discipline Procedures for K-5

1st Offense Warning

2nd Teacher and Student Conference/Phone Parent

3rd Behavior Intervention Plan

4th Parent/Teacher Conference (Include Guidance)

5th Office Referral

**Major Infractions (Fighting, Profanity towards teacher, Threat(s) against student or teacher, Gang related activities, etc.) refer to office.**

DISCIPLINE LOG for Middle School

1st - warning2nd - student/teacher conference3rd - behavior intervention4th - parent/teacher conference 5th - referral to guidance6th - team detention7th - office referral (attach discipline log)

How we teach the rules and procedures

School-wide-at the beginning of the year• Discuss student/parent handbook.• Sign parent/student/teacher/compact.• Orientation assemblies that teach guidelines for student success.• Practice procedures for the first nine-weeks.• Administer school-wide assessment of school expectations.

School-wide-ongoing• Post procedures throughout the school• Daily announcement reminders• Reinforce, re-teach and continue to practice as needed

School Procedures

Arrival Procedures

* Students enter building quietly in a single file line through the designated door at 8:00.

* Follow directions of teachers, breakfast duty monitors, and all adults.

* Students sit at designated tables in the cafeteria.

* Teachers report to cafeteria to escort students to class at 8:25.

Dismissal Procedures

* The teacher escorts students to designated doors for dismissal.

* Students exit building quietly and orderly

* Pre-K students are escorted to the cafeteria for parent pick-up

Dismissal Procedures Cont.

• Any student not picked up by 3:30 will be escorted to the office and parent contacted with exception of special education department.

• Each teacher is assigned to a designated post throughout the Douglass Campus to ensure student safety.

Hall Procedures

* Students are not permitted in the hall during class periods unless they are accompanied by a teacher or have a hall pass in their

possession.

Classroom Procedures

• Teachers greet students at the door each morning.• Students listen attentively to morning announcement.• Class assembles for morning meetings.• Each classroom posts and practices classroom

procedures for morning announcement routines, transitioning, sharpening, pencils, cooperative groups, turning in homework, cleaning up, emergency drills, and other classroom procedures to ensure an atmosphere of students success.

• Teachers submit attendance by 10:30.

School Wide Incentives

• School-wide and teacher academic achievements are celebrated throughout the year.

• Individual students, homerooms, grade-levels, and the entire school enjoy celebrations for achieving fight-free benchmarks and attendance goals.

• Rewards are given when homerooms achieve cafeteria benchmarks.

Teacher Incentives

• Procedures for recognizing and encouraging positive teacher interaction:– Attendance prizes (names of teachers with

perfect attendance will be entered into a drawing for a prize for each nine week

– Quality Work Prizes( name of teachers with the best quality work display will be entered into a drawing at the end of the semester).

Resources for Incentives

• Adopters

• Community agencies & businesses

• Restaurants

• Fundraisers

• Churches

• Parent organizations

Character Education

• Each nine weeks a specific character trait will be introduced and integrated in the curriculum, reinforced in the classroom and throughout the school year. The trait will be the focus of announcements, newsletters, bulletin board and hallway signs. These traits include Honesty, Respect, Courtesy, Kindness, Self-Reliance, and Problem-Solving.

• The school counselor conducts character guidance lessons twice a month.

• Peer mediation program is implemented.

ATOD Prevention

• No Bullying Classes taught by teachers and School Counselor

• MCS Family Life Education and Health & Wellness Curricula-taught in PE and classrooms.

• Gangs Awareness via MCS/MPD

Bullying Prevention

• Training of students. School Counselor provided training for each classroom on bullying prevention. They discussed how to help students understand what bullying is, where it happens, why some people bully others, and what students should do if they are bullied or see someone else being bullied.

• Harassment and bullying training will be done with faculty . • Peer Mediation

Revised 7/09 25

General Procedure for Dealing with Problem Behaviors

Observe problem behavior

Problem solve

Determineconsequence

Follow proceduredocumented

File necessarydocumentation

Send referral to

office

File necessary documentation

Determine consequence

Followthrough withconsequences

Problem solve

Follow documented

procedure

Write referral &Escort student to office

Follow upwith student

within aweek

Is behavior major?

Does student have 3?

NO YES

NO YES

Find a place to talk with student(s) Ensure safety

Classroom ManagedPreparednessCalling OutClassroom Disruption- ex. talkingRefusal to Follow a Reasonable Request (Insubordination)Put DownsCheatingRefusing to WorkInappropriate Tone/AttitudeElectronic DevicesFood or DrinkDress Code

Office ManagedWeaponsFighting or Aggressive Physical ContactChronic Minor InfractionsAggressive LanguageThreats/BullyingHarassment/Foul Language towards

School PersonnelTruancy/Cutting SchoolSmoking/ Alcohol /DrugsVandalismGamblingLeaving School GroundsNot w/Class During EmergencyFailure to Serve a Detention

Triangle Percentages

Triangle Percentages

Monitoring Process

• Early intervention begins the first week of school. Teachers are regularly surveyed to find out which students are causing discipline problems. Students are monitored and referred to the appropriate team members when necessary.

 

• On the week after the latest discipline information is available from the Blue Ribbon webpage, our team meets to examine the latest data provided. We compare this data to our goals, and implement strategies and procedures to help our students who are having problems.

 

Action Steps

• The Student Behavior Committee will determine the specific needs for staff development based on behavioral data analysis.

• Professional development meetings will be held once monthly to discuss behavioral data and management techniques.

Revised 7/09 31

Meeting ScheduleSee Next Slide for Further Instructions

20 Day Reporting Period

Approximate Dates of Reporting Periods

All data for period entered into system (A)

Discipline Committee meeting dates (B)

Faculty meeting dates to report interpretation of 20 day data (C)

1 8/10/09-9/4/09 9/11/09 9/17/09 9/23/09

2 9/8/09-10/5/09 10/9/09 10/15/09 10/21/09

3 10/6/09-11/4/09 11/6/09 11/12/09 11/18/09

4 11/5/09-12/7/09 12/11/09 12/17/09 12/18/09

5 12/8/09-1/20/10 1/22/10 1/28/10 2/3/10

6 1/21/09-2/18/10 2/19/10 2/26/10 3/3/10

7 2/19/10-3/18/10 3/19/10 3/25/10 4/6/10

8 3/19/10-4/23/10 4/30/10 5/6/10 5/12/10

9 4/26/10-5/21/10 5/26/09 5/27/09 5/28/10

Prevention Programs

• Mendez (Too Good for Drugs/Violence)• Peer Mediation (Coordinated by

Guidance)• MCS Family Life Education and Health &

Wellness Curricula-taught in PE and classrooms.

• Gang Awareness via MCS/MPD

Intervention Plan

• Our secondary interventions for students who have been referred to the office a number of times include social skills groups with social worker/school counselor and also individualized behavior plan developed by the S-Team.

In-School Suspension Plan

• ISS is one consequence in our system of progressive levels of consequences.

• Students complete individual assignments, reflects on their behavior choice that caused their ISS placement, discuss, write, then practice, positive behavior choices.

• The program will service students in grades K-8

Secondary Intervention Evaluation

• We will monitor the progress of our secondary interventions by checking in with teachers to see if the student has shown improvement in behavior. We will also follow-up by checking with office personal to see has office referrals decreased or if need to look more interventions.

Tertiary Interventions

• Intensive individual support is required on occasion where students are chronically behaving inappropriately. When positive behavior support is not working with these students other methods of intervention may be required.

• S-Team meetings, District support, and School Psychologist intervention are utilized in these cases.

 • Our Blue Ribbon Committee examines the data closely for specific

occurrences or student behavior patterns warranting exceptional interventions.

 

Behavior Clubs

• The Blue Ribbon Committee has established behavior clubs to promote positive behavior. Below are the credentials for each club membership. Review and revise every 3 weeks.

• Platinum Club – E and S

• Gold Club – S

• Silver Club – 1 N

• Bronze Club – N’s and U’s

Celebration• School-wide and teacher academic achievements

are celebrated throughout the year.• Individual students, homerooms, grade-levels, and

the entire school enjoy celebrations for achieving fight-free benchmarks and attendance goals.

• Rewards are given when homerooms achieve cafeteria benchmarks.

• Faculty & student birthdays are announced and recognized daily.

Conclusion

• The Douglass’ Family sees the development of our school-wide behavior plan as an ongoing project. Our vision is that our school will consistently demonstrate and model the district’s goal to “achieve a safe, orderly environment where students, staff members, and families share high expectations for academic achievement and personal behavior.”

SAS Survey Summary 2009-10For each system area, follow the steps as outlined below

Overall Perception

School-wide Non-classroom Classroom Individual Student

1. Using SAS Results, list three major strengths

a.#1b.#2c.#10

a.#1b.#3c.#9

a.#1b.#3c.#2

a. #4b.#1c.#2

2. Using the SAS Survey results, list three major areas in need of development.3. For each system, circle one priority area for focusing development activities

A .Consequences for problem behavior are defined clearlyb.#7c.#15

a.#4b#4c .Status of student behavior and management practices are evaluated quarterly from data

a. Problem behavior receives consistent consequencesb.#9c.#7

Targeted group orIndividual interventions

a.5b.6c. School includes formal opportunities for families to receive training on behavioral support/positive parenting strategies

4. Circle or define activities for this/next year’s focus to support area selected for development

a. Organize a teamb. Define/teach school rulesc. Define consequence systems for appropriate & inappropriate behaviord. Define a measurement system linked to school improvement goale. Establish communication cycles with other school teamsf. Develop implementation plan (All of the above)

a. Define/teach routinesb. Supervisor booster training & feedback sessionsc. Data managementd. Maintain team & communication cycle with other school teamse. Develop implementation plan

a. Define/teach routines/ link with school wide rulesb. Classroom staff boosters & feedback sessions for creating effective strategies/materialsc. Data managementd. Maintain team & communication cycle with other school teamse. Develop implementation plan

a. Process for referral & support plan design, implementation & monitoringb. Plan to develop & use FBA to support skillsc. Data managementd. Maintain team & communication cycle with other school teamse. Develop implementation plan(All of the above)

5. Specify system(s) to: sustain (S) & develop (D).

Behavior Clubs, behavior logs, S-Team & IncentivesCafeteria(Fight-Free incentives)

Analyze PBIS report every 20 days as a team to make necessity adjustment

Behavior Logs-Document student infraction-date and define interventions used

PD Training exhibiting strategies to quickly address problem behaviors.

6. Use the SAS Annual Action Planning form for determining management, design & implementation activities in the selected focus areas.

Action Plan For School Wide PBIS

Action Number

Action( Who Does What?)

By When? (Date)

How will we know it is done? (Data Source)

Establish & Confirm

Commitment(TIC 1 & 2)

1. Faculty feedback is obtained throughout year2.Faculty involved in some decision making/establishing goals3. Admin attends meetings 90% of the time

Dates noted on meeting schedule

Minutes from committee meetingUpdates made to SWDP

Establish SWPBS Team

(TIC 3 – 5)

1. Team established (representative2. Team has regular meeting schedule, effective operating procedures3. Committee/Workgroup review completed/updated annually

Completed Submission of SWDP

Conduct Self-Assessment(TIC 6-8)

1.Celebrate Fight-Free and Attendance2.New Teacher Orientation3.Teach Staff data System4.Conduct Self-Assessment

Every 20 daysOnce a monthEvery 20 daysApril 2010

Principal, AP will announce and send home notice to parents informing of upcoming celebrationPLC Minutes & AgendaThrough collected results submitted through scanner and posted websites

Action Plan Cont.Conduct Self-Assessment(TIC 6-8)

1.Celebrate Fight-Free Attendance2.New Teacher Orientation3.Teach Staff data System4.Conduct Self-Assessment

Every 20 daysOnce a monthEvery 20 daysApril 2010

Principal, AP will announce and send home notice to parents informing of upcoming celebrationPLC Minutes & AgendaThrough collected results submitted through scanner and posted websites

Action Number

Action( Who Does What?)

By When? (Date)

How will we know it is done? (Data Source)

Teach Behavioral

Expectations Associated with

School Rules(TIC 9 – 12)

1. Matrix for hallway and cafeteria2. The system includes incentives for staff/faculty3. Students are involved in identifying/developing incentives4. Rewards are varied to maintain student interest

Completed All staff members will monitorPictures posted of celebrations

Develop & Implement

School-wide System for

Rewarding Rule Following(TIC 13)

1. System for rewarding student behavior is established.2.Establish a committee within team to find funding for incentives.3. 4. 5.

10/15/09 Counselors will seek funding from various organizations to support incentives.

Develop and Implement Array of

Procedures for Addressing

Rule Violations(TIC 14)

1. Blue Ribbon Committee presented plan to staff2. Behaviors defined3. Clearly identified major/minor behaviors4. Suggested array of appropriate responses to minor (classroom)

9-25

10/09

Follow discipline log and attach to referral

PD session powerpoint and teacher evaluation of session

Action Plan Cont.

Action Number

Action( Who Does What?)

By When? (Date)

How will we know it is done? (Data Source)

Discipline data are gathered, summarized

and reported to staff to make

decisions(TIC 15)

1. Students attendance and behavior collected by AP, counselor, BR ommittee and presented to staff.

2.3.4.

Every 20 days

Charts- Compstat report & update SWDP

Build capacity for function

based support(TIC 16-17)

1. Behavior logs will be used to assist in identifying students to recommend for S-Team

2.3.4.

As Needed S-Team documentation (minutes)

Other tasks1.2.3.4.5.