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Sharpe Elementary School-wide Discipline Plan 2014-2015

This document outlines the guiding principles, values and goals of Sharpe Elementary School's discipline plan for creating a positive and productive learning environment.

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Sharpe Elementary School-wide Discipline Plan 2014-2015

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  1. Gary Zimmerman Iris Kizer, Principal Professional School Counselor PBIS Internal Coach 2008 PBIS Blue Ribbon School of the Year Sharpe ElementarySchool-wide Discipline Plan 2014-2015 3431 Sharpe Avenue Memphis, Tennessee 38111 Revised 9/14

  2. GuidingPrinciplesBeliefs We at Sharpe Elementary School believe: • School is serious business. • All stakeholders will treat each other with respect and dignity. • Teachers use strategies, data, and research based information to ensure that each student experiences success everyday. • students are responsible to work to the best of their ability and think creatively. • Students will have opportunities to use technology to enhance their learning. • All stakeholders will collaborate to reinforce student learning. Revised 9/14

  3. Guiding Principals • Show students you care. • Promote student self-control. • Have clearly communicated expectations. • Use humor to diffuse disruptions. • Speak with disruptive students privately. • Address the misbehaviors of the child not their character. • Help all students feel successful. • View each student as unique. • Reinforce good behavior. • Take responsibility for creating an orderly learning environment. Revised 9/14

  4. Guiding PrincipalsSchool Character Points Self-Confident  Helpful  Achieving  Respectful  Proud  Excellence Revised 9/14

  5. Guiding PrinciplesValues Constructive Relationships • Build positive relationships with students, parents, team members, and stakeholders Quality Consistent Instruction • Daily engaging lessons to maximize student performance and productivity – through the use of Common Core standards and other research based curriculum Supportive Accommodations • Provide differentiated instructional opportunities to students both academically and behaviorally allowing for continuous feedback Revised 9/14

  6. Vision Sharpe Elementary will continue to be a professional learning community where all teachers practice effective research based strategies to prepare students for success. Sharpe’s stakeholders will continue to collaboratively motivate children to become productive citizens and future leaders of the community. Revised 9/14

  7. Mission Our mission is that everyone will collaborate by: S – Showing that success is the key H – Having common core learning experiences A – Achieving our goals R – Respectful at all times P – Prepared to do our best E – Evaluate our goals Revised 9/14

  8. PhilosophyStatement • All staff members strive to serve the needs of the whole child and the child’s development through… • Physical needs • Social-Emotional needs • Intellectual and Academic needs • College & Career Readiness Revised 9/14

  9. Previous Results 11-12 School Year Expulsions 0 Suspensions 13 Referrals 21 Fights 1 12-13 SCHOOL YEAR 13-14 SCHOOL YEAR • Expulsions 0 • Suspensions 11 • Referrals 20 • Fights 2 • Expulsions 0 • Suspensions 13 • Referrals 18 • Fights 3 Attendance data collected by the SART Team Revised 9/14

  10. Goals or Objectives • ACTION STEP 1: To increase and/or improve attendance by 1%, require parents to sign in tardy children and send an explanation of tardy or absence • PURPOSE: To increase attendance, decrease tardiness, and increase classroom productivity • TIME LINE: Ongoing • Procedure: Letters sent to parents, conferences, phone calls, graph daily class attendance, quarterly board, “shout-outs during daily announcements, monthly SART team meetings, and classroom discussions/presentations. • PERSON’S RESPONSIBLE: School Staff/SMS- counselor, FSS Revised 9/14

  11. Goals or Objectives • ACTION STEP 2: To increase effective time on task. • PURPOSE: To increase academic achievement, increase positive attending behaviors, decrease opportunities for misbehavior, and improve routine and order. • TIME LINE: Ongoing • Procedure: classroom rules and procedures taught, effective classroom management practices, adherence to daily instructional schedule, reduction of unnecessary or idle time for students, structured trasitioning • PERSON’S RESPONSIBLE: School Staff – primarily classroom teachers Revised 9/14

  12. Goals or Objectives • ACTION STEP 3: To increase # of proficient and advanced students. • PURPOSE: Meet or exceed state requirements for proficiency. Meet AMO • TIME LINE: Ongoing • Procedure: Increase instructional time, follow daily teaching schedule and curriculum guides utilizing common core guidelines, data analysis teams aggregate data and determine action plan, differentiated instructional opportunities, and Tier II and III interventions. Utilize RTI strategies • PERSON’S RESPONSIBLE: School Staff – data teams, SRT-teams Revised 9/14

  13. SCS Discipline Committee Worksheet2014-2015 Name of School: _____Sharpe______ Discipline Committee is representative of the school faculty and includes an administrator. Revised 9/14

  14. Discipline Committee • Principal: Mr. Gary Zimmerman • School Counselor: Ms. Kizer • School Representative: Ms. Withers • Regular Education Teachers: • Mrs. Dandridge • Ms. Kelly • Mrs. Fleming • Mrs. Bernadini • Mr. St. Clair • Mrs. M. Robinson, I.R. Teacher • Coach Bethany Harmon Revised 9/14

  15. Meeting Schedule Revised 9/14

  16. Monitoring ACTION STEP 1: SRT analyzes data that integrates academic performance and behavior support for each tiered student. Team formulates an education plan for students at risk academically or behaviorally. PURPOSE: To monitor effectiveness of interventions, alter when necessary, or provide alternative strategies where necessary TIME LINE: Entire year PERSON’S RESPONSIBLE: Teachers, counselor and other staff members Revised 9/14

  17. Monitoring • ACTION STEP 3: Analyze office referrals to make adjustments to behavior/discipline plan • PURPOSE: To determine effectiveness of strategies in school’s behavior plan and make necessary adjustments • TIME LINE: Each nine weeks • PERSON’S RESPONSIBLE: School staff Revised 9/14

  18. Monitoring • ACTION STEP 4: a:To celebrate students’ academic achievements and outstanding citizenship b: spotlight students exhibiting extraordinary efforts to improve school climate • PURPOSE: To create pride and ownership in the school community • TIME LINE: Each nine weeks • PERSON’S RESPONSIBLE: School Staff & students Revised 9/14

  19. Monitoring Process • How is data used by the School-wide PBIS Team to determine progress toward goals and Action Plan? • Team analyzes data, determines strategic planning for problem areas, times and behaviors • Helps identify students at risk-allowing for interventions to improve behavior, attendance, etc. • Data helps to keep team aware of what is working and not working throughout the year – allowing for updates and modifications to the plan Revised 9/14

  20. Celebrations and Recognitions • ACTION STEP 1: Recognize academic success and good behavior by honoring students publicly in an awards assembly • PURPOSE: To recognize and reward academic success • TIME LINE: Each nine weeks • PROCEDURE: Students will receive recognition for Principal’s List, Honor Roll, Citizenship, and Perfect Attendance – certificates provided, names posted in hallway, parents invited to attend • PERSON RESPONSIBLE: School Staff Revised 9/14

  21. Celebrations and Recognitions • ACTION STEP 3: Caught Doing Good Program  • PURPOSE: To intermittently reward good conduct • TIME LINE: Entire year on a daily basis • PROCEDURE: Teachers and other staff will submit the names of students that display above the norm behavior daily. The principal will call the student’s names over the intercom and honored students will receive congratulations, pencils, and a handshake from the Principal • PERSON RESPONSIBLE: School Staff Revised 9/14

  22. Celebrations and Recognitions • ACTION STEP 4: To recognize all students excelling academically and personally/socially, following the 4 Rs of Respect. • PURPOSE: To recognize outstanding academic performance and citizenship • TIME LINE: End of each 9 weeks • PROCEDURE: All students receiving an award will have their names displayed in strategic locations for entire school to see as well as parents or visitors – placed on schools web page • PERSON’S RESPONSIBLE: School Staff/Honors committee Revised 9/14

  23. Celebrations and Recognitions • ACTION STEP 6: Excellent Eagle awards (BATS –Better Attitude Towards School and BUGS-Bringing Up Grades At School) will be given to one student in each classroom who is at risk but is putting forth their best effort • PURPOSE: To honor students who are making strides toward improving academics and behavior • TIME LINE: Every nine weeks • PERSON’S RESPONSIBLE: Teachers/Honors committee Revised 9/14

  24. School Rules • Respect Self • Respect Property • Respect Others • Respect Learning Revised 9/14

  25. Expectations • ACTION STEP 1: To create student awareness of school rules and procedures using Sharpe’s Teaching Matrix • Opening of school • Breakfast • Halls • Lunchroom • Restrooms • Dismissal • Use of playground • PURPOSE: To create a welcoming and safe environment so that all students can achieve their potential • TIME LINE: Ongoing • PERSON’S RESPONSIBLE: School Staff Revised 9/14

  26. Expectations • ACTION STEP 2: To enhance student awareness of classroom rules and procedures • PURPOSE: To create an environment of student learning and academic success. Students will become familiar and compliant to school rules and procedures • TIME LINE: Entire year • Procedure: Classroom lesson, opportunities for practice, reminders and re-teaching before and after breaks, classroom presentations on goals, expectations, etc • PERSON’S RESPONSIBLE: Teachers, counselor, & staff Revised 9/14

  27. Teaching the Expectations • ACTION STEP 1: To create awareness among faculty, students, parents, and community of school’s mission, vision, and school beliefs by distributing school’s handbook as soon as it is available. • PURPOSE: To make the community aware of school’s beliefs • TIME LINE: First weeks of school and intermittently throughout the year • Procedure: Review plan with staff, discuss plan with parents during meetings, post all statements in visible areas as well as schools web page • PERSON RESPONSIBLE: School Staff Revised 9/14

  28. Teach the Expectations • Action Step 2: Students will recite school pledge daily during morning announcementsin addition to rules on Sharpe’s Eagle Matrix. • Respect for Learning - continue to focus on the four “R”s of respect. • Purpose: To create awareness and ownership of school’s beliefs – student led pledge • Time line: Daily throughout the year • Person Responsible: School Staff Revised 9/14

  29. Teach the Expectations • ACTION STEP 3: To make the school’s mascot an integral part of the school’s mission and beliefs by making the eagle more visible throughout the school and various activities. More discussion about the attributes of the Eagle. • PURPOSE: To create a sense of community and school pride • TIME LINE: Entire year • PERSON RESPONSIBLE: School Staff • Use words like: Excellent Eagle, Eagle Behavior looks like _________. Etc….i.e. A soaring eagle, Eagles can rise above storms… Revised 9/14

  30. Responding • ACTION STEP 1: Utilizing SRT to target students at risk by monitoring behaviors through team effort • PURPOSE: To improve desired behaviors, healthy social interactions, and problem solving skills which may result in a unique plan to serve individual students • TIME LINE: Entire year – screenings quarterly • PROCEDURE: Various interventions, classroom lessons targeting character education, conflict resolution skills, empathy, managing emotions, etc… • PERSON RESPONSIBLE: Teacher and School Counselor Revised 9/14

  31. Responding • ACTION STEP 2: To teach, model and reinforce appropriate social skills through classroom guidance, group counseling sessions, and individual counseling • PURPOSE: To improve desired behaviors, healthy social interactions, and problem solving skills • TIME LINE: Entire year • PROCEDURE: Classroom lessons targeting character education, conflict resolution skills, empathy, managing emotions, bully awareness, etc… • PERSON RESPONSIBLE: School Counselor Revised 9/14

  32. Responding • ACTION STEP 3: To greet students daily • PURPOSE: To create a positive and welcoming school environment • TIME LINE: Entire year • PROCEDURE: Students will be welcomed by school staff. Staff will use this time to meet the needs of students having difficulties. Staff will use daily greetings to build relationships with students and parents and to set the climate of the school. • PERSON RESPONSIBLE: School Staff Revised 9/14

  33. Responding • ACTION STEP 4: Conduct SRT meetings, Data meetings, & SART meeting to create a systematic behavior plan for individuals needing increased support to improve chronic inappropriate behavior and for those who are repeatedly struggling academically , behaviorally or attendance wise • PURPOSE: To create socially acceptable behaviors, improve grades, create a sense of pride in accomplishments • TIME LINE: Entire year • PROCEDURE: School counselor will coordinate meetings for students needing critical interventions. Teachers will provide samples of work, Istation data, documentation of interventions, and referral paperwork. • PERSON’S RESPONSIBLE: School staff, parent, psychologist, social worker, school counselor. Revised 9/14

  34. Management • ACTION STEP 3: Use Healthy Choices Week and Michigan Model • PURPOSE: To teach students appropriate social behavior in a variety of social situations, and personal responsibility • TIME LINE: Entire year • PERSON’S RESPONSIBLE: School Staff, P. E & wellness coach & Counselor Revised 9/14

  35. Management • Action Step 4: Use PLCs to improve instructional practices • Purpose: To utilize the strengths each staff member possesses and to learn instructional management practices from one another • PROCEDURE: Data teams will work to analyze data, lead team members, and provide plans for struggling learners. Grade level meetings geared toward data and how to interpret that data for learners at every level. • Time Line: All year • Person’s Responsible: School Staff/PLC Revised 9/14

  36. Management • Action Step 4: PBIS team members use data to improve behavior, school climate and classroom management techniques • Purpose: To analyze infractions for specific students and patterns • PROCEDURE: Continuously looking at school data to implement strategies for improvements in student behavior and climate • Time Line: All year • Person’s Responsible: PBIS Team and school staff Revised 9/14

  37. Behavioral Expectation Matrix Revised 9/12

  38. 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 SRT members will be involved in most steps 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 9/14

  39. How we teach the rules and procedures • School rules and procedures • Taught within first month of school and revisited throughout the school year • Lesson Plans • First 3 weeks multiple times daily • Intensive re-teaching before and after breaks • Opportunities for practice • Role play scenario • Teach expectation in the area it occurs (ex: hallway) • Model expected behavior • Active monitoring of rule following behavior • Daily and weekly recognition • Caught Looking Good and Principal’s Book • Correct inappropriate behavior immediately and consistently • Posting rules prominently in building Revised 9/14

  40. Annual PBIS Kick-off • Teach SCS Code of Conduct . • Teach School-wide Rules, Behavior Expectations and classroom rules and procedures from matrix • Additional dates for assembly to address Behavior Expectations during honors activities • Invited speakers/programs to reinforce expected behaviors i.e. Kids on the Block, McGruff, etc. Revised 9/14

  41. School Procedures • Procedures for entering school • Students will enter through the main entrance or back entrance only • Students will walk on the right side of hallway • All students will be seated at the appropriate grade level table in the cafeteria until dismissal at 8:15 for breakfast • Students will be dismissed by grade level and walk to their classrooms led by grade level teacher • Teachers will follow breakfast duty schedule to ensure adequate monitoring of students • Students in the hallways will be monitored by staff positioned at designated areas Revised 9/14

  42. School Procedures • Procedure for Dismissal • Students will exit the building at the appropriate door escorted by their assigned teacher • Teachers are assigned a duty post to supervise students until 3:30 • Teachers submit/and post a list indicating how students are going home – daycare, car, bus, walkers, etc… • All students remaining are taken to the cafeteria and identified to track patterns (same students/families) to offer strategies/interventions for timely pickup Revised 9/14

  43. School Procedures • Procedures for lunchroom • Daily schedule and assigned classroom tables will be provided • Students will line-up according to main entrée choices to expedite serving • Milk, condiments, and utensils are to be secured while in the line • Students may use quiet conversation – Friday is quiet day • Students are not to leave their seat until cafeteria monitor instructs them to take their trash and trays to the appropriate area Revised 9/14

  44. School Procedures • Assemblies • Classes will be provided an assigned table • Principal will call classes to the cafeteria to minimize the number of students in the hallway • Respect for the program is expected • Principal will dismiss classes to reduce traffic flow problems • Classes return to their classrooms before going to the restroom to eliminate congestion in the hallway Revised 9/14

  45. Classroom Procedures • Teachers are responsible for implementing specific classroom rules and procedures that will promote classroom community, positive school climate and healthy relationships between peers and peer to teacher. • Rules should be taught on expectations, ie: when first entering classroom, getting up from seat, asking for help, emergency expectations, group cooperation, and others as the teacher deems necessary. Revised 9/14

  46. School Wide Incentives • Daily – Caught Looking Good • NINE Weeks – Awards: Honors Program, Excellent Eagle, BATS, BUGS, etc.. • Student of the week/month • Dress for Success • Semester Celebrations • Participation in extracurricular activities and clubs • May utilize popcorn popper (purchased with PBIS funds) as incentive • Scheduled celebrations like “Fall Festival”, Rallies Revised 9/14

  47. Educator Recognition Monthly Kudos Posted Sharpe Notes Teacher appreciation Teacher recognition during faculty meetings Revised 9/14

  48. Communication with Parents & Community • Parent Meetings through Title One and Family Engagement presentations • conferences • Website • School Newsletter • Open House • Flyers/Letters/Email • PTO meetings Revised 9/14

  49. Character Education • KIDS ON THE BLOCK – once a year to address Bullying • CHILD ADVOCACY CENTER SAFETY PROGRAM – Once a year to promote personal safety • 5TH GRADE DRUG PROGRAM-DARE – 10 weeks • CLASSROOM GUIDANCE LESSONS – All students receive guidance lessons during the year addressing character education on their levels • HEALTH & WELLNESS CURRICULUM • Small Focused Groups to enhance/build character • Individual and group counseling sessions • Mentoring program (outside speaker)s to support Dress for Success or other school wide preventions and interventions • MCGRUFF with stranger danger and personal safety Revised 9/14

  50. ATOD Prevention • Healthy Choices/Michigan Model – PE teachers • SCS curriculum – classroom teachers • DARE – fifth grade • Classroom Guidance Lessons • Red Ribbon Week • Outside speakers – presentations on specific and appropriate topics Revised 9/14

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